(2025) Science and education, 2, 64-70. Odessa.

Ivan Sulyatytskyy, 
Candidate of Psychological Sciences, Associate Professor,
Associate Professor at the Department of Special Education,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-3769-5630

Veronika Mysyuk, 
Applicant at the Department of Special Education
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
ORCID ID: https://orcid.org/0009-0009-9410-7290

UKRAINIAN INNOVATION OF PSYCHODIAGNOSTICS IN SPEECH THERAPY PRACTICE

The article presents a study of the problem of psychodiagnostics of speech and cognitive development in preschool children, particularly those with special educational needs. The relevance of the topic is driven by the increasing number of children with complex speech disorders, such as alalia, dysarthria, general underdevelopment of speech, and autism spectrum disorders, as well as the need to improve speech therapy diagnostic tools for their assessment. To enhance the quality of speech therapy diagnostics, a psychodiagnostic questionnaire was developed and implemented. It is structured according to cognitive domains (sensory-perceptual sphere, memory, thinking, imagination, attention, language/speech), aligned with the age characteristics of preschoolers. This approach allows speech therapists to gain a comprehensive view of the child’s development by simultaneously assessing both speech and cognitive domains.The theoretical foundation of the study is based on contemporary clinical-pedagogical, neuropsychological, and psychological-pedagogical approaches to speech therapy diagnostics, as well as scientific works by Ukrainian and international experts in this field. The author’s psychodiagnostic method includes six cognitive functional blocks.The obtained results demonstrate a strong connection between speech development and other cognitive domains, particularly attention, memory, and thinking. Specifically, weaknesses in cognitive components such as memory, imagination, or voluntary attention significantly hinder speech development. The established profiles reveal individual variability within each diagnostic category and highlight the need for a differentiated approach in working with speech disorders in preschool children.The empirical data convincingly support the multifactorial nature of speech disorders and help determine the contribution of cognitive parameters in the comprehensive planning of individualized speech therapy interventions. The developed diagnostic toolkit has proven effective in identifying “strong and weak areas” of development, demonstrating high validity and adaptability for speech therapy practice.Based on the findings, practical recommendations were formulated regarding its implementation in early diagnostics, creation of individualized correctional pathways, and enhancement of speech therapists’ psychodiagnostic competence.

psychodiagnostics, cognitive sphere, speech disorders, speech therapist, sensory, attention, thinking, imagination, language, memory

