{"id":1357,"date":"2026-03-23T19:16:28","date_gmt":"2026-03-23T17:16:28","guid":{"rendered":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/?post_type=news&#038;p=1357"},"modified":"2026-03-23T19:19:32","modified_gmt":"2026-03-23T17:19:32","slug":"210-ukrainian-association-of-art-therapy","status":"publish","type":"news","link":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/news\/210-ukrainian-association-of-art-therapy\/","title":{"rendered":"CENTER FOR PSYCHOLOGICAL ASSISTANCE TO MILITARY PERSONNEL AND LAW ENFORCEMENT OFFICERS"},"content":{"rendered":"\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"559\" data-id=\"1358\" src=\"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-content\/uploads\/sites\/2\/2026\/03\/IMG_210-1024x559.jpg\" alt=\"\" class=\"wp-image-1358\" srcset=\"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-content\/uploads\/sites\/2\/2026\/03\/IMG_210-1024x559.jpg 1024w, https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-content\/uploads\/sites\/2\/2026\/03\/IMG_210-300x164.jpg 300w, https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-content\/uploads\/sites\/2\/2026\/03\/IMG_210-768x419.jpg 768w, https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-content\/uploads\/sites\/2\/2026\/03\/IMG_210.jpg 1408w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/figure>\n\n\n\n<p>Rustam TARANENKO,<br>Yuliia TYTARENKO<\/p>\n\n\n\n<p><strong>DEVELOPMENT OF RESILIENCE IN VETERANS AND THEIR FAMILIES<\/strong><br>Methodological Recommendations for Medical Professionals<\/p>\n\n\n\n<p>Approved at the meeting<br>of the Department of Psychology, Sociology, and Pedagogy<br>of Donetsk State University of Internal Affairs (Minutes No. 8 of March 2, 2026)<\/p>\n\n\n\n<p>Kropyvnytskyi 2026<\/p>\n\n\n\n<p>UDC: 159.922:159.938<\/p>\n\n\n\n<p>T19<\/p>\n\n\n\n<p>Development of Resilience in Veterans and Their Families. Methodological Recommendations for Medical Professionals \/ Authors-compilers R. Taranenko, Y. Tytarenko. Kropyvnytskyi: UIATP, 2026. 45 p.<\/p>\n\n\n\n<p>Scientific Coordinator of the Publication:<br>Operchuk N.I., General Director of the State Institution &#8220;Kirovohrad Regional Center for Disease Control and Prevention of the Ministry of Health of Ukraine&#8221;, Candidate of Medical Sciences, Master of Psychology, Honored Doctor of Ukraine<\/p>\n\n\n\n<p>Authors-Compilers:<br>Taranenko Rustam Kostiantynovych \u2013 President of the Ukrainian Art Therapy Association, Head of the Center for Psychological Assistance to Military Personnel and Law Enforcement Officers of the Association, Master in Healthcare, Military Psychologist, Clinical Psychologist, Psychotherapist, Art Therapist, Physical Therapist, Occupational Therapist, Biologist, Full Member of the National Psychological Association (Ukraine);<\/p>\n\n\n\n<p>Tytarenko Yuliia Leonidivna \u2013 Director of the Ukrainian Institute of Art Therapy and Art Pedagogy, Deputy Head of the Center for Psychological Assistance to Military Personnel and Law Enforcement Officers of the Ukrainian Art Therapy Association, Master in Psychology and Education, Clinical Psychologist, Neuropsychologist, Art Therapist, Biologist, Professional Member of the Ukrainian Art Therapy Association.<\/p>\n\n\n\n<p>Reviewers:<br>Helbak A.M., Head of the Department of Psychology, Sociology, and Pedagogy of Donetsk State University of Internal Affairs, Candidate of Psychological Sciences, Associate Professor;<br>Litivinov O.O., Candidate of Medical Sciences, Psychiatrist of the Highest Category at the &#8220;Chance&#8221; Medical Center.<\/p>\n\n\n\n<p>The methodological recommendations contain current information on issues of resilience, stress, and distress states, diagnostic and correctional tools, as well as an illustrative author&#8217;s program for developing resilience in veterans and their families. The publication is intended for medical professionals, psychologists, and students of these specialties.<\/p>\n\n\n\n<p>\u00a9 R. Taranenko, Y. Tytarenko, 2026 \u00a9 PIEC UIATP, 2026<\/p>\n\n\n\n<p><strong>CONTENTS<\/strong><br>Introduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 4<\/p>\n\n\n\n<p>Resilience: General Theoretical Aspects\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 6<\/p>\n\n\n\n<p>Stress and Distress State\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 13<\/p>\n\n\n\n<p>Psychodiagnostic Tools\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 15<\/p>\n\n\n\n<p>Some Means of Psychological Correction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. 33<\/p>\n\n\n\n<p>Illustrative Program for the Development of Resilience in Veterans and Their Families\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 39<\/p>\n\n\n\n<p>List of Used and Recommended Sources\u2026\u2026\u2026\u2026\u2026\u2026\u2026. 42<\/p>\n\n\n\n<p><strong>INTRODUCTION<\/strong><\/p>\n\n\n\n<p>Contemporary social challenges associated with war, the return of military personnel to civilian life, and the necessity of restoring psychological well-being highlight the issue of developing resilience in veterans and their families. The experience of combat, prolonged exposure to stressful conditions, and changes in life roles and social environment can create significant difficulties for veterans themselves as well as for their family members. Under these conditions, the formation of internal and external resources that help effectively cope with life&#8217;s challenges, adapt to changes, and maintain psychological stability becomes crucial.<\/p>\n\n\n\n<p>Resilience is viewed as the ability of an individual and the family system to withstand stressful events, recover from experienced hardships, and continue to develop despite difficult circumstances. Supporting and developing this ability is an important component of psychological, social, and rehabilitation work with veterans.<\/p>\n\n\n\n<p>These methodological recommendations aim to provide practical guidance for professionals working with veterans and their families: medical professionals, as well as psychologists, social workers, educators, staff of veteran centers, and other specialists in helping professions. The materials may also be useful for non-governmental organizations providing support to the veteran community, and for the families of military personnel themselves.