An integrative toolkit for providing psychological assistance and developing competence of stress resistance and ability to quickly adapt in difficult life traumatic situations
using diagnostic and corrective, digital and stem-methods (part 10)
DOI:
https://doi.org/10.32405/Keywords:
integrative tools, provision of psychological assistance, competence, stress resistance, ability to quickly adapt, complex life traumatic situations, diagnostic and corrective, digital and STEM- methodsAbstract
The publication presents the experience of using integrative tools for providing psychological assistance and developing competence of stress tolerance and rapid adaptation of a person in difficult life traumatic situations. The terminological characteristics of the concepts are disclosed: a traumatized situation, psychological assistance and psychological support, their rules and principles. Their differences are described. It is noted that one of the principles of psychological assistance at the stage of complex response, as well as at the stage of minimal response, and in the system of psychological rehabilitation is multi-level: 1) early psychological assistance, 2) socio- psychological support, 3) psychological rehabilitation, 4) complex rehabilitation. Each level at which psychological assistance is provided provides for certain requirements for the place of provision, for the training of those who provide psychological assistance, requirements for the implementation of various measures, various forms of psychological assistance, depending on the social situation, needs and condition of the victims. The issues of mental trauma, its consequences and solutions are disclosed. The features of the use in emergency/extreme conditions, crisis and complex life traumatic situations of the integrative tools of the author’s humanistic “Technology for the formation of psychological competence of the individual’s competitiveness in the conditions of innovative activity” (V. Chudakova, 2016–2023) are described. The program of reflective-innovative training, coaching based on NLP, the content of educational modules is presented. The results of the implementation of the components of diagnostic, corrective, digital, STEM-methods are disclosed.
Downloads
References
1. Blokh, S. Vvedenye v psykhoterapyiu [Introduction to psychotherapy]. Amsterdam-Kyiv. 280 p. [in Russian].
2. Velychko, V. V., Maksymenko, S. D., & Chudakova, V. P. (2016). Psykholohichne ta profesiine (yurydychne) zabezpechennia – holovnyi resurs efektyvnosti profesiinoi diialnosti pratsivnykiv Natsionalnoho tsentralnoho biuro Interpolu v Ukraini: stratehii, modeli, tekhnolohii [Psychological and professional (legal) support – the main resource of the effectiveness of the professional activity of the employees of the National Central Bureau of Interpol in Ukraine: strategies, models, technologies]. Kyiv. 87 p. [in Ukrainian].
3. Kak preodolet psykhotravmu y vosstanovyt dushevnoe ravnovesye [How to overcome psychotrauma and restore mental balance] (2012). Bern, 328 p. [in Russian].
4. Levyn, K. (2009). Vremennaia perspektyva y preodolenye trudnыkh sytuatsyi Psykholohyia lychnosty [Time perspective and overcoming difficult situations]. Moscow. P. 200–211. [in Russian].
5. Osnovy reabilitatsiinoi psykholohii: podolannia naslidkiv kryzy [Basics of rehabilitation psychology: overcoming the consequences of the crisis] (2018). Kyiv, Vol. 2. 240 p. [in Ukrainian].
6. Piatnytskaia, E. V. (2008). Psykholohycheskaia pomoshch detiam y podrostkam, perezhyvaiushchym psykhotravmyruiushchye sobytyia [Psychological help for children and teenagers experiencing psychotraumatic events]. Mykolaiv, 180 p. [in Ukrainian].
7. Tsarenko, L. H. (2016). Pryntsypy reabilitatsii uchasnykiv antyterorystychnoi operatsii [Principles of rehabilitation of participants in an anti- terrorist operation]. Aktualni problemy psykholohichnoi dopomohy, sotsialnoi ta medyko- psykholohichnoi reabilitatsii uchasnykiv antyterorystychnoi operatsii – Actual problems of psychological assistance, social and medical-psychological rehabilitation of participants in an anti-terrorist operation. Kyiv, P. 358–360. [in Ukrainian].
8. Chudakova, V. P. (2022). Zabezpechennia psykholohichnoi dopomohy zasobamy intehratyvnykh psykhotekhnolohii NLP: podolannia naslidkiv travmuiuchykh sytuatsii, rozvytku stresostiikosti ta zdibnosti do shvydkoi adaptatsii [Providing psychological assistance by means of integrative psychotechnologies of NLP: overcoming the consequences of traumatic situations, developing stress resistance and the ability to quickly adapt]. Zabezpechennia psykholohichnoi dopomohy v sektori Syl oborony Ukrainy – Providing psychological assistance in the sector of the Defense Forces of Ukraine. Kyiv, P. 286–293. Retrieved from: https://dndi.mvs.gov.ua. [in Ukrainian].
9. Chudakova, V. P. (2020). Intehratyvni metody i tekhnolohiia ekspertyzy i korektsii formuvannia kompetentnostei konkurentospromozhnosti osobystosti v umovakh innovatsiinoi diialnosti (chastyna 1) [Integrative methods and technology of examination and correction of the formation of competences of individual competitiveness in conditions of innovative activity (part 1)]. Osvita ta rozvytok obdarovanoi osobystosti – Education and development of gifted personality. No. 4 (79). P. 63–69. DOI: https://doi.org/10.32405/2309-3935-2020-4(79)-63-69. [in Ukrainian].
10. Chudakova, V. P. (2021). Realizatsiia kompetentnisno oriientovanoho navchannia [Implementation of competence-oriented training]. Kyiv, 25 p. Retrieved from: https://undip.org.ua/wp-content/uploads/2021/12/21-29-CHudakova.pdf. [in Ukrainian].
11. Chudakova, V. P., & Bafaev, M. M. (2022). Realizatsiia psykholohichnykh tekhnolohii formuvannia tolerantnosti osobystosti yak intehratyvnoho instrumentariiu rozvytku kompetentnostei yikh konkurentospromozhnosti z vykorystanniam diahnostychnykh, korektsiino-rozvyvalnykh ta tsyfrovykh metodiv [Implementation of psychological technologies for the formation of personality tolerance as an integrative toolkit for the development of competences and their competitiveness using diagnostic, corrective-developmental and digital methods]. Psykholohichni vymiry osobystisnoi vzaiemodii subiektiv osvitnoho prostoru v konteksti humanistychnoi paradyhmy – Psychological dimensions of the personal interaction of the subjects of the educational space in the context of the humanistic paradigm. Kyiv. P. 190–203. Retrieved from: https://lib.iitta.gov.ua/id/eprint/732141. [in Ukrainian].
12. Mukhamedov, G. I., Usarov, J. E., Khimmataliev, D. O., Chudakova, V. P., Temirov, K. U., & Gayupova, S. K. (2023). General Classifications of Pedagogy and Psychology. TELEMATIQUE. Vol. 22 No. 01. P. 341– 347. Retrieved from: https://www.provinciajournal.com/index.php/telematique/article/view/1134.
13. Usarov, J. E., Khimmataliev, D. O., Kuvatova, N. B., Atakhujaeva, Sh. A., Chudakova, V. P., & Akbarova, N. N. (2022). Pedagogical competence. Study guide. Yoshkar-Ola, Mari El, M.: Pero, 184 b. DOI: https://doi.org/10.15350/9785002044672