1. Bohdanets-Biloskalenko, I. M. (2020). Myslennia i movlennia v systemi doshkilnoi osvity [Thinking and speech in the preschool education system]. Ternopil : Navchalna knyha – Bohdan [in Ukrainian].
2. Halian, I. M. (2011). Psykhodiahnostyka [Psychodiagnostics]. Kyiv : Akademvydav [in Ukrainian].
3. Hriniova, O. M., & Tereshchenko, L. A. (2015). Dytiacha psykhodiahnostyka [Child psychodiagnostics]. Vinnytsia: Nilan-LTD [in Ukrainian].
4. Krutii, K. L. (2005). Teoriia i praktyka formuvannia hramatychno pravilnoho movlennia v ditei doshkilnoho viku [Theory and practice of forming grammatically correct speech in preschool children]. Extended abstract of Doctor’s thesis. National Pedagogical Dragomanov University [in Ukrainian].
5. Sheremet, M. K. (Ed.). (2010). Lohopediia [Speech therapy]. Kyiv : Slovo Publishing House [in Ukrainian].
6. Luriia, O. R. (2018). Osnovy neiropsykholohii [Fundamentals of neuropsychology]. Kyiv : Osnovy [in Ukrainian].
7. Maslova, O. V. (2021). Psykhodiahnostyka rozvytku ditei doshkilnoho viku [Psychodiagnostics of preschool chilren’s development]. Kharkiv : KhNPU [in Ukrainian].
8. Hoian, I. M., & Palii, A. A. (Eds.). (2014). Metody diahnostyky psykhichnoho rozvytku ditei [Methods for diagnosing the mental development of children]. Ivano-Frankivsk : Symfoniia forte [in Ukrainian].
9. Ostrovska, K. O., & Ostrovskyi, I. P. (2015). Osnovy psykholohopedahohichnoi ta medychnoi diahnostyky ditei iz spektrumom autystychnykh porushen [Fundamentals of psychological-pedagogical and medical diagnostics of children with autism spectrum disorders]. Lviv: Triada Plus [in Ukrainian].
10. Pavelkiv, R. V., & Tsyhypalo, O. P. (2013). Psykhodiahnostychnyi instrumentarii v umovakh doshkilnoho zakladu [Psychodiagnostic tools in preschool institutions]. Kyiv : Tsentr uchbovoi literatury [in Ukrainian].
11. Syniova, O. Yu. (2022). Formuvannia kohnityvnykh protsesiv u ditei z movlennievymy porushenniamy [Formation of cognitive processes in children with speech disorders]. Defektolohiia, (4), 15–22 [in Ukrainian].
12. Suliatytskyi, I. V., Ostrovska, K. O., & Osiodlo, V. I. (2021). Psykholohichna pidtrymka ditei z travmatychnym dosvidom u lohopeidychnii praktytsi [Psychological support for children with traumatic experiences in speech therapy practice]. Odesa : VMV [in Ukrainian].
13. Tarasun, V. V. (2008). Morfofunktsionalna hotovnist do shkilnoho navchannia ditei z osoblyvostiamy u rozvytku [Morphofunctional readiness for schooling in children with developmental features]. Kyiv [in Ukrainian].
14. Tkach, Kh. (2020). Obstezhennia movlennievoho rozvytku u ditei z autyzmom ta tiazhkymy porushenniamy movlennia na osnovi povedinkovoho pidkhodu [Assessment of speech development in children with autism and severe speech disorders based on a behavioral approach]. Drohobych : Kolo [in Ukrainian].
15. Fedorenko, O. V. (2018). Psykholinhvistyka [Psycholinguistics]. Kyiv : Tsentr uchbovoi literatury [in Ukrainian].
16. Altman, C., Shaya, N., Berke, R., & Adi-Japha, E. (2025). Challenges in skill acquisition and memory retention in children with developmental language disorder. International Journal of Language & Communication Disorders. Vol. 60, Issue 3 e70024. Retrieved from: https://onlinelibrary.wiley.com/doi/10.1111/1460-6984.70024 [in English].
17. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130 (6), 858–886. DOI: https://doi.org/10.1037/0033-2909.130.6.858 [in English].
18. Owens, R. E. (2020). Language development: An introduction (10th ed.). Pearson [in English].

(2025) Science and education, 2, 59-63. Odessa.

Oksana Rezvan,
Doctor of Pedagogical Sciences, Professor,
Head of the Department of Psychology, Pedagogy and Language Training,
O. M. Beketov National University of Urban Economy in Kharkiv,
17, Chornoglazivska Str., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-7371-3605

Olha Ivanchenko,
Candidate оf Psychological Sciences,
Senior Lecturer at the Department of Pedagogy, Methodology and Management of Education,
Education and Research Institute “Ukrainian Engineering and Pedagogical Academy”
of V. N. Karazin Kharkiv National University,
16, Universytetska Str., Kharkiv, Ukraine
ORCID ID: https://orcid.org/0000-0002-9407-6107

COACHING STRATEGIES FOR DEALING WITH PSYCHOSOMATIC DISORDERS OF STUDENTS IN FRONTLINE AREAS 

The global crises of modern society (war, pandemic), which result in constant stresses of large groups of the population, actualise the problem of working with psychosomatic disorders. In this regard, there is a growing interest in technologies that are quite effective and environmentally friendly in their impact on people, one of which is coaching technology – as an opportunity to change a person’s consciousness about their own problem. Based on the results of research by T. Khomulenko, H. Boiko, T. Kozlova, S. Sharafutdinov, L. Pavelko, K. Milyutina, O. Chaban and others, who have studied the problem of psychosomatics, the author has focused on the effectiveness of using systemic questions in working with a client who has a psychosomatic symptom. A questionnaire survey was conducted among students living in the frontline territory of Kharkiv regarding the symptomatology of the effects of constant stress in psychosomatic disorders, which are defined as: eating disorders (symptom of overweight in girls), circadian rhythm disorder (symptom: insomnia or waking up at night), cardiovascular disorder (symptom: panic attacks / tachycardia), disorder of the sensory-cognitive system (symptom: impaired concentration / memory). An example of counselling work of a psychologist with a psychosomatic disorder of a client is presented – using the transformational game “Psychosomatics” by a practical psychologist N. Sablina, the effectiveness of which was proven in its three-stage implementation among students of two Kharkiv universities. The algorithm for conducting this game is presented – with the main objectives of each stage, where the systematic nature of the issues is combined with the strategy of psychological coaching. The effectiveness of the implementation of the transformational game as a counselling tool for dealing with the client’s psychosomatic symptom and directing him/her to further psychotherapeutic work is proved.

