(2026) Science and education, 3, 116-122. Odessa.

Yuliia Bludova,
Candidate of Pedagogical Sciences, Associate Professor,
Associate Professor at the Department of Pedagogy, Psychology,
Primary Education and Educational Management,
Municipal Establishment «Kharkiv Humanitarian and Pedagogical Academy»
of Kharkiv Regional Council,
7, Lane Rustaveli Str., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0001-6338-0571

Olena Ilina,
Candidate of Pedagogical Sciences, Associate Professor,
Associate Professor of the Department of Pedagogy, Psychology,
Primary Education and Educational Management,
Municipal Establishment «Kharkiv Humanitarian and Pedagogical Academy»
of Kharkiv Regional Council,
7, Lane Rustaveli Str., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-1951-4311

Kateryna Korsikova,
Candidate of Pedagogical Sciences, Associate Professor,
Associate Professor of the Department of Pedagogy, Psychology,
Primary Education and Educational Management,
Municipal Establishment «Kharkiv Humanitarian and Pedagogical Academy»
of Kharkiv Regional Council,
7, Lane Rustaveli Str., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-9690-8405

IMPLEMENTATION OF AN ACTIVITY APPROACH IN INTEGRATED TEACHING OF LANGUAGE-LITERATURE, ART AND TECHNOLOGICAL EDUCATIONAL AREAS IN PRIMARY SCHOOL

The article considers the possibilities of using an activity approach in integrated teaching of linguistic and literary, artistic and technological educational branches in primary school. The relevance of the problem is due to the need to improve the educational process in accordance with the requirements of the Concept of the New Ukrainian School and the State Standard of Primary Education, which orient teachers to the formation of key competencies, cross-cutting skills and the ability of students to apply knowledge in practical activities. The significance of the activity approach as one of the leading methodological methods of modern primary education is revealed, which ensures the active participation of younger schoolchildren in learning through research, creative, communicative and practical activities. The possibilities of linguistic and literary, artistic and technological educational branches for implementing the activity approach are characterized and the expediency of their integration for the formation of a holistic educational experience of students is substantiated. Effective methodological techniques for applying the activity approach are analyzed, including project activities, theater, storytelling, STEM/STEAM projects, research activities, and learning through play. A fragment of an integrated lesson for 3rd grade students on the topic “Creating a book “Autumn in my land”” is presented, which demonstrates the possibilities of combining speech, artistic, creative, and technological activities within the framework of project learning. It is proven that the integration of these educational areas on the basis of the activity approach contributes to the development of students’ communicative, creative, research, and practical skills, the formation of cooperation skills, independence, and responsibility. It is concluded that the activity approach is an effective tool for realizing the competence potential of primary education and prepares students for successful self-realization in modern society.

activity approach, integrated learning, primary school, language and literary educational branch, artistic educational branch, technological educational branch, project activity, competency-based approach, New Ukrainian School

(2026) Science and education, 3, 109-115. Odessa.

Olesia Cherniakova,
Candidate of Psychological Sciences, Associate Professor,
Associate Professor at the Department of Psychology and Philosophy,
Kyiv University of Intellectual Property and Law,
210, Kharkivske Shose Srt., Kyiv, Ukraine;
Associate Professor of the Department of Interdisciplinary Social and Humanitarian Studies,
Metinvest Polytechnic Technical University LLC,
80, Pivdenne Shose Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0002-0384-4829

Oleksandr Gryshko,
Candidate of Psychological Sciences, Associate Professor,
Associate Professor at the Department of Psychology and Philosophy,
Kyiv University of Intellectual Property and Law,
210, Kharkivske Shose Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0009-0002-3351-2902

Inna Podvyzhenko,
Student of the `second (master’s) Level of Higher Education,
Specialty C4 Psychology,
Kyiv University of Intellectual Property and Law,
210, Kharkivske Shose Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0009-0000-2059-1643

PSYCHOLOGICAL COACHING AS A TOOL FOR THE DEVELOPMENT OF PERSONAL RESILIENCE UNDER THE CONDITIONS OF THE STATE OF WAR

The article examines psychological coaching as a tool for developing individual resilience under martial law. The relevance of the study is determined by the increasing psychological burden associated with prolonged exposure to war-related events, which places new demands on individuals’ adaptive capacities and the preservation of psychological well-being. Particular attention is paid to the need to identify effective psychological means of supporting individuals in conditions of uncertainty, chronic stress, and continuous social change. Based on an analysis of scientific approaches, the study clarifies the concepts of “stress,” “stress resistance,” “psychological resilience,” and “resilience,” and determines their place within the system of individual psychological resources. Resilience is conceptualized as a dynamic process of positive adaptation to challenging life circumstances, involving not only the ability to withstand difficulties but also the capacity for recovery and further personal development. The essence of psychological coaching and its potential for fostering self-awareness, responsibility, goal orientation, and psychological flexibility are also examined. The empirical study involved 32 participants aged 23 to 31 and consisted of diagnostic and formative stages. The Perceived Stress Scale (PSS-10) and the Connor–Davidson Resilience Scale (CD-RISC-10) were used to assess perceived stress and resilience. The formative intervention consisted of six coaching sessions focused on developing stress-management skills, emotional self-regulation, and constructive coping strategies. The results of the repeated assessment, analyzed using the pairedsamples Student’s t-test, revealed a small but statistically significant positive change in the measured indicators, reflected in a decrease in perceived stress and an increase in resilience. These findings provide grounds for considering psychological coaching a promising means of activating internal resources and supporting individuals’ adaptive potential under conditions of martial law.

resilience, psychological coaching, martial law, psychological hardiness, personal adaptive resources

(2026) Science and education, 3, 98-108. Odessa.

