Time-management practices for enhancing psychological adaptability and preventing emotional burnout among internally displaced persons

Abstract

Abstract: The article explores the psychological mechanisms through which basic time-management practices influence anxiety levels and emotional self-regulation among internally displaced students in the context of wartime instability. It is substantiated that forced displacement is accompanied by a loss of everyday structure, a decline in perceived control, and increased psycho-emotional load, intensifying the risks of exhaustion and maladaptive responses. The methodological framework included theoretical analysis of psychological and pedagogical sources, standardized psychodiagnostic instruments (STAI, PSS-10, DERS, PCRS, DOS, SSU, OSD), and a short formative program aimed at developing planning, prioritization, and self-regulation skills. Educational activities incorporated micro-goal setting, cyclic structuring of tasks, daily minimal action tracking, and the use of “small-steps” practice. The findings show that even limited implementation of time-management techniques leads to reduced anxiety intensity, improved control over emotional responses, greater behavioural organization, and restored subjective sense of agency. The visualized dynamics demonstrate a consistent trend across three dimensions – anxiety, emotional regulation, and time organization – confirming the resource value of structured daily routines for displaced students. Practical recommendations are proposed for integrating micro-time-management practices into psychological and educational support for young people experiencing displacement. Prospects for further research involve expanding the sample, examining long-term effects, differentiating support approaches according to anxiety levels, and integrating digital self-regulation tools. Keywords: internally displaced students, time management, anxiety, emotional self-regulation, adaptation, wartime conditions, psychological resilience.