2025-1-doc

Oleksiy Chebykin, Yuliia Rodzinska, Oksana Kokoshkina THE RELATIONSHIP BETWEEN MOTIVATION AND PSYCHOLOGICAL READINESS OF MILITARY SERVANTS TO EXTREME CONDITIONS ACTICITIES

(2025) Science and education, 1, 51-57. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-6

Oleksiy Chebykin,
Doctor of Psychological Sciences, Professor,
Full Member of National Academy of Pedagogical Sciences of Ukraine,
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/0000-0001-7905-2708

Yuliia Rodzinska,
Master’s at the Faculty of Social and Humanitarian Sciences,
The state institution “South Ukrainian National Pedagogical University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine

Oksana Kokoshkina,
Master’s at the Faculty of Social and Humanitarian Sciences,
The state institution “South Ukrainian National Pedagogical University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0009-0000-8357-1500

THE RELATIONSHIP BETWEEN MOTIVATION AND PSYCHOLOGICAL READINESS OF MILITARY SERVANTS TO EXTREME CONDITIONS ACTICITIES

SUMMARY:

The proposed article presents preliminary result of an empirical study of the relationship between motivation and psychological readiness of military personnel for extreme conditions of combat operations. Certain trends are highlighted regarding a person’s psychological readiness for various types of activities, including military ones. It’s shown that their motivation may have different orientations regarding activities in extreme conditions of combat operations. It’s emphasized that not every direction of the manifestation of motivation contributes to successful activity and psychological preparation for it. To analyze the motivation of the psychological preparation of the military for extreme conditions of combat operations, the methods “Motivation of professional activity” were used, as well as the adapted questionnaire “Psychological readiness of military personnel for extreme conditions of activity”. According to the result of empirical research, two groups of military personnel were identified: those who had a high level of psychological readiness (31.5%) ant those who had a relatively average level of it (68.5%). Further, according to the studied indicators that characterized various components of the psychological readiness of the military and the motivation of their state, certain statically significant differences were found between the selected groups. Correlation analysis showed that in the group of military personnel with a high level of psychological readiness, the leading complex is the motivational orientation of psychological training. And in the group with an average level, two interrelated complexes of the studied indicators were found, in which the leading ones are the general level of psychological readiness and the moral indicator, which are closely correlated with external motivation. Such relationships and their characteristics may be conditions for selecting adequate approaches aimed at increasing the psychological readiness of military personnel to extreme operating conditions in a group with an average level.

KEYWORDS:

psychological readiness, military personnel, motivation, extreme conditions, combat operations, psychological training

FULL TEXT:

REFERENCES:

1. Bondarev, H.V., & Krut, P.P. (2020). Osnovy vyiskovoi psykhologii [Fundamentals of military psychology]. Kharkiv [in Ukrainian].
2. Humenyuk, A.V., & Melnyk, O.M. (2023). Osoblyvosti samorehulatsii u viiskovosluzhbovtsiv iz riznym rivnem rezylientnosti [Peculiarities of self-regulation in military personnel with different levels of resilience]. Odesa [in Ukrainian].
3. Kovalchuk, I.V., & Tkachenko, S.P. (2023). Empiruchne doslidzhennia motyvatsiinoho konponenta upravlinskoi diialnosti serzhantiv Sukhoputnykh viisk Zbroinukh Syl Ulrainy [Empirical study of the motivational component of the managerial activity of sergeants of the Ground Forces of the Armed Forces of Ukraine]. Odesa [in Ukrainian].
4. Kokun, O.M., Klochkov, V.V., Moroz, V.M., Pishko, I.O., & Lozinska, N.S. (2022). Zabezpechennia psykholohichnoi stiikosti viiskovoslyzhbovtsiv v umovakh boiiovukh dii [Ensuring psychological stability of servicemen in combat conditions]. Kyiv – Odesa: Phoenix [in Ukrainian] .
5. Komar, Z. (2017). Psykholohichna stiikist voina. Pidruchnyk dlia viiskovykh psykholohiv [Psychological stability of a soldier. Textbook for military psychologists]. Kyiv [in Ukrainian].
6. Lisovsky, P.M. (2017). Viitskova psykhologiia: metodolohichnyi analiz. [Military psychology: methodological analysis]. Kyiv: Condor-Publishing [in Ukrainian].
7. Nikitenko, H.O. (2023). Psykholohichna hotovnist mobilizovanykh osib do viiskovoi slyzhby: stryktyrnophunktsinalna orhanizatsiia. [Psychological readiness of mobilized persons for military service: structural and functional organization]. Odesa [in Ukrainian].
8. Oliynyk, N.A., & Voitenko, S.M. (2020). Psykholohichni osoblyvosti sportyvnoi diialnosti [Psychological features of sports activities]. Vinnytsia: VNAU [in Ukrainian].
9. Sereda, I.V., & Melnychuk, I.V. (2022). Osoblyvosti prophesiinoi diialnosti ta zmistu pidhotovky ophitseriv Viiskovo-Morskykh Sul Zbroiinykh Syl Ukrainy [Features of professional activity and content of training of officers of the Naval Forces of the Armed Forces of Ukraine]. Odesa [in Ukrainian].
10. Stasyuk, V.V., Ahayev, N.A., Dykun, V.H., & Chornyi, V.S. (2020). Moralno-psykholohichne zabezpechennia u Zbroinykh Sylakh Ukrainy [Moral and psychological support in the Armed Forces of Ukraine]. Part 1. Kyiv: LLC “7BC” [in Ukrainian].
11. Fedorenko, S.A., & Kovalenko, A.S. (2016). Osoblyvosti sotsialno-psykholohichnoi hotovnosti pryzovnykiv do strovoi viiskovoi sluzhby i viiskovoi sluzhby za kontraktom [Peculiarities of socio-psychological readiness of conscripts for conscript military service and military service under a contract]. Odesa [in Ukrainian].
12. Shtyfurak, V. (2017). Osoblyvosti psykholohichnoi pidhotovky v umovakh sportyvnoi diialnosti na suchasnomy etapi [Peculiarities of psychological training on conditions of sports activity at the present stage]. Vinnytsia [in Ukrainian].
13. Yarmuyariy, O.M., & Sydorenko, V.V. (2023). Phizuchni ta psykholohichni stany v ekstremalnykh umovakh viiskovo-prophesiinoi diialnosti [Physical and psychological states in extreme conditions of military-professional activity]. Odesa [in Ukrainian].
14. Alba Cook (2021). Building Resilience as a Special Forces Soldier.
15. Bryant, R.A. (2019). Posttraumatic stress disorder: a state of the art review of evidence and challenges. World Psychiatry.
16. Shaffer, F., McCraty, R., & Zerr, C.L. (2014). A healthy heart is not a metronome: an integrative review of the heart’s anatomy and heart rate variability. Front Psychol.

