Trauma-informed training as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists.

OBJECTIVE: Aim: To determine the conditions for the implementation of trauma-informed training as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists. PATIENTS AND METHODS: Materials and Methods: 1,100 students studying in the conditions of martial law took part in the experimental work. RESULTS: Results: As a result of the negative impact of the stressful and destructive factors of the war on the inner world, the future specialists the following manifestations of the deterioration of the health were established: depression (99%), sudden change of mood (92%), worsening of well-being during sudden changes in the weather (66%), irritability (52%), aggressiveness (11%), anger (7%). It was found that future specialists wanted to postpone completing the educational task until later, as they perceived it as very difficult (79%). CONCLUSION: Conclusions: The conditions for the implementation of trauma-informed studying were formulated as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists. 1. During the organization of learning, teachers take into account the fact that psycho-traumas, which are caused by stressful and destructive factors of war, disturb students until they experience them. 2. Teachers take into account the traumatic experience of future specialists. 3. The teachers' actions aim to restore future professionals' sense of security, reestablish contact with other study participants, and regain control over their own lives and studies.

The essence of students' vitality in the context of its reflexive determination.

OBJECTIVE: Aim: Theoretical analysis of the problem of the individual's vitality in the context of its reflective determination, an empirical study of the formation of its components, and the proof of correlations with various types of reflection. PATIENTS AND METHODS: Materials and Methods: The following psychodiagnostic methods were used in the empirical study: "Methodology of vitality diagnosis" by S. Maddi in an adaptation by D. Leontiev; test for determining the reflection of interpersonal interaction T. Pushkar in the modification of N. Senchyna; the method of research of reflexivity of thinking (T. Pashukova, A. Dopira, G. Dyakonov); the technique "Determining the level of reflection" (O. Anisimov); method "Determining the level of reflexivity" (A. Karpov, V. Ponomaryova). RESULTS: Results: It was established that the majority of students in both the first and fourth years have an average and low level of vitality. Vitality is directly connected to intellectual, personal, and situational reflection on a temporal basis; that is, the specified types of reflection are the leading determinants of vitality, which is statistically proven. CONCLUSION: Conclusions: The study showed the high importance of resilience for the full functioning of student youth in modern complex life conditions and its determination by the level of development of various types of reflection.