<\/p>\n\n\n\n<p>The recommendations outline the theoretical foundations of resilience, describe the main factors contributing to its formation in veterans and their family members, and propose practical methods, exercises, and approaches aimed at strengthening psychological stability, developing self-regulation skills, supporting family resources, and establishing effective interaction within the family. The publication was prepared for the implementation of the training cycle &#8220;Resilience of Veterans and Their Families&#8221; (developer and trainer \u2013 R. Taranenko, co-trainer \u2013 Y. Tytarenko) and within the framework of the memorandum of cooperation between the Center for Psychological Assistance to Military Personnel and Law Enforcement Officers of the Ukrainian Art Therapy Association and the State Institution &#8220;Kirovohrad Regional Center for Disease Control and Prevention of the Ministry of Health of Ukraine.&#8221;<\/p>\n\n\n\n<p>We hope that the proposed materials will serve as a useful tool in the professional activities of specialists and will contribute to the creation of a support system that helps veterans and their families successfully adapt to new life conditions, maintain inner balance, and build prospects for further development.<\/p>\n\n\n\n<p><strong>RESILIENCE: GENERAL THEORETICAL ASPECTS<\/strong><\/p>\n\n\n\n<p>The term &#8220;resilience&#8221; has been used for a long time and has acquired different meanings in different historical periods. However, as a distinct psychological phenomenon, it began to be actively researched only in the second half of the 20th century. In the global scientific literature, the concept of &#8220;resilience&#8221; started to become notably widespread from the 1970s (Bonanno &amp; Diminich, 2013).<\/p>\n\n\n\n<p>At the current stage, this concept is widely applied in psychology, medicine, biology, and social sciences. It is used to describe how a person responds to the impact of extreme, dangerous, or prolonged stressful situations. In this context, resilience is understood as the ability of an individual to maintain effective functioning under adverse factors, as well as to recover after experiencing difficulties or crisis events.<\/p>\n\n\n\n<p>Furthermore, contemporary research considers resilience not only as an individual characteristic but as a multicomponent process shaped by personal resources, social environment, family support, and society. This is precisely why the development of resilience is an important direction of psychological assistance for people who have undergone difficult or traumatic experiences.<\/p>\n\n\n\n<p>The American Psychological Association (2023) provides the following definition: resilience is the process and outcome of successfully adapting to difficult life circumstances, primarily through mental, emotional, and behavioral flexibility, as well as through adjustment to external and internal demands.<\/p>\n\n\n\n<p>Resilience is the mental, physical, emotional, and behavioral capacity of a person to adapt, recover, and thrive in situations of risk, challenge, danger, complexity, and adversity, as well as to learn and grow after failures (O. Kokun et al., 2022).<\/p>\n\n\n\n<p>Psychological Aspects of Resilience:<\/p>\n\n\n\n<p>Cognitive Processes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>flexible thinking;<\/li>\n\n\n\n<li>positive reframing of negative events;<\/li>\n\n\n\n<li>capacity for self-reflection and self-control.<\/li>\n<\/ul>\n\n\n\n<p>Emotional Regulation:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>control of emotions;<\/li>\n\n\n\n<li>ability to experience negative emotions without destructive consequences;<\/li>\n\n\n\n<li>high level of emotional intelligence.<\/li>\n<\/ul>\n\n\n\n<p>Personality Traits:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>optimism, self-confidence;<\/li>\n\n\n\n<li>adequate level of self-esteem;<\/li>\n\n\n\n<li>motivation for achievement and self-realization.<\/li>\n<\/ul>\n\n\n\n<p>Social Factors:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>support from family, friends, society;<\/li>\n\n\n\n<li>presence of trusting interpersonal relationships;<\/li>\n\n\n\n<li>social skills as stress management tools.<\/li>\n<\/ul>\n\n\n\n<p>Individual qualities that determine higher stress resistance, according to O. Makarova and P. Chervonyi (2023), include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>self-esteem (the higher it is and the stronger a person feels the value of their own existence, the easier they resist stress);<\/li>\n\n\n\n<li>level of subjective control (reflects the degree of independence, activity, and autonomy in achieving goals, as well as readiness to take responsibility for one&#8217;s own actions);<\/li>\n\n\n\n<li>personal anxiety (a stable tendency to perceive a threat in many situations and react to them with anxiety).<\/li>\n<\/ul>\n\n\n\n<p>O. Kokun and T. Melnychuk (2023) identify the following factors that positively influence the development of resilience:<\/p>\n\n\n\n<p>I. Individual Level:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>positive coping \u2013 a person&#8217;s ability to overcome difficult life circumstances by directing efforts towards solving personal and interpersonal problematic situations, as well as reducing or controlling stress or conflict levels. It encompasses active and pragmatic actions, problem-oriented strategies, and spiritual ways of overcoming difficulties;<\/li>\n\n\n\n<li>positive aspirations, characterized by a state of energy, interest, and life activity. These include positive emotions, an optimistic view of the future, a sense of humor (even during life&#8217;s trials), as well as hope and the ability to respond flexibly to changes;<\/li>\n\n\n\n<li>positive thinking \u2013 a way of processing information and using knowledge that involves changing the attitude towards a situation through cognitive restructuring and positive reinterpretation. It includes searching for possible solutions, flexibility in thinking, reassessment of circumstances, shifting focus of attention, forming positive expectations, an optimistic worldview, and psychological readiness for difficulties;<\/li>\n\n\n\n<li>realism \u2013 the ability to objectively assess situations and one&#8217;s own capabilities, to have realistic expectations regarding events and oneself. This also presupposes adequate self-esteem and a sense of self-worth, self-confidence, belief in one&#8217;s own effectiveness, a sense of control over what can be changed, and acceptance of what is beyond control;<\/li>\n\n\n\n<li>behavior control \u2013 the process of observing one&#8217;s own emotions and actions, evaluating and correcting them to achieve set goals. It is associated with self-regulation, the ability to manage one&#8217;s own behavior, and the pursuit of personal development;<\/li>\n\n\n\n<li>physical fitness \u2013 the level of a person&#8217;s physical condition that allows them to act effectively and perform various tasks in daily life;<\/li>\n\n\n\n<li>altruism \u2013 a sincere desire to care for others and act for their benefit without expecting reward or personal gain.