Hanna Sokolova, Oleksiy Chebykin, Anatolii Massanov, Iryna Orlenko PATHO-PSYCHOLOGICAL FEATURES OF SELF-CONSCIOUSNESS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

(2025) Science and education, 1, 41-50. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-5

Hanna Sokolova,
Doctor of Psychological Sciences, Professor,
Corresponding Member of the National Academy of Pedagogical Sciences of Ukraine,
Educational and Director of the Educational and Scientific Institute
of Physical Culture, Sports and Special Education,
The state institution “South Ukrainian National Pedagogical
University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID: https://orcid.org/0000-0002-9913-1814

Anatolii Massanov,
Doctor of Psychological Sciences, 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/0000-0002-1002-4941

Iryna Orlenko,
Doctor of Philosophy, Associate Professor
at the special Department and inclusive education,
The state institution “South Ukrainian National Pedagogical
University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0002-6322-0217

PATHO-PSYCHOLOGICAL FEATURES OF SELF-CONSCIOUSNESS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

SUMMARY:

The article presents the results of an empirical patho-psychological study aimed at studying the features of self-consciousness of children with special educational needs. The relevance of the work is due to the fact that self-awareness plays a key role in the formation of a personality, contributing to the formation of ideas about oneself, one’s own capabilities, social roles and relationships with the world around us. In children with the above-mentioned features, these processes are often disrupted or take on specific forms due to the presence of primary or secondary mental dysfunctions. Pathopsychological analysis of selfawareness of such children involves the study of cognitive, emotional and motivational aspects of their “self-concept”, which are often fragmentary, unstable or contradictory in nature. The use of a specially developed methodological complex that meets the set goal made it possible to carry out empirical research in accordance with all the requirements of psychodiagnostics. The conducted comparative analysis of the level of formation of one of the main components of self-awareness – the idea of one’s own physical “I” – showed that with developmental delay this process occurs more slowly than in children with typical development. The main differences between the groups were observed in the emotional attitude of children to their own appearance. Individualization of children with special educational needs is manifested through a positive attitude towards themselves, a high assessment of their own mood, communication skills, social contacts and academic achievements. In the school environment, this process is implemented through friendly relationships with peers, active communication and interaction with the surrounding social environment.

KEYWORDS:

child with special educational needs, pathopsychological study, self-awareness, self-esteem, physical self, individualization

FULL TEXT:

REFERENCES:

1. Buzhynetska, K. (2023). Psykholohichni osoblyvosti proiavu otsinnoho komponentu motyvatsii u starshykh doshkilnykiv iz kohnityvnymy porushenniamy rozvytku [Psychological features of the manifestation of the evaluative component of motivation in older preschoolers with cognitive developmental disorders]. Psykholohichnyi chasopys – Psychological magazine, 9 (5), 7–15 [in Ukrainian].
2. Mohylova, N.M. (2013). Teoretyko-metodolohichni zasady vyvchennia komunikatyvnoho rozvytku ditei iz zahalnym nedorozvynenniam movlennia [Theoretical and methodological principles of studying the communicative development of children with general speech underdevelopment]. Psykholohiia: suchasni problemy ta perspektyvy rozvytku. Materialy I Vsekurainskoi naukovo-konferentsii – Psychology: Modern Problems and Development Prospects. Materials of the 1st All-Kurain Scientific Conference (рр. 153–158) [in Ukrainian].
3. Oliinyk, H. (2020). Osoblyvosti sotsializatsii ditei z osoblyvymy potrebamy u suchasnomu ukrainskomu suspilstvi [Peculiarities of socialization of children with special needs in modern Ukrainian society]. Social Work and Education, 7 (2), 178–185 [in Ukrainian].
4. Sadova, I.I., Illiash, S.D. (2021). Rozvytok sotsialnykh ta emotsiinykh kompetentnostei uchniv z osoblyvymy osvitnimy potrebamy [Developing social and emotional competencies of students with special educational needs]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh – Pedagogy of the formation of a creative personality in higher and general education schools, 75 (2), 86–90 [in Ukrainian].