psychosomatics, coaching, transformational game, questions, student, psychologist

1. Boyko, G. L., Kozlova, T. G., & Sharafutdinova, S.U. (2025). Problematyka psykhosomatychnykh aspektiv zdorov’ya student·sʹkoyi molodi v umovakh viysʹkovoho. [Problems of psychosomatic aspects of health of student youth in military conditions]. Naukovyy chasopys Ukrayinsʹkoho derzhavnoho universytetu imeni Mykhayla Drahomanova – Scientific journal of the Mykhailo Dragomanov Ukrainian State University. Issue 5 (192). Retrieved from: h t t p s : / / s p p p c . c o m . u a / i n d e x . p h p / j o u r n a l / a r t i c l e / view/2627/2597 [in Ukrainian].
2. Ivkin, V. M. (2017). Psykholohichni osoblyvosti bezrobitnoho: analiz suchasnykh doslidzhenʹ. [Psychological characteristics of the unemployed: analysis of modern research]. Orhanizatsiyna psykholohiya. Ekonomichna psykholohiya – Organizational psychology. Economic psychology. № 4 (11). S. 36–42. Retrieved from: http://orgpsy-journal.in.ua/index.php/opep/article/view/110 [in Ukrainian].
3. Milyutina, K. L. (2007). Formy psykhokorektsiynoho vplyvu [Forms of psychocorrectional influence]. K. : Hlavnyk. 144 s. [in Ukrainian].
4. Ovcharenko, O. Yu. (2023). Psykhoemotsiynyy stan studentiv v umovakh zbroynoho konfliktu [Psychoemotional state of students in conditions of armed conflict]. Vikova i pedahohichna psykholohiya – Age and pedagogical psychology. Vyp. 53. S. 75–81. Retrieved from: http://habitus.od.ua/journals/2023/53-2023/12.pdf [in Ukrainian].
5. Pavelko, I. (2024). Do pytannya psykhosomatychnoho aspektu pandemiyi COVID-19 [On the issue of the psychosomatic aspect of the COVID-19 pandemic]. Mentalʹne zdorovʺya – Mental Health. № 1. S. 53–62. Retrieved from: https://journals.oneu.od.ua/index.php/mh/issue/view/1/1 [in Ukrainian].
6. Psykhosomatyka ta psykhoistoriya khvoroby : navchalʹnyy posibnyk [Psychosomatics and psychohistory of disease : a textbook] (2023) / T. B. Khomulenko., S. Shandruk, L. Zhdanyuk. Kharkiv : Vydavnytstvo “Disa plyus”. 276 s. [in Ukrainian].
7. Sablina Nataliya Participating in a psychological game “Psykhosomatyka” [Uchastʹ u psykholohichniy hri “Psychosomatics”]. Retrieved from: https://www.sablinatz.com/psyhologichna-gra-psyhosomatika [in Ukrainian].
8. Chaban, O., & Khaustova, O. (2004). Psykhosomatychna medytsyna. Aspekty diahnostyky ta likuvannya [Psychosomatic Medicine. Aspects of Diagnosis and Treatment]. 96 s. [in Ukrainian].
9. Khomenko-Semenova, L., & Prokhorenko, Ya. (2022). Vplyv informatsiynoho kontentu na emotsiynu stiykistʹ studentiv ZVO v umovakh voyennoho stanu [The influence of information content on the emotional stability of students of higher educational institutions under martial law]. Visnyk Natsionalʹnoho aviatsiynoho universytetu. Seriya: Pedahohika. Psykholohiya: zb. nauk. pr. – Bulletin of the National Aviation University. Series: Pedagogy. Psychology: scientific collection. Vyp. 1 (20). S. 129–134. Retrieved from: https://er.nau.edu.ua/handle/NAU/58489 [in Ukrainian].
10. Khomulenko, T.B., & Turkova, D.M. (2020). Psykhoimunolohiya: teoriya i psykholohichna praktyka [Psychoimmunology: theory and psychological practice]. Kharkiv : Vydavetsʹ O. A. Miroshnichenko. 208 s. [in Ukrainian].