<\/li>\n<\/ul>\n\n\n\n<p>II. Family Level:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>emotional bonds \u2013 warm emotional ties between family members, manifested in mutual affection, spending time together, rest, and leisure;<\/li>\n\n\n\n<li>communication \u2013 the process of exchanging thoughts, feelings, and information between family members, which facilitates problem-solving and establishing harmonious relationships;<\/li>\n\n\n\n<li>support \u2013 the feeling that within the family one can count on help and understanding, which can manifest in emotional, material, practical, informational, or spiritual forms;<\/li>\n\n\n\n<li>intimacy based on deep feelings of love, trust, emotional attachment, and commitment between family members;<\/li>\n\n\n\n<li>upbringing \u2013 the set of parental skills and approaches aimed at caring for the child, their development, and personality formation.<\/li>\n<\/ul>\n\n\n\n<p>III. Team (Collective) Level:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>positive psychological climate \u2013 creating a favorable atmosphere within the team that supports effective interaction among its members, fosters a sense of pride in the shared mission, contributes to the development of leadership, demonstration of positive behavior models, and implementation of organizational values and policies;<\/li>\n\n\n\n<li>teamwork \u2013 coordinated activity of team members, involving coordination of their actions, cooperation, and the ability to respond flexibly to changes during joint tasks;<\/li>\n\n\n\n<li>cohesion \u2013 the level of team unity, manifested in the readiness of its members to act together, support each other, and focus on achieving the set goal.<\/li>\n<\/ul>\n\n\n\n<p>IV. Societal Level:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>belonging \u2013 the feeling of involvement in a community and social integration, manifested through friendships, participation in spiritual or religious organizations, various ceremonies, community services, educational institutions, and other social institutions;<\/li>\n\n\n\n<li>cohesion \u2013 the strength of ties that connect people within a community, based on shared values, mutual support, and a sense of belonging to a group;<\/li>\n\n\n\n<li>connectedness \u2013 the level and nature of a person&#8217;s interconnections with other community members. It encompasses both social contacts and a sense of belonging to a particular place or community. Its components include attachment, organizational structure of interaction, social roles, responsibility, and communication;<\/li>\n\n\n\n<li>collective efficacy \u2013 the group members&#8217; perception of their ability to interact effectively and unite efforts to achieve common results.<\/li>\n<\/ul>\n\n\n\n<p>Biological Aspects of Resilience:<\/p>\n\n\n\n<p>Neurophysiological Basis:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>activation of the hippocampus, prefrontal cortex, and amygdala;<\/li>\n\n\n\n<li>balanced functioning of the hypothalamus-pituitary-adrenal axis;<\/li>\n\n\n\n<li>regulation of cortisol levels.<\/li>\n<\/ul>\n\n\n\n<p>Neurotransmitters:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>serotonin \u2013 mood stabilization;<\/li>\n\n\n\n<li>dopamine \u2013 motivation, pleasure;<\/li>\n\n\n\n<li>norepinephrine \u2013 mobilization of energy during stress.<\/li>\n<\/ul>\n\n\n\n<p>Genetic Factors:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>polymorphisms in genes encoding receptors for serotonin, dopamine, etc.;<\/li>\n\n\n\n<li>genetic predisposition to stress resistance or vulnerability.<\/li>\n<\/ul>\n\n\n\n<p>Epigenetics:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>childhood experiences (trauma and support) influence gene expression;<\/li>\n\n\n\n<li>stress or care alter the activity of genes that regulate emotions.<\/li>\n<\/ul>\n\n\n\n<p>Temperament and Stress Resistance<br>O. Makarova and P. Chervonyi note in their research that temperament is considered a set of essential mental differences between people, manifested in the depth, intensity, and stability of emotions, the level of emotional sensitivity, energy of behavior, and stable individual characteristics of the psyche. It largely determines the potential level of an individual&#8217;s resilience. Temperament traits influence how a person reacts in stressful situations: a weak nervous system and low mobility can reduce the effectiveness of activity in extreme conditions. The results of contemporary scientific research have made it possible to establish which types of temperament are associated with stress resistance and which are not. Of course, &#8220;pure&#8221; types of temperament are extremely rare.<\/p>\n\n\n\n<p>Cholerics are suited for professions related to active interaction with people, where it is important to establish contacts and evoke sympathy. They poorly tolerate monotonous, routine work, quickly become exhausted by it, and also experience difficulties with deep and long-term mastery of material or skill refinement. At the same time, high stress resistance allows them to act effectively in tense conditions, for example, working as patrol police officers, criminal investigation operatives, or successfully managing structural units.<\/p>\n\n\n\n<p>Sanguine individuals are characterized by activity, cheerfulness, and balance. They have high work capacity, can focus on tasks for a long time, and easily switch between them. Such people control their emotions well, are usually friendly and optimistic. Their productivity remains stable and is almost independent of external or internal factors, allowing sanguine individuals to work successfully in professions related to extreme conditions.<\/p>\n\n\n\n<p>Melancholics are usually withdrawn and tolerate solitude easily. They quickly become exhausted from communication, especially with unfamiliar people, and react painfully to failures. They often choose professions that do not require active communication. Various unpredictable situations and changes are difficult for them, and even minor stress can significantly affect their performance.