PSYCHOLOGICAL SUPPORT FOR THE DEVELOPMENT OF RESILIENCE IN YOUNG STUDENTS UNDER WARTIME CONDITIONS

Abstract

The article addresses the issue of psychological support for the development of students’ resilience in wartime through the design and conceptual substantiation of a program aimed at fostering and strengthening the resilience of young students, taking into account modern psycho-pedagogical approaches to the formation of stress tolerance, emotional regulation, and social adaptation. The program includes a consultative-diagnostic phase (assessment of students’ needs, introduction to the concept of resilience, and development of motivation to participate in the program), a corrective-developmental phase (implementation of psychological practices such as mindfulness, breathing exercises, cognitive restructuring, organization of group discussions, and activities aimed at developing social connections through interaction among participants), and a reflectiveevaluative phase (summarizing results, administering questionnaires, self-assessment of changes, and developing plans for further self-support). Particular importance is attached to psychological practices and techniques that help students strengthen internal resources, cope with the impact of stressful events, develop emotional self-regulation, foster a culture of mutual support, reduce anxiety and psycho-emotional exhaustion, and enhance academic and social motivation. The main methods include cognitive-behavioral therapy, mindfulness practices, awareness and breath-control exercises, and body-oriented techniques that contribute to increased stress resilience and the formation of adaptive behavioral patterns. A prospective direction for further research is the implementation of a formative experiment aimed at verifying the effectiveness of the psychological support program for the development of resilience in young students under wartime conditions.