(2025) Science and education, 2, 46-58. Odessa.

Anzhela Myshenina,
Postgraduate Student at the Department of Theory and Methods of Practical Psychology,
The state institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0009-0007-6900-0155

Oleksii Chebykin,
Doctor of Psychological Sciences, Full member of NAPS of Ukraine,
Full Professor, Department of Theory and Methods of Practical Psychology,
The state institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-7905-2708

PSYCHOLOGICAL FEATURES OF FEMALE ATTRACTIVENESS IN SOCIAL AND COMMUNICATIVE INTERACTION WITHIN PROFESSIONAL SETTINGS

The article presents the results of a theoretical and empirical study devoted to the study of psychological characteristics of female attractiveness in social and communicative interaction in the context of professional activity. The relevance of the problem is determined by the growing role of interpersonal interaction in the professional environment, where the level and style of female attractiveness are important factors in communication. The aim of the study was to determine the influence of female attractiveness on the comfort of social and communicative interaction in the context of professional activity. The methods of theoretical analysis (generalisation, systematisation, classification of scientific literature, logical-semantic and content analysis of the categories of the subject of research) and empirical research using the modified scale of female attractiveness by O. Chebikina, A. Klench) and the author’s questionnaire “Assessment of the influence of gender characteristics on professional and social interaction”, which made it possible to diagnose styles and levels of attractiveness, formal and informal socio-psychological interaction of the subjects with men and women in professional activities. The results were processed using descriptive statistics, correlation and dispersion analysis with IBM SPSS Statistics 21. As a result, five main components of attractiveness were identified: physical, emotional, cognitive, communicative and social-role. It was found that the physical and social role components are dominant in creating a positive first impression, while the emotional, cognitive and communicative components need to be developed. It was revealed that a combination of a high level of physical attractiveness with a developed social role contributes to more effective achievement of professional goals in the field of communication. Positive correlations were found between the level and style of attractiveness (soft, bright, formal, mixed) and the feeling of comfort in professional interaction. It has been proven that the level of attractiveness is an important determinant of women’s communicative effectiveness in a professional environment. The conclusions emphasise that the level of attractiveness is a significant determinant of women’s communicative effectiveness in the professional environment, and styles of attractiveness act as mechanisms of adaptation and means of improving social and communicative comfort. The results obtained can be used in practical psychology, HR management, personal development training, and gender-oriented programmes to improve professional interaction.

 woman, female attractiveness, social and communicative interaction, professional activity, styles of attractiveness, levels of attractiveness, psychological comfort