<\/p>\n\n\n\n<p>Phlegmatic individuals are characterized by balance and a stable nervous system. They are not hasty in making decisions and feel best in a calm, stable atmosphere. Haste and unpredictable circumstances quickly exhaust them, so they appreciate order and clear organization. At the same time, they are very industrious: they can perform monotonous tasks requiring attentiveness and accuracy in a focused and high-quality manner for a long time.<\/p>\n\n\n\n<p><strong>STRESS AND DISTRESS STATE<\/strong><br>The first mentions of stress can be found in the works of William James, Wilhelm Wundt, Walter Cannon. However, the Canadian psychophysiologist Hans Selye is considered the founder of stress theory. In July 1936, his letter to the editor titled &#8220;A Syndrome Produced by Diverse Nocuous Agents&#8221; was published in the English journal &#8220;Nature.&#8221; In this publication, he presented the results of research describing the body&#8217;s typical reactions to the influence of various pathogenic factors.<\/p>\n\n\n\n<p>The following main types of stress are distinguished:<\/p>\n\n\n\n<p>Eustress \u2013 a natural, positive type of stress that helps maintain the body&#8217;s vital functions and assists in adapting to changes.<\/p>\n\n\n\n<p>Distress \u2013 a negative, pathological type of stress accompanied by uncomfortable manifestations that can exhaust the body.<\/p>\n\n\n\n<p>Stress factor (stressor) \u2013 a negative influence strong in intensity and duration that causes a state of stress and subsequent psycho-emotional tension in a person.<\/p>\n\n\n\n<p>Stressors can be:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>physiological;<\/li>\n\n\n\n<li>psychological.<\/li>\n<\/ul>\n\n\n\n<p>Risk groups:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>elderly and senile people;<\/li>\n\n\n\n<li>children;<\/li>\n\n\n\n<li>extroverts;<\/li>\n\n\n\n<li>neurotics;<\/li>\n\n\n\n<li>individuals using psychoactive substances;<\/li>\n\n\n\n<li>people with a genetic predisposition to stress, etc.<\/li>\n<\/ul>\n\n\n\n<p>Phases of Stress:<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Alarm Phase \u2013 mobilization of the body upon encountering a threat.<\/li>\n\n\n\n<li>Resistance Phase \u2013 under the influence of a threat, the body &#8220;resists,&#8221; adapting to the action of stressors. However, physiological reactions exceed the norm, making it more vulnerable to stressful factors.<\/li>\n\n\n\n<li>Exhaustion Phase \u2013 the body cannot withstand the continued action of stressors, leading to illness.<\/li>\n<\/ol>\n\n\n\n<p><strong>PSYCHODIAGNOSTIC TOOLS<\/strong><\/p>\n\n\n\n<p><strong>Connor-Davidson Resilience Scale \u2013 10<\/strong><br>This scale consists of 10 statements answered on a five-point Likert scale (from &#8220;not true at all&#8221; \u2013 0 to &#8220;true nearly all the time&#8221; \u2013 4).<\/p>\n\n\n\n<p>Instructions:<br>You are asked to rate yourself on 10 statements by circling the appropriate number:<br>0 \u2013 not true at all;<br>1 \u2013 rarely true;<br>2 \u2013 sometimes true;<br>3 \u2013 often true;<br>4 \u2013 true nearly all the time.<\/p>\n\n\n\n<p>Resilience Level:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>low \u2013 15 points (0-20%);<\/li>\n\n\n\n<li>below average \u2013 16-20 points (21-40%);<\/li>\n\n\n\n<li>average \u2013 21-25 points (41-60%);<\/li>\n\n\n\n<li>above average \u2013 26-30 points (61-80%);<\/li>\n\n\n\n<li>high \u2013 31-40 points (81-100%).<\/li>\n<\/ul>\n\n\n\n<p>Note: The scale developers are Kathryn M. Conner, psychiatrist, researcher at the Duke University Medical Center (North Carolina), and Jonathan R.T. Davidson, Emeritus Professor of Psychiatry and Behavioral Sciences at the same university. These specialists&#8217; areas of scientific interest include stress, PTSD, anxiety, etc.<\/p>\n\n\n\n<p>Researchers K. Connor and J. Davidson initiated an approach in which resilience is viewed as an indicator of a person&#8217;s ability to effectively cope with stress. Interpreting this concept through the lens of stress resistance demonstrates their common meaning \u2013 the individual&#8217;s ability to manage the intensity of their emotional reactions under difficult circumstances and recover after negative life events (L. Adamenko, 2021; H. Radchuk, V. Oleksyuk, A. Nesukh, 2025).<\/p>\n\n\n\n<p><strong>Stress Resistance Test (by V. Rozov)<\/strong><br>Instructions: You need to answer the questions, considering how true these statements are for you. You should answer all items, even if the statement does not apply to you at all.<\/p>\n\n\n\n<p>The following answer options with corresponding points are offered:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>almost always \u2013 1;<\/li>\n\n\n\n<li>often \u2013 2;<\/li>\n\n\n\n<li>sometimes \u2013 3;<\/li>\n\n\n\n<li>almost never \u2013 4;<\/li>\n\n\n\n<li>never \u2013 5.<\/li>\n<\/ul>\n\n\n\n<p>Questionnaire<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Do you eat at least one hot meal a day?<\/li>\n\n\n\n<li>Do you sleep 7-8 hours at least four times a week?<\/li>\n\n\n\n<li>Do you constantly feel the love of others and give your love in return?<\/li>\n\n\n\n<li>Within 50 kilometers, do you have at least one person you can rely on?<\/li>\n\n\n\n<li>Do you exercise until you sweat at least twice a week?<\/li>\n\n\n\n<li>Do you smoke less than half a pack of cigarettes a day?<\/li>\n\n\n\n<li>Do you consume no more than five glasses of alcoholic beverages per week?<\/li>\n\n\n\n<li>Does your weight correspond to your height?<\/li>\n\n\n\n<li>Does your income fully satisfy your basic needs?<\/li>\n\n\n\n<li>Is your faith a support to you?<\/li>\n\n\n\n<li>Do you regularly engage in community activities?<\/li>\n\n\n\n<li>Do you have many friends and acquaintances?<\/li>\n\n\n\n<li>Do you have one or two friends you trust completely?<\/li>\n\n\n\n<li>Are you healthy?<\/li>\n\n\n\n<li>Can you openly state your feelings when you are angry or worried about something?<\/li>\n\n\n\n<li>Do you regularly discuss your household problems with the people you live with?<\/li>\n\n\n\n<li>Do you do something for fun at least once a week?<\/li>\n\n\n\n<li>Can you organize your time effectively?<\/li>\n\n\n\n<li>Do you consume no more than three cups of coffee or other caffeinated beverages per day?