5. Sokolova H. B., Kravets Yu. O. (2023). Psykholohopedahohichnyi suprovid ditei z osoblyvymy osvitnimy potrebamy: orhanizatsiini i metodychni aspekty [Psychological and pedagogical support for children with special educational needs: organizational and methodological aspects]. Osvita osib z osoblyvymy potrebamy: shliakhy rozbudovy – Education of persons with special needs: ways of development, 23, 178–195 [in Ukrainian].
6. Sofii N.Z., Naida Yu.M. & Pashchenko O.V. (2012). Indeks inkliuzii: profesiino-tekhnichnyi navchalnyi zaklad [Inclusion Index: Vocational Educational Institution]. Kyiv: Pleiady [in Ukrainian].
7. Tatianchykova, I.V., Fedotenkova, I.S. (2015). Pidhotovka uchniv z intelektualnymy vadamy do samostiinoho zhyttia v protsesi yikhnoi sotsializatsii [Preparing students with intellectual disabilities for independent living in the process of their socialization]. Teoretychne i metodychne zabezpechennia navchannia ta vykhovannia osib z osoblyvymy svitnimy potrebamy – Theoretical and methodological support for the training and education of persons with special educational needs, 5, 296–301 [in Ukrainian].
8. Fedorenko, O. (2015). Osoblyvosti sotsialnoi intehrovanosti molodshykh shkoliariv zi znyzhenym slukhom v umovakh inkliuzyvnoho navchannia [Peculiarities of social integration of younger schoolchildren with hearing loss in inclusive education]. Osoblyva dytyna: navchannia i vykhovannia – Special Child: Education and Education, 1 (73), 79–85 [in Ukrainian].
9. Chebykin, O.Ya. (2020). Emotsiinyi intelekt, yoho piznavalno-myslennievi oznaky ta funktsii [Emotional intelligence, its cognitive and thinking features and functions]. Nauka i osvita, 1, 19–28 [in Ukrainian].
10. Chebykin, O. (2021). Kontseptualni pidkhody mozhlyvostei doslidzhennia osnov emotsiinoho zdorovia uchasnykiv navchalnoi diialnosti v umovakh koronavirusnoi pandemii [Conceptual approaches to researching the basics of emotional health of participants in educational activities in the conditions of the coronavirus pandemic]. Nauka i osvita, 4, 23–29 [in Ukrainian].
11. Collyer, D.A., Boseovski, J.J., Marcovitch, S. (2018). Reviewing the Development of SelfConcept: Implications for an Enhanced Model. Journal of Educational and Developmental Psychology, 8 (1), 171–177. URL: http://www.ccsenet.org/journal/index.php/jedp/article/view/73787.
12. Marsh, H.W., Ellis, L.A., Craven, R.G. (2002). How do Preschool Children Feel about Themselves? Unraveling Measurement and Multidimensional Self-Concept Structure. Developmental Psychology, 38 (3), 376–393. URL: https:// psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.38.3.376.
13. Moffett, L. Moll, H., FitzGibbon, L. (2018). Future Planning in Preschool Children Developmental Psychology, 54 (5), 866–874. URL: https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdev0000484.
14. Timmons, B.W., Naylor, B.W., Pfeiffer, P.J. (2007). Physical Activity for Preschool Children. How Much and How? Applied Physiology, Nutrition, and Metabolism, 32 (S2E), 122–134. URL: https://www.nrcresearchpress.com/doi/pdf/10.1139/H07-112.

Viktor Plokhikh, Diana Koverdiuk PECULIARITIES OF DECISION-MAKING BY STUDENTS IN A STATE OF MODERATE STRESS

(2025) Science and education, 1, 30-40. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-4

Viktor Plokhikh,
Doctor of Psychology, Professor,
Professor at the Department of General Psychology,
V.N. Karazin Kharkiv National University,
6, Svobody sq., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0001-7897-3417

Diana Koverdiuk,
Student at the Department of General Psychology,
V.N. Karazin Kharkiv National University,
6, Svobody sq., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0009-0001-2221-2149

PECULIARITIES OF DECISION-MAKING BY STUDENTS IN A STATE OF MODERATE STRESS

SUMMARY:

Ukrainian students have been exposed for a prolonged period to a significant combined impact of various stressors, which affects their health, the decisions they make, and their overall academic performance. The aim of this study is to determine the characteristic features of decision-making by students experiencing moderate stress, taking into account the specifics of stable personality traits and states. The study involved 75 Ukrainian students (age in years: Me = 20.00; min = 17.00; max = 26.00). The research was conducted online using Google Forms. The following methods were applied: Psychological Stress Measure (PSM-25); Coping Inventory for Stressful Situations (S. Norman, D. Endler et al.); Melbourne Decision Making Questionnaire (L. Mann, P. Burnett et al.); and Freiburg Personality Inventory (FPI, Form B). Results. More than 60% of the total sample showed signs of moderate stress. It was found that task-oriented coping did not statistically differ between groups, yet significantly prevailed over other coping orientations (Friedman's test), both in the group without signs of stress and in the group experiencing moderate stress (coping strategies: χ² = 27.586, p = .000; χ² = 17.067, p = .000; decision-making styles: χ² = 27.211, p = .000; χ² = 29.638, p = .000). In the group under moderate stress, compared to the other group, significantly higher indicators were observed for emotion-focused coping (U = 237.00, p = .000), procrastination (U = 432.00, p = .010), and superfluidity (U = 282.00, p = .000) according to the Mann–Whitney U test. Conclusions. Both groups of students–those with and without signs of stress–opted for task-oriented coping strategies and decisions significantly more often than other options. Among students experiencing moderate stress and with high levels of neuroticism, depression, irritability, and emotional lability, emotion-focused coping, procrastination, and hypervigilance were significantly more common.

KEYWORDS:

stress, decision-making styles, coping strategies, personality traits, students, military actions

FULL TEXT:

REFERENCES:

1. Zlyvkov, V.L., Lukomska, S.O., Fedan, O.V. (2016). Psykhodiahnostyka osobystosti u kryzovykh zhyttievykh sytuatsiiakh [Psychodiagnostics of personality in crisis life situations]. Kyiv: Pedahohichna dumka. 219. https://core.ac.uk/download/pdf/77241343.pdf [in Ukrainian].
2. Lutsenko, O.L. (2016). Fraiburzkyi osobystisnyi opytuvalnyk FPI – perevirka validnosti ta lokalna standartyzatsiia [Freiburg Special Inspectorate FPI – Validity Review and Local Standardization]. Visnyk Kharkivskoho natsionalnoho universytetu imeni V. N. Karazina. Seriia: Psykholohiia – Bulletin of V. N. Karazin Kharkiv National University. Series: Psychology, 61, 49–54. http://nbuv.gov.ua/UJRN/VKhIPC_2016_61_11 [in Ukrainian].
3. . Petrovska, I. (2021). Psykholohiia pryiniattia rishen [Psychology of decision making]. Lviv: LNU im. Ivana Franka, 42 p. https://filos.lnu.edu.ua/wp-content/uploads/2014/12/Psykholohiia-pryyniattia-rishennia_Metodychni_rekomendatsii_2021-2022_OPP_2019.pdf [in Ukrainian].
4. Sannikova, О.P. (2014). Skhylnist osobystosti do psykholohichnoho podolannia subiektyvno skladnykh sytuatsii [Personality’s propensity to psychological overcoming subjectively difficult situations]. Nauka i osvita – Science and Education, 9, 42–48. http://nbuv.gov.ua/UJRN/NiO_2014_9_9 [in Ukrainian].
5. Sannikova, О., Sannikov, А. (2018). Avantiurnist i ryzyk u strukturi pryiniattia rishen [Adventurousness and risk in the structure of making decisions]. Nauka i osvita – Science and Education, 9–10, 111–119. https://doi.org/10.24195/2414-4665-2018-9-10-16 [in Ukrainian].
6. Sannikova, О.P., Sannikov, О.I. (2020). Tolerantnist do nevyznachenosti yak predyktor pryiniattia rishen osobystistiu [Tolerance to uncertainty as a predictor of decision–making by the person]. Visnyk pisliadyplomnoi osvity – Bulletin of Postgraduate education, 12 (41), 98–123. https://doi.org/10.32405/2522‐9931/2522‐9958‐2020‐12(41)‐98‐123 [in Ukrainian].
7. Shtepa, O.S. (2012). Samomenedzhment (samoorhanizuvannia osobystosti): navch. posibnyk [Self-management (self-organization of the individual): a textbook]. Lviv: LNU im. Ivana Franka. 362. https://filos.lnu.edu.ua/wp-content/uploads/2020/03/Resurs-menedzhment.-Samomenedzhment-samoorhanizuvannia-osobystosti.-SHtepa-O.-S..pdf [in Ukrainian].
8. Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K.W., & Ming X. (2022). Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Frontiers in Psycholodgy, 13. https://doi.org/10.3389/fpsyg.2022.886344 [in English].
9. Bayram, N. and Aydemir, M. (2017). Decision-Making Styles and Personality Traits. International Journal of Recent Advances in Organizational Behaviour and Decision Sciences, 3, 905–915. https://www.researchgate.net/publication/330832648_Decision-Making_Styles_and_Personality_Traits [in English].
10. Candeias, A.A., Galindo, E., Reschke, K., Bidzan, M. & Stueck, M. (2024). Editorial: The interplay of stress, health, and well-being: unraveling the psychological and physiological processes. Frontiers in Psycholodgy, 15. https://doi.org/10.3389/fpsyg.2024.1471084 [in English].
11. Chebykin, O. (2023). Psycholinguistic Mechanisms of Emotion Regulation of Educational Activity. Insight: the psychological dimensions of society, 10, 117–136. https://doi.org/10.32999/2663-970X/2023-10-6 [in English].
12. Cristofaro, M., Giardino, P.L., Malizia, A.P. and Mastrogiorgio, A. (2022). Affect and Cognition in Managerial Decision Making: A Systematic Literature Review of Neuroscience Evidence. Frontiers in Psychology, 13, Article 762993. https://doi.org/10.3389/fpsyg.2022.762993 [in English].
13. Halian, I., Halian, O., & Myshchyshyn, M. (2024). Coping Strategies in the Behavioral Models of Youth in Martial Law Conditions. Insight: the psychological dimensions of society, 12, 44–65. https://doi.org/10.32999/2663-970X/2024-12-17 [in English].
14. Lazarus, R.S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141–169. https://doi.org/10.1002/per.2410010304 [in English].
15. Nater, U.M. (2021). Recent developments in stress and anxiety research. Journal of Neural Transmission, 128, 1265–1267. https://doi.org/10.1007/s00702-021-02410-3 [in English].
16. Peters, A., McEwen, B.S., & Friston, K. (2017). Uncertainty and stress: Why it causes diseases and how it is mastered by the brain. Progress in Neurobiology, 156, 164–188. https://www.sciencedirect.com/science/article/pii/S0301008217300369 [in English].
17. Plokhikh, V.V. (2023). Relationship between coping behavior and students’ perceptions of the passage of time. Insight: the psychological dimensions of society, 9, 72–93. https://doi.org/10.32999/KSU2663-970Х/2023-9-5 [in English].
18. Plokhikh, V., Kireieva, Z., & Skoromna, M. (2024). Emotional Accompaniment of the Organization of Time Perspective of Forced Ukrainian Migrants Staying Abroad. Insight: the psychological dimensions of society, 11, 15–37. https://doi.org/10.32999/2663-970X/2024-11-2 [in English].
19. Plokhikh, V., Yanovskaya, S., Bilous, R. (2023). Psychological Defenses of Students in the Process of Experience of Time. BRAIN. Broad Research in Artificial Intelligence and Neuroscience. 14, 1, 138–156. https://doi.org/10.18662/brain/14.1/411 [in English].
20. Pomytkina, L., Melnyk, N., Kovtun, O., Kokarieva, A. (2024a). Features of Life Planning Among Student Youth During Wartime and the Post-Pandemic Period. Strategies. Insight: the psychological dimensions of society, 12, 166–190. https://doi.org/10.32999/2663-970X/2024-12-19 [in English].
21. Pomytkina, L., Pomytkin, E., & Yakovytska, L. (2024b). Impact of Professionally Important Qualities of Patrol Police Officers on Decision-making Strategies. Insight: the psychological dimensions of society, 11, 321–341. https://doi.org/10.32999/2663-970X/2024-11-17 [in English].
22. Prokhorov, A.O., Yusupov, M.G., Plokhikh, V.V. (2015). Cognitive States in the Process of Students' Intellectual Activity. The New Educational Review, 41, 3, 263-274. DOI: 10.15804/tner.2015.41.3.21 [in English].
23. Sarmiento, L.F., Lopes da Cunha, P., Tabares, S., Tafet, G., Gouveia, A. Jr. (2024). Decision-making under stress: A psychological and neurobiological integrative model. Brain, Behavior, & Immunity – Health, Apr 16, 38, 100766. DOI: 10.1016/j.bbih.2024.100766. PMID: 38694793; PMCID: PMC11061251 [in English].
24. Sattar, K., Yusoff, M.S.B., Arifin, W.N., Yasin, M.A.M. & Nor, M.Z.M. (2022). Effective coping strategies utilised by medical students for mental health disorders during undergraduate medical education-a scoping review. BMC Medical Education, 22, 121. https://doi.org/10.1186/s12909-022-03185-1 [in English].
25. Schönfeld, P., Brailovskaia, J., Bieda, A., Zhang, X.C., & Margraf, J. (2016). The effects of daily stress on positive and negative mental health: Mediation through selfefficacyEfectos del estrés cotidiano en la salud mental positiva y negativa: mediación de la autoeficacia. International Journal of Clinical and Health Psychology, 16, 1–10. https://www.redalyc.org/pdf/337/ 33743098001_1.pdf [in English].
26. Selye, H.A. (1975). Confusion and Controversy in the Stress Field. Journal of Human Stress, 1, 37–44. http://dx.doi.org/10.1080/0097840X.1975.9940406 [in English].
27. Sheth, M.S., Castle, D.J., Wang, W., Lee, A., Jenkins, Z.M., & Hawke L.D. (2023). Changes to coping and its relationship to improved wellbeing in the optimal health program for chronic disease. SSM-Mental Health, 3, 100–190. https://doi.org/10.1016/j.ssmmh.2023.100190 [in English].
28. Tran, T.D., Van Pham, T. (2024). The Relationship Between Thinking Ability, Emotional Intelligence, and Decision-Making. Emerging Science Journal, 8 (2), 644–657. DOI: http://dx.doi.org/10.28991/ESJ-2024-08-02-017 [in English].
29. Valencia-Florez, K.B., Sánchez-Castillo, H., Baruch, K., Vázquez, P., Zarate, P., & Paz, D.B. (2023). Stress, a Brief Update. International Journal of Psichologycal Research, 16 (2), 105–121. https://doi.org/10.21500/20112084.5815 [in English].
30. Van der Hallen, R., Jongerling, J., & Godor, B.P. (2020). Coping and resilience in adults: a cross-sectional network analysis. Anxiety, Stress, & Coping, 33 (5), 479–496. https://doi.org/10.1080/10615806.2020.1772969 [in English].
31. Walkera, G., McCabe, T. (2021). Psychological defence mechanisms during the COVID-19 pandemic: A case series. European Journal of Psychiatry, 35 (1), 41–45. https://www.elsevier.es/es-revista-european-journalpsychiatry-431-articulo-psychological-defence-mechanismsduring-covid-19-S0213616320300914 [in English].
32. Wersebe, H., Lieb, R., Meyer, A.H., Hofer, P., & Gloster, A.T. (2018). The link between stress, well-being, and psychological flexibility during an Acceptance and Commitment Therapy self-help ntervention – Relación entre estrés, bienestar y flexibilidad psicológica durante una intervención de autoayuda de Terapia de Aceptación y Compromiso. International Journal of Clinical and Health Psychology, 18 (1), 60–68. https://www.sciencedirect.com/journal/international-journal-of-clinical-and-healthpsychology/vol/18/issue/1 [in English].
33. Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T.P., & Sahebkar, A. (2017). The impact of stress on body function: A review. EXCLI Journal, 16, 1057–1072. https://doi.org/10.17179/excli2017-480 [in English].