1. Bielavin, S. Р. (2020). Osoblyvosti sotsialnoi komunikatsii ta vzaiemodii studentskoi molodi v polietnichnomu prostori Ukrainy [Peculiarities of social communication nd interaction of student youth in polyethnical space of Ukraine]. Vcheni zapysky Tavriiskoho natsionalnoho universytetu imeni V. I. Vernadskoho, Seriia Psykholohiia – Scientific Notes of Taurida National V. I. Vernadsky University, Series Psychology, 1, 1–10. DOI: https://doi.org/10.32838/2709-3093/2020.1/01 [in Ukrainian].
2. Haidukevych, K., & Polishchuk, L. (2023). Emotsiinyi intelekt yak vazhlyva skladova uspikhu v profesiinii diialnosti ivent-menedzhera [Emotional intelligence as an essential component of an event manager’s professional success]. Pytannia kulturolohii – Issues in cultural Studies, 41, 78–88. DOI: https://doi.org/10.31866/2410-1311.41.2023.276695 [in Ukrainian].
3. Serhiieva, I. V., Fatalchuk, S. D., & Fedotova, S. M. (2025). Psykholohichni osoblyvosti mizhpersonalnoi vzaiemodii pratsivnykiv u vyrobnychomu kolektyvi [Psychological features of interpersonal interaction of employees in a production team]. Naukovi zapysky. Seriia: Psykholohiia – Scientific Notes. Series: Psychology, 1, 138–144. DOI: https://doi.org/10.32782/cusu-psy-2025-1-18 [in Ukrainian].
4. Serdiuk, N. (2021). Atraktsiinist yak zaporuka efek- tyvnoi konsulʹtatyvnoi diialnosti psykholoha [Attractiveness as a key to effective psychological counseling]. Vcheni zapysky TNU imeni V. I. Vernadskoho. Seriia: Psykholohiia – Scientific Notes of V. I. Vernadsky TNU. Series: Psychology, 32 (71), 70–74. DOI: https://doi.org/10.32838/2709-3093/2021.3/11 [in Ukrainian].
5. Sytnik, S., & Chebykin, O. (2020). Osoblyvosti mizhpersonalnoi vzaiemodii psykholohiv z riznym rivnem sotsialnoho intelektu [Peculiarities of interpersonal interaction of psychologists with different levels of social intelligence]. Nauka i osvita – Science and Education, 1, 41–48. DOI: https://doi.org/10.24195/2414-4665-2020-1-6 [in Ukrainian].
6. Khomych, H., & Shamardak, Yu. (2019). Atraktsiia yak skladova mizhpersonalnoi pertseptsii u profesiinii diialnosti psykholoha [Attraction as a component of interpersonal perception in the professional activity of a psycho- logist]. Humanitarium, 42 (1), 189–197. DOI: https://doi.org/10.31470/2308-5126-2019-42-1-189-197 [in Ukrainian].
7. Chebykin, O., & Klenchu, A. (2012). Psykholohiia atraktyvnosti divchyny [The psychology of a girl’s attractivenes]. Odesa : Vydavets M. P. Cherkasov [in Ukrainian].
8. Abbasi, Z., Billsberry, J., & Todres, M. (2023). Empirical studies of the “similarity leads to attraction” hypothesis in workplace interactions: a systematic review. Management Review Quarterly, 74, 661–709. DOI: https://doi.org/10.1007/s11301-022-00313-5 [in English].
9. Buggio, L., Vercellini, P., Somigliana, E., Viganò, P., Frattaruolo, M.P., & Fedele, L. (2012). You are so beautiful: Behind women’s attractiveness towards the biology of reproduction: A narrative review. Gynecological Endocrinology, 28, 753–757. DOI: https://doi.org/10.3109/09513590.2012.6 62545 [in English].
10. Chen, D., Yao, Z., Liu, J., Wu, H., & Hu, X. (2024). Social conformity updates the neural representation of facial attractiveness. Communications Biology, 7, 1360–1369. DOI: https://doi.org/10.1038/s42003-024-06791-5 [in English].
11. Cross, N., Kiefner-Burmeister, A., Rossi, J., Borushok, J., Hinman, N., Burmeister, J., & Carels, R. (2017). Facial attractiveness, weight status, and personality trait attribution: The role of attractiveness in weight stigma. Obesity Research & Clinical Practice, 11, 377–388. DOI: https://doi.org/10.1016/j.orcp.2016.03.007 [in English].
12. Dijkstra, P., & Barelds, D. (2011). Women’s meta- perceptions of attractiveness and their relations to body image. Body Image, 8 (1), 74–77. DOI: https://doi.org/10.1016/j.bodyim.2010.09.007 [in English].
13. Durkee, P., Polo, P., Muñoz-Reyes, J. A., Rodríguez-Ruiz, C., Losada-Pérez, M., Fernández-Martínez, A., Turiégano, E., Buss, D. M., & Pita, M. (2019). Men’s Bodily Attractiveness: Muscles as Fitness Indicators. Evolutionary Psychology, 17, 1–10. DOI: https://doi.org/10.1177/1474704919852918 [in English].