<\/li>\n\n\n\n<li>Do you have some time for yourself during each day?<\/li>\n<\/ol>\n\n\n\n<p>Key:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>0-20 points: high resistance to stressful situations and the impact of stress.<\/li>\n\n\n\n<li>20-50 points: average level of stress resistance.<\/li>\n\n\n\n<li>50 points: low level of stress resistance. You are very vulnerable to stress.<\/li>\n<\/ul>\n\n\n\n<p><strong>Test &#8220;Self-Assessment of Psychological Adaptability&#8221;<\/strong><br>An individual&#8217;s stress resistance is directly related to the ability to adapt to life and respond flexibly to changes in life circumstances. Reduced adaptive potential is a psychological factor that causes stress and intensifies crisis experiences.<\/p>\n\n\n\n<p>Test Instructions<br>If you definitely agree with the statement, choose &#8220;yes&#8221;; if you disagree, choose &#8220;no&#8221;.<\/p>\n\n\n\n<p>Test Material<\/p>\n\n\n\n<p>Group A<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>I often feel the need for new experiences.<\/li>\n\n\n\n<li>I like work that requires quick and frequent switching from one operation to another, from one task to another.<\/li>\n\n\n\n<li>I can quickly switch from rest to intense activity.<\/li>\n\n\n\n<li>I quickly get to know new people.<\/li>\n\n\n\n<li>I fall asleep and wake up quickly.<\/li>\n\n\n\n<li>I quickly adapt to a new environment, get involved in a new task for me.<\/li>\n\n\n\n<li>I like it when new people appear at work.<\/li>\n\n\n\n<li>I like being in a new social circle.<\/li>\n\n\n\n<li>I often hear from other people and friends that I am a very active and mobile person.<\/li>\n\n\n\n<li>I usually memorize new learning material very quickly, although sometimes I can forget it just as quickly.<\/li>\n<\/ol>\n\n\n\n<p>Group B<br>11. I don&#8217;t like new acquaintances.<br>12. I find it hard to abandon a conviction I once came to, even though there is much convincing evidence refuting it.<br>13. New skills in an activity, new habits are formed slowly for me, but are assimilated very firmly.<br>14. I am sometimes called phlegmatic (or reproached for slowness).<br>15. I don&#8217;t like active games.<\/p>\n\n\n\n<p>Processing Test Results<br>First, you need to calculate the sum of positive answers to the statements in Group A (from 1 to 10). Then, similarly, determine the sum of positive answers to the statements in Group B (from 11 to 15). Finally, subtract the second sum from the first. The resulting difference essentially characterizes the level of adaptability and psychological flexibility of the individual in the process of activity.<\/p>\n\n\n\n<p>Key:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>8-10 points: high level.<\/li>\n\n\n\n<li>5-7 points: average level.<\/li>\n\n\n\n<li>less than 4 points: low level.<\/li>\n<\/ul>\n\n\n\n<p><strong>Posttraumatic Stress Disorder Checklist (PCL-5)<\/strong><br>Below are reactions that sometimes occur after a traumatic experience. Read each item carefully and choose the answer that reflects how much you have been bothered by that problem in the past month. Answer options and points: Not at all \u2013 0, A little bit \u2013 1, Moderately \u2013 2, Quite a bit \u2013 3, Extremely \u2013 4.<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Repeated, disturbing, and unwanted memories of the stressful experience?<\/li>\n\n\n\n<li>Repeated, disturbing dreams of the stressful experience?<\/li>\n\n\n\n<li>Suddenly feeling or acting as if the stressful experience were actually happening again (like you&#8217;re back there reliving it)?<\/li>\n\n\n\n<li>Feeling very upset when something reminded you of the stressful experience?<\/li>\n\n\n\n<li>Having strong physical reactions when something reminded you of the stressful experience (for example, heart pounding, trouble breathing, sweating)?<\/li>\n\n\n\n<li>Avoiding memories, thoughts, or feelings related to the stressful experience?<\/li>\n\n\n\n<li>Avoiding external reminders of the stressful experience (for example, people, places, conversations, activities, objects, or situations)?<\/li>\n\n\n\n<li>Trouble remembering important parts of the stressful experience?<\/li>\n\n\n\n<li>Strong negative beliefs about yourself, other people, or the world (for example, &#8220;I am bad,&#8221; &#8220;There is something seriously wrong with me,&#8221; &#8220;No one can be trusted,&#8221; &#8220;The world is a dangerous place&#8221;)?<\/li>\n\n\n\n<li>Blaming yourself or someone else for the stressful experience or what happened after it?<\/li>\n\n\n\n<li>Strong negative feelings such as fear, horror, anger, guilt, or shame?<\/li>\n\n\n\n<li>Loss of interest in activities you used to enjoy?<\/li>\n\n\n\n<li>Feeling distant or cut off from other people?<\/li>\n\n\n\n<li>Trouble experiencing positive feelings (for example, being unable to feel happiness or have loving feelings for people close to you)?<\/li>\n\n\n\n<li>Irritable behavior, angry outbursts, or acting aggressively?<\/li>\n\n\n\n<li>Taking too many risks or doing things that could cause you harm?<\/li>\n\n\n\n<li>Being &#8220;superalert&#8221; or watchful or on guard?<\/li>\n\n\n\n<li>Feeling jumpy or easily startled?<\/li>\n\n\n\n<li>Having difficulty concentrating?<\/li>\n\n\n\n<li>Trouble falling or staying asleep?<\/li>\n<\/ol>\n\n\n\n<p>Interpretation of PCL-5<br>The PCL-5 questionnaire consists of 20 questions, each rated from 0 to 4 points depending on symptom severity. This questionnaire is typically used for PTSD screening. The questions on this scale correspond to PTSD symptom clusters according to the DSM-5 classification:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Criterion A \u2013 description of the traumatic event.<\/li>\n\n\n\n<li>Criterion B, Intrusion symptoms \u2013 questions 1 to 5.<\/li>\n\n\n\n<li>Criterion C, Avoidance symptoms \u2013 questions 6 and 7.<\/li>\n\n\n\n<li>Criterion D, Negative alterations in cognitions and mood \u2013 questions 8 to 14.<\/li>\n\n\n\n<li>Criterion E, Alterations in arousal and reactivity \u2013 questions 15 to 20.<\/li>\n<\/ul>\n\n\n\n<p>The minimum possible score is 0, the maximum possible is 80. For a PTSD diagnosis, exposure to a traumatic event is mandatory.<\/p>\n\n\n\n<p>PCL-5 data show that 5 points is the minimum threshold to determine if there is progress in therapy, and 10 points is the minimum threshold to determine if improvement is clinically significant.<\/p>\n\n\n\n<p>PTSD screening is considered positive if the total score exceeds 33.