Halyna Pankova PSYCHOLOGICAL STRATEGIES FOR OVERCOMING TRAUMA IN THE CONTEXT OF ADAPTATION TO THE CONSEQUENCES OF WAR AMONG MIDDLE-AGED PEOPLE: RESULTS OF A THEORETICAL AND EMPIRICAL STUDY

(2025) Science and education, 1, 23-29. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-3

Halyna Pankova,
Postgraduate Student at the Department of Practical Psychology and Social,
Private Higher Education Establishment "European University",
16 V, Akad. Vernadsky Blvd., Kyiv, Ukraine;
Psychologist,
Psychosocial Support Center Project HOPE,
Shkilna St., 9, Kramatorsk, Ukraine,
ORCID ID: https//orcid.org/0009-0005-9762-9298

PSYCHOLOGICAL STRATEGIES FOR OVERCOMING TRAUMA IN THE CONTEXT OF ADAPTATION TO THE CONSEQUENCES OF WAR AMONG MIDDLE-AGED PEOPLE: RESULTS OF A THEORETICAL AND EMPIRICAL STUDY

SUMMARY:

The relevance of the research topic is due to the large number of traumas caused by active hostilities on the territory of Ukraine and the need for psychological assistance to overcome them. The aim of the study was to determine the peculiarities of psychological strategies for overcoming trauma in the context of adaptation to the consequences of war among middle-aged people. Materials and methods. An empirical study was conducted with 236 respondents from the frontline community of Ukraine. Among them were 19 men and 217 women, aged 30 to 55 years. The survey asked a number of questions on the HADS scale to determine the level of anxiety and depression. In the course of the study, scientific methods were used, such as theoretical generalization and grouping, formalization, analysis and synthesis, and generalization of the results. Result. As a result of the search, the works that studied psychological strategies for overcoming trauma in the context of adaptation to the consequences of war among middle-aged people were selected. It has been shown that middle-aged people facing military events are able to resume normal functioning despite the challenges of military aggression and its consequences. Research on the impact of war on psychological resilience shows the negative impact of suffering, anxiety and uncertainty on individual and social resilience. Resilience is a dynamic process at all levels of functioning that includes a person's ability to actively adapt after adversity. Traumatic experiences can cause negative consequences, such as post-traumatic stress disorder. Symptoms of post-traumatic stress disorder, such as increased depression, stress, agitation, nervousness, and aggressiveness, are common among middle-aged civilians. However, some people may also experience positive changes after exposure to trauma. These changes are known as post-traumatic growth. Adaptive coping and positive personality traits, such as openness, are positively correlated with posttraumatic growth. At the same time, coping strategies – the mechanisms that people use to reduce stress – play an important role. Thus, effective psychological assistance is essential for people who have suffered from the traumatic effects of military operations. The work of psychologists should be aimed at identifying the internal resources of the individual and helping the person to adapt to new living conditions. Psychological strategies for overcoming trauma in the context of adaptation to the consequences of war are not only a fight against symptoms, but also an opportunity for personal growth that allows a middleaged person to rethink their life experience and find new goals.

