Psychological and pedagogical support for participants in the educational process in conditions of military conflict

Abstract

The ongoing military operations in Ukraine cause significant psychological stress among all participants in the educational process. Therefore, the issue of developing and implementing effective psychological approaches to provide support in the context of a nationwide crisis is relevant. Today, Ukraine faces many destructive challenges, including a full-scale military invasion of the russian federation. This creates a need for comprehensive psychological assistance for all participants in the educational process. An important aspect of working with children and adults who have experienced traumatic events is the formation of stress resistance and life resilience. In such circumstances, the role of psychological services in the education system, which ensure the systematic and timely provision of psychosocial and pedagogical support, significantly increases. The purpose to provide teachers with tools, knowledge and strategies to ensure effective psychological support for all participants in the educational process in the conditions of military operations and conflicts. To promote understanding of the impact of military stress and traumatic situations on the mental and emotional state of participants, to familiarize specialists with practical approaches that contribute to the restoration of a favorable learning environment. Research methods. During war, hundreds of thousands of children face traumatic situations that require special attention. They need to be helped to cope with stress, learn to adapt to new living conditions and reduce the risk of mental health problems. For this purpose, the program “Children and War. Teaching Healing Techniques” has been developed, with a manual created by the Children and War Foundation (Norway) with the participation of the British Institute of Psychiatry and the Norwegian Center for Crisis Psychology. It has proven its effectiveness in various war-torn regions, such as Bosnia, Kosovo, China, Iran, Syria, Rwanda, and Nepal. Results. An important task is the work of psychological service professionals who provide support to children, help them manage stress reactions, develop stress resistance skills, and teach techniques for stabilizing and living post-traumatic experiences. The program materials will be useful to teachers, psychologists, psychotherapists-consultants, social workers and other specialists involved in child protection issues. The program is recommended for use in educational institutions according to Protocol No. 2 dated 06/29/2016. Conclusions. In modern conditions, each of us becomes an important support for the other. This is especially evident in the interaction of adults with children - this contributes to the adaptation of students, teachers and parents to the new conditions and tasks of educational activity. Of particular importance is the provision of a comfortable psychological environment for all students, the creation of a high-quality educational process for children with psychological trauma, as well as the support of teachers in working with such children. It is also important to involve parents in joint activities, develop strategic approaches to psychological support and help reduce the negative effects of stress. This will allow to restore the psycho-emotional state of participants in the educational process and their ability to successfully learn and develop.