<\/p>\n\n\n\n<p>Note: Also, the PCL-M and PCL-C methods are used to identify signs of PTSD.<\/p>\n\n\n\n<p><strong>Method &#8220;Nature of Spouse Interaction in Conflict Situations&#8221; (by Y. Alyoshina, L. Gozman)<\/strong><br>This method is a test questionnaire containing descriptions of 32 situations of marital interaction that are conflictual in nature.<\/p>\n\n\n\n<p>Respondents are offered a scale of possible reactions to a given situation, which incorporates two characteristics: activity or passivity of the reaction and agreement or disagreement with the partner (the other side in the conflict). The left pole of the scale is active expression of disagreement, and the right pole is active expression of agreement. The divisions of the scale are assigned values in points from -2 to +2 accordingly.<\/p>\n\n\n\n<p>Response Scale:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>-2: I categorically disagree with what he\/she does and says in this situation; actively express disagreement and insist on my own.<\/li>\n\n\n\n<li>-1: I disagree with what he\/she does and says in this situation, show my dissatisfaction, but avoid discussion.<\/li>\n\n\n\n<li>0: I don&#8217;t think about it, don&#8217;t express my attitude, wait for further developments.<\/li>\n\n\n\n<li>1: I generally agree with what he\/she says, but don&#8217;t consider it necessary to express my attitude.<\/li>\n\n\n\n<li>2: I completely agree with what he\/she does and says in this situation, actively support and approve him\/her.<\/li>\n<\/ul>\n\n\n\n<p>Test Material for Men (Women)<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>You invited your relatives to visit. Your wife (husband), knowing about it, unexpectedly returned home late. You are upset about this, and after the guests leave, you express your disappointment to your wife (husband), but she (he) cannot understand the reason for your dissatisfaction. You \u2026<\/li>\n\n\n\n<li>Your wife (husband) has long promised to do something around the house and again did nothing. You \u2026<\/li>\n\n\n\n<li>You waited in a long line at the store. The saleswoman was constantly distracted and rude to customers. When your turn came, your wife (husband), in your opinion, started speaking to her too harshly. You are unpleasantly surprised by her tone. You \u2026<\/li>\n\n\n\n<li>It&#8217;s already late, it&#8217;s time for the child to go to bed, but they don&#8217;t want to, and your wife (husband) is still trying to put the child to bed. You intervene and allow the child to play longer, saying tomorrow is a day off. Your wife (husband) insists on their own. You \u2026<\/li>\n\n\n\n<li>You agreed to spend the weekend at home. But unexpectedly, your parents called and invited you over. You immediately started getting ready. Your wife (husband) was dissatisfied that your shared plans were disrupted. You \u2026<\/li>\n\n\n\n<li>Your wife (husband) is in a bad mood. You suspect she (he) has trouble at work, although she (he) doesn&#8217;t say anything. You try to engage her (him) in conversation, but she (he) avoids it. You \u2026<\/li>\n\n\n\n<li>You and your wife (husband) are invited to a friend&#8217;s birthday party, but there isn&#8217;t enough money for a gift. It seems to you that it was your wife (husband) who spent too much money this month. You \u2026<\/li>\n\n\n\n<li>Your friend shares their problems and feelings with you and your wife (husband). One of your wife&#8217;s (husband&#8217;s) remarks, in your opinion, is out of tune with the general conversation and is offensive to the interlocutor. You \u2026<\/li>\n\n\n\n<li>You both need to stay late at work, and there is no one to stay with the child. You believe your business is more important, and your wife (husband) should do it, but she (he) disagrees. You \u2026<\/li>\n\n\n\n<li>You started renovating the apartment. Unexpectedly, it turned out that this undertaking would cost more than you assumed. Your wife (husband) was skeptical of your plans from the beginning, and now is very angry with you about the unforeseen expenses. You \u2026<\/li>\n\n\n\n<li>You have a favorite pastime; your wife (husband) advises including the child in it. You believe the child will interfere, but your wife (husband) continues to insist on their own. You \u2026<\/li>\n\n\n\n<li>You are about to leave home on business, and your wife (husband) wants to talk to you and is dissatisfied that you refuse to stay even for a few minutes. You \u2026<\/li>\n\n\n\n<li>Since your youth, you have had many friends of the opposite sex. You enjoy communicating with them; they visit you at home. These visits cause dissatisfaction for your wife (husband). You \u2026<\/li>\n\n\n\n<li>You stopped by your wife&#8217;s (husband&#8217;s) work. She (he) wasn&#8217;t there, and while you were waiting, you clearly managed to win the sympathy of her (his) female (male) colleagues. You were surprised by your wife&#8217;s (husband&#8217;s) negative reaction. You \u2026<\/li>\n\n\n\n<li>It seems to you that your wife (husband) periodically spends money on the wrong things; now she (he) bought something unnecessary, in your opinion, but your wife (husband) thinks it&#8217;s needed for the house. You \u2026<\/li>\n\n\n\n<li>You ask your wife (husband) to help the child with homework because you are less familiar with the subject, but she (he) continues with their own business and sends the child back to you, saying they have no time. You \u2026<\/li>\n\n\n\n<li>Lately at work, you have been communicating a lot with one of your colleagues of the opposite sex. You often call each other, mention them in conversations with your wife (husband). She (he) is clearly displeased by this. You \u2026<\/li>\n\n\n\n<li>You accidentally met an old friend, started talking, and he (she) persuaded you to come over to their place. You spent the whole evening there and returned home late. Your wife (husband) was worried and, when you returned, expressed dissatisfaction. You \u2026<\/li>\n\n\n\n<li>A few days before payday, talk arises again about money being short. Your wife (husband) believes you are not doing enough to provide for the family. You \u2026<\/li>\n\n\n\n<li>You spent the evening with new friends whom your wife (husband) likes, but you don&#8217;t really like them. In your opinion, it was a bit boring, but you tried not to show it. On the way home, your wife (husband) unexpectedly expressed dissatisfaction with how you behaved with her (his) friends. You \u2026<\/li>\n\n\n\n<li>Your