Hanna Suprun,
Candidate of Psychological Sciences,
Associate Professor at the Department of Speech Therapy,
Borys Grinchenko Kyiv Metropolitan University,
Igor Shamo Boulevard, 18/2, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-3282-7603

Natalia Babych,
Candidate of Pedagogical Sciences, Associate Professor,
Head of the Department of Speech Therapy,
Borys Grinchenko Kyiv Metropolitan University,
Igor Shamo Boulevard, 18/2, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8923-8960

Maryna Ovcharenko,
Senior Lecturer at the Department of Speech Therapy,
Borys Grinchenko Kyiv Metropolitan University,
Igor Shamo Boulevard, 18/2, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-1378-9840

Inna Papp,
Senior Lecturer at the Department of Speech Therapy,
Borys Grinchenko Kyiv Metropolitan University,
Igor Shamo Boulevard, 18/2, Kyiv, Ukraine
ORCID ID: https://orcid.org/0009-0001-0061-2301

Pavlo Pluzhnyk,
Senior Lecturer at the Department of Speech Therapy,
Borys Grinchenko Kyiv Metropolitan University,
Igor Shamo Boulevard, 18/2, Kyiv, Ukraine
ORCID ID: https://orcid.org/0009-0000-6852-2321

REHABILITATION OF COMMUNICATIVE FUNCTIONS AND RESILIENCE IN ADULTS WITH ACQUIRED SPEECH DISORDERS

The full-scale war in Ukraine has led to a sharp increase in the number of adult patients and military personnel with acquired language and speech disorders resulting from traumatic brain injuries, acoustic trauma, and post-traumatic stress disorder (PTSD). The loss of communicative function in adulthood disrupts social connections, leads to speech negativism and secondary self-isolation, and necessitates a shift from a paradigm focused on correcting deficits to one focused on restoring an individual’s communicative participation. The purpose of this article is to theoretically substantiate the importance of restoring communicative functions in adults with acquired language and speech disorders as a component and factor in the development of their resilience in wartime conditions. A set of theoretical methods was applied: systemic-structural and comparative analysis of the scientific literature (Scopus, Web of Science, PubMed databases, and specialized Ukrainian publications); conceptual modeling based on the International Classification of Functioning, Disability, and Health (ICF), communicative participation, the Life Participation Approach to Aphasia, an interdisciplinary approach, and modern models of resilience. It was found that the specificity of war-related trauma lies in the combination of organic brain damage with psycho-emotional exhaustion and anxiety, which significantly complicates the dynamics of speech recovery. It has been demonstrated that speechlanguage therapy alone is insufficient, and the need for a multidisciplinary team of specialists (including a speech-language pathologist, a neuropsychologist, an occupational therapist, a neurologist, and a physical therapist) has been substantiated. An original integrative model is proposed that conceptualizes the potentially bidirectional relationship between the restoration of communicative functions and the development of resilience in adults with acquired speech disorders in wartime conditions. A distinctive feature of the model is the integration of a functional understanding of the disorder, communicative participation, and multidisciplinary support within a unified concept of rehabilitation. Directions for updating the professional training of speech-language pathologists have been formulated, which involve integrating knowledge from psychology and trauma-informed speech-language pathology, as well as the use of evidence-based screening tools.

acquired speech and language disorders, traumatic brain injury, aphasia, dysarthria, stuttering, dysphonia, resilience, communicative participation, developmental psychology, dysontogenesis of adulthood, comprehensive assessment of communication, speech therapy for adults, organic lesions of the central nervous system, speech therapy

(2026) Science and education, 3, 91-97. Odessa.

Svitlana Sytnik,
Doctor of Psychological Sciences, Professor,
Professor at the Department of the Theory and Methodology
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/0000-0001-5875-919X

Valentyna Bulgakova,
Lecturer at the Department of Theory and Methodology 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/0009-0002-2911-0724

SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF ADOLESCENTS’ DEVIANT BEHAVIOR IN CRISIS CONDITIONS

The article presents the results of a study of the socio-psychological characteristics of adolescents’ deviant behavior under crisis conditions. The aim of the study was to determine the relationships between manifestations of post-traumatic stress, self-esteem, and propensity for various forms of deviant behavior among adolescents aged 14–15 years. The study involved 72 adolescents. The following instruments were used: O. Orel’s method for diagnosing propensity for deviant behavior, the Ukrainian-language version of the Child and Adolescent Trauma Screen (CATS), and the Rosenberg Self-Esteem Scale (RSES) in its Ukrainian adaptation. Descriptive statistics, the Shapiro-Wilk test, Spearman’s rank correlation coefficient, and the Mann-Whitney U test were applied to process the results. A positive CATS screening result was identified in 44.4% of the participants. The overall level of post-traumatic symptoms was positively correlated with all the studied deviant tendencies. The strongest relationship was found with propensity for self-injurious and self-destructive behavior (r=0.641; p<0.01), as well as with propensity to violate norms and rules (r=0.460; p<0.01). Self-esteem showed negative correlations with propensity for aggression and violence (r=-0.502; p<0.01), insufficient volitional control of emotional reactions (r =-0.492; p < 0.01), and delinquent tendencies (r=-0.456; p<0.01). Adolescents with a positive CATS screening result demonstrated higher levels of propensity to violate norms and rules, addictive behavior, self-injurious and self-destructive behavior, aggression and violence, as well as insufficient volitional control of emotional reactions. The findings indicate that more pronounced post-traumatic symptoms are associated with stronger deviant tendencies, whereas more positive self-esteem is associated with a lower propensity for certain forms of deviant behavior.

adolescents, deviant behavior, crisis conditions, post-traumatic stress, self-esteem, aggression, self-injurious behavior