14. Fisher, M., & Voracek, M. (2006). The shape of beauty: determinants of female physical attractiveness. Journal of cosmetic dermatology, 2, 190–194. DOI: https://doi.org/10.1111/j.1473-2165.2006.00249.x [in English].
15. Groyecka, A., Pisanski, K., Sorokowska, A., Havlíček, J., Karwowski, M., Puts, D., Roberts, S. & Sorokowski, P. (2017) Attractiveness Is Multimodal: Beauty Is Also in the Nose and Ear of the Beholder. Frontiers in psychology, 8, 778. DOI: https://doi.org/10.3389/fpsyg.2017.00778 [in English].
16. Hill, C. T., Nelson, S. S., & Perlman, D. (2023). What influences judgments of physical attractiveness? A comprehensive perspective with implications for mental health. International Review of Psychiatry, 35 (1), 42–61. DOI: https://doi.org/10.1080/09540261.2023.2172998 [in English].
17. Horton, R. S. (2003). Similarity and attractiveness in social perception: differentiating between biases for the self and the beautiful. Self and identity, 2 (2), 137–152. DOI: https://doi.org/10.1080/15298860309033 [in English].
18. Johnson, S., Keplinger, K., Kirk, J., & Chan, E. (2018). The perils of pretty: Effects of personal appearance on women’s careers. In A.M. Broadbridge & S.L. Fielden (Eds.). Research handbook of diversity and careers, 8, 129–143. DOI: https://doi.org/10.4337/9781785365607.00016 [in English].
19. Kaschel, P., & Hildebrandt, L. (2023). Can beauty be measured with photos? A systematic review and meta-analysis on static and dynamic physical attractiveness ratings. International review of social psychology, 36, 1–5. DOI: https://doi.org/10.5334/irsp.758 [in English].
20. Lennon, S. J. (1990). Effects of Clothing Attractiveness on Perceptions. Home Economics Research Journal, 18 (4), 303–310. DOI: https://doi.org/10.1177/1077727x9001800403 [in English].
21. Liu, M., Sommer, W., Yue, S., & Li, W. (2023). Dominance of face over voice in human attractiveness judgments: ERP evidence. Psychophysiology, 60 (11), 1–16. DOI: https://doi.org/10.1111/psyp.14358 [in English].
22. Menegatti, M., Pireddu, S., Crocetti, E., Moscatelli, S., & Rubini, M. (2021). The Ginevra de’ Benci Effect: competence, morality, and attractiveness inferred from faces predict hiring decisions for women. Frontiers in Psychology, 12, 1–13. DOI: https://doi.org/10.3389/fpsyg.2021.658424 [in English].
23. Miller, G. F. (2023). Multidimensional indicators as enablers on perception of facial beauty and appearance among Indian population: A descriptive cross-sectional study. Journal of Cutaneous and Aesthetic Surgery, 16, 292–299. DOI: https://doi.org/10.4103/jcas.jcas_208_22 [in English].
24. Miller, G. F. (2000). Sexual selection for indicators of intelligence. In G. Bock, J. Goode, & K. Webb (Eds.), The nature of intelligence. Novartis Foundation Symposium, 233, 260–275. John Wiley [in English].
25. Niimi, R., & Goto, M. (2023). Good conduct makes your face attractive: The effect of personality perception on facial attractiveness judgments. PLOS ONE, 18 (2), 1–13. DOI: https://doi.org/10.1371/journal.pone.0281758 [in English].
26. Schreiber, R., Hess, M., Grichnik, D., Shepherd, D., Tobler, P., & Wincent, J. (2024). An attractiveness bias? How women entrepreneurs’ physical appearance affects men investors. Journal of Management, 6, 1–51. DOI: https://doi.org/10.1177/01492063241249699 [in English].
27. Shinners, Е. (2009). Effects of The «What is Beautiful is Good» Stereotype on Perceived Trustworthiness. UW-L Journal of Undergraduate Research, 12, 1–5 [in English].
28. Sinkman, Е. (2013). The Psychology of Beauty: Creation of a Beautiful Self. Rowman & Littlefield Publishing Group [in English].
29. Tan, L., Folwarczny, M., Otterbring, T., & Li, N. P. (2024). Hot at the Top: The Influence of Self-Rated Attractiveness on Self-Perceived Status. Current Research in Ecological and Social Psychology, 7, 100–205. DOI: https://doi.org/10.1016/j.cresp.2024.100205 [in English].
30. Zhuravliova, L., Kolomiiets, T., & Shmygliuk, O. (2020). Psychological peculiarities of the interpersonal interaction in adolescence. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 12: Psykholohichni nauky – Scientific Journal of NPU named after M. P. Drahomanov. Series 12: Psychological Sciences, 12, 58–68. DOI: https://doi.org/10.31392/npu-nc.series12.2020.9(54).05 [in English].