wife (husband) is going to visit old friends. You would like to go with her (him), but she (he) doesn&#8217;t suggest it. You \u2026<\/li>\n\n\n\n<li>You have a favorite hobby to which you devote your free time; your wife (husband) does not share this interest and even expresses open dissatisfaction. You \u2026<\/li>\n\n\n\n<li>Your wife (husband) punished the child, but you think the offense was not that serious, and you start playing with the child. Your wife (husband) is dissatisfied with this. You \u2026<\/li>\n\n\n\n<li>At an outing, you were introduced to an attractive man (woman). Your wife (husband) sat next to him (her) the whole evening, danced only with him (her), and was talking animatedly about something. You were offended by this. You \u2026<\/li>\n\n\n\n<li>You plan to spend Sunday at home, but it turns out your wife (husband) promised friends to visit them. You really don&#8217;t want to go. You \u2026<\/li>\n\n\n\n<li>You told a friend about your family problems; your wife (husband) found out about it and was very dissatisfied, considering that such things shouldn&#8217;t be told to everyone. You \u2026<\/li>\n\n\n\n<li>Your wife (husband) has long asked you to fix the iron. Today she (he) wanted to use it, but the iron turned out to be broken. She (he) expressed dissatisfaction with you, despite knowing you were too busy. You \u2026<\/li>\n\n\n\n<li>An acquaintance of your family has let you down not for the first time, and you think it&#8217;s necessary to express dissatisfaction openly. Your wife (husband) says it&#8217;s not worth making a big deal out of it. You \u2026<\/li>\n\n\n\n<li>You are in a bad mood and want to talk to your wife (husband) and share your experiences and doubts, but she (he) doesn&#8217;t notice your condition and says you can talk later, as she (he) is busy now. You \u2026<\/li>\n\n\n\n<li>A friend of your wife (husband) called and asked you to pass something on to her (him) as soon as she (he) returns home. You were very busy and only remembered about it late in the evening. Your wife (husband) was very dissatisfied and said sharply that your unreliability puts her (him) in an awkward position, and not for the first time. You \u2026<\/li>\n\n\n\n<li>In the evening, you plan to watch TV with your wife (husband), but your interests don&#8217;t align \u2013 you want to watch different programs. Each of you insists on their own. You \u2026<\/li>\n\n\n\n<li>You are discussing plans for a joint vacation with friends, and your wife (husband) suddenly starts sharply objecting to any suggestion you make. You \u2026<\/li>\n<\/ol>\n\n\n\n<p>8 areas in which conflicts most often occur:<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Problems of relations with relatives and friends: 1, 5, 8, 20;<\/li>\n\n\n\n<li>Issues related to raising children: 4, 11, 16, 23;<\/li>\n\n\n\n<li>Manifestation of desire for autonomy: 6, 18, 21, 22;<\/li>\n\n\n\n<li>Violation of role expectations: 2, 12, 27, 29;<\/li>\n\n\n\n<li>Inconsistency of behavior norms: 3, 26, 28, 30<\/li>\n\n\n\n<li>Manifestation of dominance by one spouse: 9, 25, 31, 32;<\/li>\n\n\n\n<li>Manifestation of jealousy: 13, 14, 17, 24;<\/li>\n\n\n\n<li>Discrepancies in attitudes towards money: 7, 10, 15, 19.<\/li>\n<\/ol>\n\n\n\n<p>Additionally, situations can be divided into two groups regarding &#8220;culpability in the conflict.&#8221; The word &#8220;culpability&#8221; is in quotes because it is not about actual guilt (which is often difficult to determine), but about the reason for the quarrel:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>In situations No. 4, 5, 9, 10, 11, 13, 14, 17, 18, 19, 22, 23, 26, 27, 31, the respondent is more &#8220;to blame&#8221; for the emergence of the conflict;<\/li>\n\n\n\n<li>In situations No. 1, 2, 3, 6, 7, 8, 12, 15, 16, 20, 21, 24, 25, 28, 29, 32, such a reason was given by the husband (wife).<\/li>\n<\/ul>\n\n\n\n<p>Processing and Interpretation of Test Results<br>Research results are obtained by calculating the total value (arithmetic mean for each block).<\/p>\n\n\n\n<p>Index values range from -2 to 2. A negative index value indicates a negative reaction of the respondent in conflict situations, a positive value indicates positive reactions. Values close to 1 (or -1) emphasize the passive nature of behavior in family misunderstandings, while values close to 2 (or -2) indicate an active position in the given situation.<\/p>\n\n\n\n<p>The obtained results also allow us to speak about the general level of conflict in the couple. The closer the total index value is to -2, the more conflictual the interaction between spouses is.<\/p>\n\n\n\n<p><strong>The Hospital Anxiety and Depression Scale (HADS)<\/strong><br>The Hospital Anxiety and Depression Scale (HADS) is a recognized self-assessment tool. The client or patient can fill out such a test independently before visiting a doctor. The scale was developed in 1983 (authors Zigmond A.S. and Snaith R.P.) to determine and assess the severity of depression and anxiety symptoms in general medical practice. The advantages of the HADS scale are its simplicity of application and processing, making it recommendable for the primary detection (screening) of anxiety and depression.<\/p>\n\n\n\n<p>Instructions: Do not pay attention to the numbers and letters located on the left side of the questionnaire. Read each statement carefully and circle or underline the corresponding number on the left next to the answer option that best describes how you have felt over the past week. Do not think too long over each statement. The answer that first comes to mind is always the most correct. Completion time: 20-30 minutes.