KEYWORDS:

trauma, adaptation, resilience, challenges of war, psychological assistance, adults

FULL TEXT:

REFERENCES:

1. Korobka, L. M. (2019). Spilnota v umovakh voiennoho konfliktu: psykholohichni stratehii adaptatsii: kolektyvna monohrafiia. Natsionalna akademiia pedahohichnykh nauk Ukrainy, Instytut sotsialnoi ta politychnoi psykholohii [Community in the conditions of military conflict: psychological strategies of adaptation: a collective monograph. National Academy of Pedagogical Sciences of Ukraine, Institute of Social and Political Psychology]. Kropyvnytskyi: Imeks-LTD 286 p. [in Ukrainian]
2. Serdiuk, L. Z., Danyliuk, I. V., Chykhantsova, O. A., & Turban, V. V., et al. (2024). Psykholohichni tekhnolohii spryiannia pozytyvnomu psykholohichnomu zdoroviu riznykh verst naselennia Ukrainy v umovakh voiennoho stanu ta pisliavoiennoho vidnovlennia: praktychnyi posibnyk [Psychological technologies for promoting positive psychological health of different strata of the population of Ukraine in conditions of martial law and post-war recovery. practical manual]. Instytut psykholohii imeni H.S. Kostiuka NAPN Ukrainy, m. Kyiv, Ukraina. 168 p. [in Ukrainian]
3. Fedorchuk, V. M., & Komarnitska, L. M. (2022). Psykholohichne zabezpechennia rezylientnosti suspilstva v umovakh postiinoho stresu [Psychological support of the resilience of society in conditions of constant stress]. Osvitnia diialnist pratsivnykiv sotsialno-psykholohichnoi sfery: vyklyky sohodennia ta realii: Vseukrainska naukovopraktychna konferentsiia (m. Kam’ianets-Podilskyi, 01 liutoho 2022 r.). Kam’ianets-Podilskyi : NRZVO «Kam’ianets-Podilskyi derzhavnyi instytut». p. 225–228. [in Ukrainian]
4. Boiko, D. I., Shyrai, P. O., Mats, O. V., Karpik, Z. I., Rahman, M. H., Khan, A. A., Alanazi, A. M., & Skrypnikov, A. M. (2024). Mental health and sleep disturbances among Ukrainian refugees in the context of Russian-Ukrainian war: A preliminary result from online-survey. Sleep medicine, 113, 342–348. https://doi.org/10.1016/j.sleep.2023.12.004. [in English]
5. Cosic, K., Kopilas, V., & Jovanovic, T. (2024). War, emotions, mental health, and artificial intelligence. Frontiers in psychology, 15, 1394045. https://doi.org/10.3389/fpsyg.2024.1394045. [in English]
6. Henson, C., Truchot, D., & Canevello, A. (2022). Factors that hinder post-traumatic growth: A systematic review. L'Encephale, 48(5), 560–562. https://doi.org/10.1016/j.encep.2022.02.001. [in English]
7. Kakaj, A., Al Zohbi, R., Hosa, A. O., Makki, L, Alyousbash, A., Alhaffar MBA. (2021). Mental disorder and PTSD in Syria dur-ing wartime: a nationwide crisis. BMC Psychiatry, 21(1), 2. https://doi.org/10.1186/s12888-020-03002-3.27. [in English]
8. Kimhi, S., Eshel, Y., Marciano, H., & Adini, B. (2023). Impact of the war in Ukraine on resilience, protective, and vulnerability factors. Frontiers in public health, 11, 1053940. https://doi.org/10.3389/fpubh.2023.1053940. [in English]
9. Kunzler, A. M., Helmreich, I., Chmitorz, A., König, J., Binder, H., Wessa, M., & Lieb, K. (2020). Psychological interventions to foster resilience in healthcare professionals. The Cochrane database of systematic reviews, 7(7), CD012527. https://doi.org/10.1002/14651858.CD012527.pub2. [in English]
10. Kurapov, A., Kalaitzaki, A., Keller, V., Danyliuk, I., & Kowatsch, T. (2023). The mental health impact of the ongoing Russian-Ukrainian war 6 months after the Russian invasion of Ukraine. Frontiers in psychiatry, 14, 1134780. https://doi.org/10.3389/fpsyt.2023.1134780. [in English]
11. Kurapov, A., Pavlenko, V., Drozdov, A., Bezliudna, V., Reznik, A., & Isralowitz, R. (2022). Toward an understanding of the Russian-Ukrainian war impact on university students and personnel. Journal of Loss and Trauma, 28(2), 1–8. https://doi.org/10.1080/15325024.2022.2084838. [in English]
12. Melton, H., Meader, N., Dale, H., Wright, K., Jones-Diette, J., Temple, M., Shah, I., Lovell, K., McMillan, D., Churchill, R., Barbui, C., Gilbody, S., & Coventry, P. (2020). Interventions for adults with a history of complex traumatic events: the INCiTE mixed-methods systematic review. Health technology assessment (Winchester, England), 24(43), 1–312. https://doi.org/10.3310/hta24430. [in English]
13. Papola, D., Purgato, M., Gastaldon, C., Bovo, C., van Ommeren, M., Barbui, C., & Tol, W. A. (2020). Psychological and social interventions for the prevention of mental disorders in people living in low- and middle-income countries affected by humanitarian crises. The Cochrane database of systematic reviews, 9(9), CD012417. https://doi.org/10.1002/14651858.CD012417.pub2. [in English]
14. Quintero, R., Pertuz, L., Mosalvo, J., Amador, E., Portnoy, I., Acuña-Rodríguez, M., & Córdova, A. (2024). Analysis of self-efficacy and attitude-mediated inclusivity in higher education: A case study on the Colombian North Coast. Procedia Computer Science, 231, 539–544. https://doi.org/10.1016/j.procs.2023.12.247. [in English]
15. Rizzi, D., Ciuffo, G., Landoni, M., Mangiagalli, M., & Ionio, C. (2023). Psychological and environmental factors influencing resilience among Ukrainian refugees and internally displaced persons: a systematic review of coping strategies and risk and protective factors. Frontiers in psychology, 14, 1266125. https://doi.org/10.3389/fpsyg.2023.1266125. [in English]
16. Slezackova, A., Malatincova, T., Millova, K., Svetlak, M., & Krafft, A. M. (2024). The moderating effect of perceived hope in the relationship between anxiety and posttraumatic growth during the Russian-Ukrainian war. Frontiers in psychology, 15, 1440021. https://doi.org/10.3389/fpsyg.2024.1440021. [in English]
17. Stein, J., Niemeyer, H., Meyer, C., Wirz, C., Eiling, A., Gruzman, R., Heeke, C., Stammel, N., & Knaevelsrud, C. (2021). Posttraumatic stress in adult civilians exposed to violent conflict, war and associated human rights abuses in the Eastern Mediterranean Region: A systematic review and meta-analysis. Journal of affective disorders, 294, 605–627. https://doi.org/10.1016/j.jad.2021.06.042. [in English]
18. Stein, J., Vöhringer, M., Wagner, B., Stammel, N., Nesterko, Y., Böttche, M., & Knaevelsrud, C. (2023). Exposure Versus Cognitive Restructuring Techniques in Brief Internet-Based Cognitive Behavioral Treatment for Arabic-Speaking People With Posttraumatic Stress Disorder: Randomized Clinical Trial. JMIR mental health, 10, e48689. https://doi.org/10.2196/48689. [in English]
19. Wang, S., Barrett, E., Hicks, M. H., Martsenkovskyi, D., Holovanova, I., Marchak, O., Ishchenko, L., Haque, U., & Fiedler, N. (2024). Associations between mental health symptoms, trauma, quality of life and coping in adults living in Ukraine: A cross-sectional study a year after the 2022 Russian invasion. Psychiatry research, 339, 116056. https://doi.org/10.1016/j.psychres.2024.116056. [in English]
20. Warren, A., Nyavor, Y., Beguelin, A., & Frame, L. A. (2024). Dangers of the chronic stress response in the context of the microbiota-gut-immune-brain axis and mental health: a narrative review. Frontiers in immunology, 15, 1365871. https://doi.org/10.3389/fimmu.2024.1365871. [in English]
21. Wu, X., Kaminga, A. C., Dai, W., Deng, J., Wang, Z., Pan, X., & Liu, A. (2019). The prevalence of moderateto-high posttraumatic growth: A systematic review and meta-analysis. Journal of affective disorders, 243, 408–415. https://doi.org/10.1016/j.jad.2018.09.023. [in English]
22. Xu, W., Pavlova, I., Chen, X., Petrytsa, P., Graf-Vlachy, L., & Zhang, S. X. (2023). Mental health symptoms and coping strategies among Ukrainians during the Russia-Ukraine war in March 2022. The International journal of social psychiatry, 69(4), 957–966. https://doi.org/10.1177/00207640221143919. [in English].