(2025) Science and education, 2, 37-45. Odessa.

Anatolii Massanov, 
Doctor of Psychological Sciences,
Professor at the Department of Theory and Methods of Practical Psychology,
The state institution“South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0002-1002-4941

THEORETICAL MODEL OF STRESS RESISTANCE DEVELOPMENT IN ATHLETES

The article addresses the issue of developing athletes’ stress resistance as a key factor of their psychological readiness for effective performance under conditions of intense physical, emotional, and mental demands. The relevance of the study is determined by the fact that modern sports require athletes not only to have a high level of physical preparedness but also to be capable of quickly adapting to stressors while maintaining the stability of their psycho-emotional state and the effectiveness of competitive performance. The aim of the article is the theoretical justification and development of an original multi-level model of athletes’ stress resistance that integrates personal, cognitive, behavioral, and contextual components. Research methods: theoretical analysis and synthesis of scientific sources in the fields of stress psychology, sports psychology, and athlete preparation; comparative analysis of existing stress resistance models; structural-functional modeling. The outcome of the study is an original model comprising the following five interrelated levels: the value-motivational level fosters a positive attitude toward stress as a challenge, enhances motivation for self-development and achievement, and ensures athletes’ professional identity; the cognitive-evaluative level promotes adequate self-assessment, realistic evaluation of external conditions, and the development of reflection on mental states; the resource-behavioral level encompasses knowledge, skills, and abilities in self-regulation, effective coping strategies, and integrated experience in overcoming challenges; the personal-regulatory level reflects individual psychological traits, the level of emotional intelligence, and self-regulation style; the system-contextual level characterizes the impact of training and competition conditions, the stress–recovery balance, and social support. The proposed model allows for a comprehensive assessment and targeted development of athletes’ stress resistance and can be applied in coaching and psychological practice to design individualized training programs and prevent psycho-emotional burnout.

athlete’s stress resistance, sports psychology, psychological readiness, coping strategies, self-regulation, psychological recovery, emotional intelligence, simulated stress training

1. Kurdybakha, O. M. (2021). Vplyv stresu na emotsiino-volovu sferu u dytiachomu vitsi [The influence of stress on the emotional and volitional sphere in childhood]. Psykholohiia kryzovykh staniv: nauka i praktyka [Psychology of Crisis States: Science and Practice], 95 p. [in Ukrainian].
2. Kurdybakha, O. M. (2020). Psychological preparation of athletes in sports activities [Psykholohichna pidhotovka sportsmeniv u sportyvnii diialnosti]. Habitus, 18 (2), 72–76. Retrieved from: http://habitus.od.ua/journals/2020/18-2020/part%202/15.pdf [in Ukrainian].
3. Bardin, N. M., Zhydetskyi, Yu. Ts., Kirzhetskyi, Yu. I., Kohut, Ya. M., & Pryakhina, N. O. (2021). Stresostiikist : navchalnyi posibnyk [Stress resistance: Textbook]. (Ya. M. Kohut, Ed.). Lviv : Lviv State University of Internal Affairs. 204 p. [in Ukrainian].
4. Suchasni problemy fizychnoho vykhovannia, sportu ta zdorov’ia liudyny: materialy V Internet-konferentsii (2021). Modern problems of physical education, sports and human health: Proceedings of the 5th Internet conference (Odesa, November 17–18, 2021). Odesa : V. V. Bukayev Publishing. 182 p. [in Ukrainian].
5. Fizychna kultura i sport. Vyklyky suchasnosti. Zbirka tez dopovidei III naukovo-praktychnoi konferentsii (2023). [Physical culture and sports. Challenges of modernity: Collection of abstracts of the 3rd scientific-practical conference]. Kharkiv : H. S. Skovoroda KhNPU. 51 p. [in Ukrainian].
6. Abdullah, M., Musa, R., Maliki, A. B., Musawi, H., Kosni, N., & K. et al. (2016). Role of psychological factors on the performance of elite soccer players. Journal of Physical Education and Sport, 16, P. 170–176 [in English].
7. Alain, C. (2024). Aesthetic experience and its transformative power in therapeutic processes. Psychology of Aesthetics, Creativity, and the Arts, 18 (2), 211–223. DOI: https://doi.org/10.1037/aca0000602 [in English].
8. Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29, P. 1038–1059 [in English].
9. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ : Prentice-Hall. 427 p. [in English].
10. Bruce, S., McEwen, B. S., & Stellar, E. (1998). Stress, adaptation, and disease: Allostasis and allostatic load. Annals of the New York Academy of Sciences, P. 33–44 [in English].
11. Chrétien, A. (2024). Resilience profiles of elite athletes and their associations with health-related behaviors, well-being, and performance: a latent profile analysis. Psychology of Sport and Exercise, 74 [in English].
12. Cheban, Y. V., Chebykin, O. Ya., Plokhikh, V. V., & Massanov, A. V. (2020). Emotional factor of competitive self-mobilization of professional rowers. Insight: The Psychological Dimensions of Society, 3, P. 28–43 [in English].
13. Cheban, Y., Chebykin, O., Plokhikh, V., & Massanov, A. (2020). Mental resources for the self-mobilization of rowing athletes. Journal of Physical Education and Sport, 20 (3), P. 1580–1589 [in English].
14. Dollard, J., Miller, N. E., Doob, L. W., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven, CT: Yale University Press. 209 p. [in English].
15. Fasey, K. J., Sarkar, M., Wagstaff, C. R. D., & Johnston, J. (2022). Understanding organizational resilience in elite sport: an exploration of psychosocial processes. Psychology of Sport and Exercise, 62, Article 102236. DOI: https://doi.org/10.1016/j.psychsport.2022.102236 [in English].
16. Freud, S. (1990). Die Traumdeutung [The Interpretation of Dreams]. Leipzig und Wien : Franz Deuticke. P. 5–73 [in German].
17. Hanin, Y. L. (2007). Emotions and athletic performance: Individual zones of optimal functioning model. In Essential readings in sport and exercise psychology. P. 5–73 [in English].
18. Hussain, T., Wang, D., & Li, B. (2023). Psychological resilience in athletes during the COVID-19 pandemic: a qualitative insight. Acta Psychologica, 240, 104050. DOI: https://doi.org/10.1016/j.actpsy.2023.104050 [in English].
19. Kegelaers, J. (2023). Are we really studying resilience in sport? A critical review of adopted methodologies. Frontiers in Psychology, 14, 1270887. DOI: https://doi.org/10.3389/fpsyg.2023.1270887 [in English].
20. Lazarus, R., & Folkman, S. (1966). Psychological stress and the coping process. New York : McGraw-Hill. 466 p. [in English].
21. Lewin, K. (1935). A dynamic theory of personality: Selected papers. New York : McGraw-Hill. 286 p. [in English].
22. Maier, N. (1949). Frustration: The study of behavior without a goal. New York : McGraw-Hill. 264 p. [in English].
23. Mark, S., & Laborde, S. (2014). The role of personality in sport and physical activity. Current Directions in Psychological Science, 23, Р. 460–465 [in English].
24. McRae, K. (2020). Emotional regulation. American Psychological Association. 20. P. 1–9 [in English].
25. Piaget, J. (1936). La naissance de l’intelligence chez l’enfant [The birth of intelligence in children]. Neuchâtel: Delachaux et Niestlé. 370 p. [in French].
26. Sapolsky, R. (1994). Why zebras don’t get ulcers. Stanford, CA : Stanford University. 320 p. [in English].
27. Sondt, N. (2024). Exploring the role of mindfulness in the stress–recovery balance and heart rate variability: 10-day monitoring of young BMX riders. Psychology of Sport and Exercise, 74 [in English].
28. Wundt, W. (1874). Grundzüge der physiologischen Psychologie [Principles of physiological psychology]. Leipzig : Wilhelm Engelmann. 680 s. [in German].