Galyna Mozgova, Svitlana Polishchuk, Oksana Yakymchuk PECULIARITIES OF PSYCHODIAGNOSTICS AND PSYCHOTHERAPY OF DEVIATIONS IN MENTAL DEVELOPMENT OF THE INDIVIDUAL

(2025) Science and education, 1, 13-22. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-2

Galyna Mozgova,
Doctor of Psychology, Professor,
Head of the Department of Psychosomatics and Health Psychology,
Dragomanov Ukrainian State University,
9, Pirogova Str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0003-4836-245X

Svitlana Polishchuk,
Candidate of Philosophy, Associate Professor,
Associate Professor at the Department of Psychosomatics and Health Psychology,
Dragomanov Ukrainian State University,
9, Pirogova Str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0009-0000-4959-0126

Oksana Yakymchuk,
Candidate of Philosophy, Associate Professor,
Professor at the Department of Psychosomatics and Health Psychology,
Dragomanov Ukrainian State University,
9, Pirogova Str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0002-9729-8389

PECULIARITIES OF PSYCHODIAGNOSTICS AND PSYCHOTHERAPY OF DEVIATIONS IN MENTAL DEVELOPMENT OF THE INDIVIDUAL

SUMMARY:

Mental disorders are very common, often destructive, and have a negative impact on the lives of millions of people around the world. Psychodiagnostics is an important method for determining possible deviations in the mental development of a person. Psychodiagnostics is aimed at studying the harmonious mental development of a person. It includes a comprehensive approach to the study of behavioral, cognitive and emotional manifestations. Timely diagnostics helps to identify the peculiarities of mental development, which allows to develop individual correction programs. Diagnostics of mental development is based on the use of both objective performance indicators (tests) and subjective data. Professional observation, interviews, questionnaires, and various types of tests are used for analysis. The assessment process involves determining the presence or absence of certain psychological qualities, emotional reactions or behavioral manifestations and their compliance with established standards. Psychological testing, in particular, uses questionnaires, projective techniques, and tests that involve performing specific tasks. Behavioral deviations are mostly caused by conflicts of interest and value systems, distortions in the mechanisms of their implementation, shortcomings in the upbringing process, life failures, and emotional dysfunctions. Personality antisociality usually occurs as a reaction to difficult and almost insoluble life situations, i.e., it is caused by disorders at one of the levels of the internal regulation system: cognitive, emotional, volitional, or behavioral. Therefore, when working with people with such disorders, psychologists need to pay special attention to psychological assistance, clearly understand the type of disorder and identify effective methods of psychotherapy that will contribute to the normal psychological development of the individual.

KEYWORDS:

psychodiagnostics, basics of psychotherapy, personality development, deviations, medical and rehabilitation psychology

FULL TEXT:

REFERENCES:

1. Variy, M.Y. (2007). Zahalna psykholohiia navchalnyi posibnyk (2-he vyd., vypr. i dop.) [General Psychology: A textbook (2nd ed., rev. and updated)]. Kyiv: Tsentr uchnovoi literatury – Center for Educational Literature, 968 p. [in Ukrainian].
2. Ivanova, N.O. (2016). Psykhodiahnostyka v hlybynnomu piznanni psykhiky subiekta [Psychodiagnostics in the deep cognition of the subject’s psyche]. Tekhnolohii rozvytku intelektu – Technologies of intelligence development, 5 (16) [in Ukrainian].
3. Kalashnyk, I. (2022). Vykorystannia metodiv psykhoterapii osobystosti u roboti iz psykholohichnoiu travmoiu [The use of methods of personality psychotherapy in the work with psychological trauma]. Visnyk Donetskoho natsionalnoho universytetu imeni Vasylia Stusa – Bulletin of Vasyl’ Stus Donetsk National University, 1 (1), 94–101. https://doi.org/10.31558/2786-8745.2022.1(1).13 [in Ukrainian].
4. Kucherenko, E. (2017). Psykhosyntez u rozvytku suchasnoi osobystosti: spetsyfika metodu ta aktualni zavdannia [Psychosynthesis in the development of modern personality: specificity of the method and actual tasks]. Humanitarnyi korpus: zbirnyk 84 naukovykh statei z aktualnykh problem filosofii, kulturolohii, psykholohii, pedahohiky ta istori – Humanitarian Corpus: a collection of 84 scientific articles on topical issues of philosophy, cultural studies, psychology, pedagogy and history, 13, 66–71 [in Ukrainian].
5. Maksymovoi, N.Iu. (2021). Systema rannoi diahnostyky vidkhylen v rozvytku osobystosti: metodychnyi posibnyk [System of early diagnostics of deviations in personality development: a methodological guide]. Kyiv – Lviv: Vydavets Viktoriia Kundelska. 220 p. [in Ukrainian].
6. Mozhova, H.P., Khanecka, T.I., & Yakymchuk, O.I. (2021). Psykhosomatyka: psykhichne, tilesne, sotsialne. Khrestomatiya: navchalnyi posibnyk dlya studentiv vyshchykh navchal’nykh zakladiv [Psychosomatics: Mental, physical, social. A textbook for university students]. Kyiv: NPU imeni M.P. Drahomanova – NPU named after M.P. Drahomanov. 383 p. [in Ukrainian].
7. Nykonenko, Yu.P. (2016). Klinichna psykholohiya: navchalnyi posibnyk [Clinical psychology: A textbook]. Kyiv: KNT. 369 p. [in Ukrainian].
8. Osmanova, A.M., & Khoruzhenko, H.V. (2023). Klinichna psykholohiya: navchalnyi posibnyk [Clinical psychology: A textbook]. Kyiv: Universytet “Ukrayina” – University “Ukraine”. 183 p. [in Ukrainian].
9. Tarasevych, I.Yu. (2024). Hrupova psykhoterapія ta psykohorektsiya: hlosariy osnovnykh terminiv ta metodiv hrupovoi roboty (psykohorektsiynoi, psykhoterapevtychnoi) [Group psychotherapy and psychocorrection: a glossary of basic terms and methods of group work (psychocorrectional, psychotherapeutic)]. Dnipro: VNPZ Dniprovskyi humanitarnyi universytet – Dnipro Humanitarian University. 57 p. [in Ukrainian].
10. Chumachenko, O.Yu., Donchenko, O.S., Polishchuk, S.P., Sharova, O.A., & Khimchuk, L.I. (2024). Psykhodiagnostyka hiperaktyvnosti ditei doshkilnoho viku [Psychodiagnostics of preschool children’s hyperactivity]. Perspektyvy ta innovatsii nauky – Prospects and innovations of science, 10 (44), 1098–1112. [in Ukrainian].
11. Brucar, L.R., Feczko, E., Fair, D.A., & Zilverstand, A. (2023). Current Approaches in Computational Psychiatry for the Data-Driven Identification of Brain-Based Subtypes. Biological psychiatry, 93 (8), 704–716. https://doi.org/10.1016/j.biopsych.2022.12.020. [in English].
12. Cole, J.H., Marioni, R.E., Harris, S.E., & Deary, I.J. (2019). Brain age and other bodily ‘ages’: implications for neuropsychiatry. Molecular psychiatry, 24 (2), 266–281. https://doi.org/10.1038/s41380-018-0098-1/ [in English].

13. Cuijpers, P., Noma, H., Karyotaki, E., Vinkers, C.H., Cipriani, A., & Furukawa, T. A. (2020). A network metaanalysis of the effects of psychotherapies, pharmacotherapies and their combination in the treatment of adult depression. World psychiatry: official journal of the World Psychiatric Association (WPA), 19 (1), 92–107. https://doi.org/10.1002/wps.20701 [in English].
14. Dall’Aglio, L., Johanson, S.U., Mallard, T., Lamballais, S., Delaney, S., Smoller, J.W., Muetzel, R.L., & Tiemeier, H. (2024). Psychiatric neuroimaging at a crossroads: Insights from psychiatric genetics. Developmental cognitive neuroscience, 70, 101443. https://doi.org/10.1016/j.dcn.2024.101443 [in English].
15. Grosenick, L., Shi, T.C., Gunning, F.M., Dubin, M.J., Downar, J., & Liston, C. (2019). Functional and Optogenetic Approaches to Discovering Stable Subtype-Specific Circuit Mechanisms in Depression. Biological psychiatry. Cognitive neuroscience and neuroimaging, 4 (6), 554–566. https://doi.org/10.1016/j.bpsc.2019.04.013 [in English].
16. Leichsenring, F., Steinert, C., Rabung, S., & Ioannidis, J.P.A. (2022). The efficacy of psychotherapies and pharmacotherapies for mental disorders in adults: an umbrella review and meta-analytic evaluation of recent meta-analyses. World psychiatry: official journal of the World Psychiatric Association (WPA), 21 (1), 133–145. https://doi.org/10.1002/wps.20941 [in English].
17. Marquand, A.F., Kia, S.M., Zabihi, M., Wolfers, T., Buitelaar, J.K., & Beckmann, C.F. (2019). Conceptualizing mental disorders as deviations from normative functioning. Molecular psychiatry, 24 (10), 1415–1424. https://doi.org/10.1038/s41380-019-0441-1 [in English].
18. Pryzvanska, R., Borysova, O., Mozgova, G., & Fedorenko, A. (2024). Clinical cases and recommendations for post-traumatic rehabilitation based on EI. Amazonia Investiga, 13 (74), 227–238. https://doi.org/10.34069/AI/2024.74.02.19 [in English].
19. Scangos, K.W., State, M.W., Miller, A.H., Baker, J.T., & Williams, L.M. (2023). New and emerging approaches to treat psychiatric disorders. Nature medicine, 29 (2), 317–333. https://doi.org/10.1038/s41591-022-02197-0 [in English].
20. Smoller, J.W. (2019). Psychiatric Genetics Begins to Find Its Footing. The American journal of psychiatry, 176 (8), 609–614. https://doi.org/10.1176/appi.ajp.2019.19060643 [in English].
21. Yan, H. (2022). Career Development Anxiety and Mental Health Regulation of University Music Teachers. Journal of healthcare engineering, 2022, 9091795. https://doi.org/10.1155/2022/9091795 [in English].