<\/p>\n\n\n\n<p>T 1. I feel tense or &#8216;wound up&#8217;:<br>3 \u2013 Most of the time<br>2 \u2013 A lot of the time<br>1 \u2013 From time to time, occasionally<br>0 \u2013 Not at all<\/p>\n\n\n\n<p>D 2. I still enjoy the things I used to enjoy:<br>0 \u2013 Definitely as much<br>1 \u2013 Not quite so much<br>2 \u2013 Only a little<br>3 \u2013 Hardly at all<\/p>\n\n\n\n<p>T 3. I get a sort of frightened feeling as if something awful is about to happen:<br>3 \u2013 Very definitely and quite badly<br>2 \u2013 Yes, but not too badly<br>1 \u2013 A little, but it doesn&#8217;t worry me<br>0 \u2013 Not at all<\/p>\n\n\n\n<p>D 4. I can laugh and see the funny side of things:<br>0 \u2013 As much as I always could<br>1 \u2013 Not quite so much now<br>2 \u2013 Definitely not so much now<br>3 \u2013 Not at all<\/p>\n\n\n\n<p>T 5. Worrying thoughts go through my mind:<br>3 \u2013 A great deal of the time<br>2 \u2013 A lot of the time<br>1 \u2013 From time to time, but not too often<br>0 \u2013 Only occasionally<\/p>\n\n\n\n<p>D 6. I feel cheerful:<br>3 \u2013 Not at all<br>2 \u2013 Not often<br>1 \u2013 Sometimes<br>0 \u2013 Most of the time<\/p>\n\n\n\n<p>T 7. I can sit at ease and feel relaxed:<br>0 \u2013 Definitely<br>1 \u2013 Usually<br>2 \u2013 Not often<br>3 \u2013 Not at all<\/p>\n\n\n\n<p>D 8. I feel as if I am slowed down:<br>3 \u2013 Nearly all the time<br>2 \u2013 Very often<br>1 \u2013 Sometimes<br>0 \u2013 Not at all<\/p>\n\n\n\n<p>T 9. I get a sort of frightened feeling like &#8216;butterflies&#8217; in the stomach:<br>0 \u2013 Not at all<br>1 \u2013 Occasionally<br>2 \u2013 Quite often<br>3 \u2013 Very often<\/p>\n\n\n\n<p>D 10. I have lost interest in my appearance:<br>3 \u2013 Definitely<br>2 \u2013 I don&#8217;t take as much care as I should<br>1 \u2013 I may not take quite as much care<br>0 \u2013 I take just as much care as ever<\/p>\n\n\n\n<p>T 11. I feel restless as if I have to be on the move:<br>3 \u2013 Very much indeed<br>2 \u2013 Quite a lot<br>1 \u2013 Not very much<br>0 \u2013 Not at all<\/p>\n\n\n\n<p>D 12. I look forward with enjoyment to things:<br>0 \u2013 As much as I ever did<br>1 \u2013 Rather less than I used to<br>2 \u2013 Definitely less than I used to<br>3 \u2013 Hardly at all<\/p>\n\n\n\n<p>T 13. I get sudden feelings of panic:<br>3 \u2013 Very often indeed<br>2 \u2013 Quite often<br>1 \u2013 Not very often<br>0 \u2013 Not at all<\/p>\n\n\n\n<p>D 14. I can enjoy a good book or radio or TV program:<br>0 \u2013 Often<br>1 \u2013 Sometimes<br>2 \u2013 Not often<br>3 \u2013 Very seldom<\/p>\n\n\n\n<p><strong>Key<\/strong><br>Subscale T \u2013 &#8220;Anxiety&#8221;: odd items 1, 3, 5, 7, 9, 11, 13.<br>Subscale D \u2013 &#8220;Depression&#8221;: even items 2, 4, 6, 8, 10, 12, 14.<\/p>\n\n\n\n<p><strong>Processing Results<\/strong><br>If the client has skipped individual items or interrupted filling out the scale for a significant period (several hours) or did not finish within the allotted time, it is recommended to conduct repeated testing using a new form.<\/p>\n\n\n\n<p>The scale consists of 14 statements divided into two scales: &#8220;anxiety&#8221; (odd items \u2013 1, 3, 5, 7, 9, 11, 13) and &#8220;depression&#8221; (even items \u2013 2, 4, 6, 8, 10, 12, 14). Each statement corresponds to four answer options reflecting gradations of symptom severity, coded from 0 (absence) to 3 (maximum manifestation). Processing the results involves calculating the total score for each scale.<\/p>\n\n\n\n<p><strong>Interpretation of Results by Points<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>0-7 \u2013 normal (absence of reliably expressed symptoms of anxiety\/depression);<\/li>\n\n\n\n<li>8-10 \u2013 subclinically expressed anxiety\/depression;<\/li>\n\n\n\n<li>11 and above \u2013 clinically expressed anxiety\/depression.<\/li>\n<\/ul>\n\n\n\n<p>Note: The psychodiagnostic tools aimed at determining stress resistance, signs of heightened anxiety and depressive manifestations, conflict and conflictogenity, are significantly broader than the methods, techniques, and tests presented in these methodological recommendations. However, it is worth remembering that professional psychological diagnostics should be conducted by qualified specialists \u2013 psychologists (including clinical psychologists), psychotherapists, and medical psychologists.<\/p>\n\n\n\n<p><strong>SOME MEANS OF PSYCHOLOGICAL CORRECTION<\/strong><\/p>\n\n\n\n<p><strong>Diagnostic and Therapeutic Art Technique &#8220;Me as a House&#8221; (Author \u2013 Rustam Taranenko)<\/strong><br>Purpose: Diagnosis of the current emotional state, psychological resourcefulness; work on issues of self-esteem and self-worth, resilience, social support, etc.<\/p>\n\n\n\n<p>Age category: 12+<\/p>\n\n\n\n<p>Equipment: Paper (A3, A4, A5 formats), pencils, paints and brushes, markers, pastels.<br>Execution time: up to 30 minutes.<\/p>\n\n\n\n<p>Stages of Execution:<br>I. Setup (2-3 min):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Assume a comfortable position, preferably close your eyes;<\/li>\n\n\n\n<li>Imagine the image of a house with which the client can compare themselves.<\/li>\n<\/ul>\n\n\n\n<p>II. Creative Stage (10-15 min):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Choose a convenient paper format;<\/li>\n\n\n\n<li>Depict the house that you were able to visualize in as much detail as possible;<\/li>\n\n\n\n<li>Depict the space around the house, environmental conditions, who (what) is nearby or at some distance.<\/li>\n<\/ul>\n\n\n\n<p>III. Verbalization (10 min):<br>The client answers the questions:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How quickly were you able to visualize the proposed image?<\/li>\n\n\n\n<li>What was around the house?<\/li>\n\n\n\n<li>What feeling does contemplating your creative product evoke?<\/li>\n\n\n\n<li>What materials are the foundation (if any), walls, windows, doors, roof of the house made of? What does this mean for the person who drew it?<\/li>\n\n\n\n<li>Is there a lock on the door, bars (metal blinds) on the windows? What does this mean for the client?<\/li>\n\n\n\n<li>Is this house reliable, and what functions does it perform (list in a certain hierarchy)?<\/li>\n\n\n\n<li>Who is allowed to be in this house, and who is forbidden to be here?<\/li>\n\n\n\n<li>What would you like to add to the image to optimize and make the image of the house more reliable, and what does this mean for the client?<\/li>\n<\/ul>\n\n\n\n<p>IV. Final Stage (up to 10 min):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>If necessary, add to the drawing.<\/li>\n\n\n\n<li>Answer the questions:<\/li>\n\n\n\n<li>Why did the desire to make changes to the image arise?<\/li>\n\n\n\n<li>After the addition, is the created drawing satisfactory?<\/li>\n\n\n\n<li>How would the client characterize their psycho-emotional state here and now?<\/li>\n\n\n\n<li>What thoughts or plans did the creative process inspire?<\/li>\n<\/ul>\n\n\n\n<p><strong>Technique &#8220;Resource Triad&#8221; (Authors \u2013 Y. Tytarenko, R. Taranenko)<\/strong><br>Purpose: Working on understanding one&#8217;s own internal and external resources and seeing potential sources of opportunities for overcoming difficult life circumstances; finding ways to optimize interaction and achieve shared results in the family or team.<\/p>\n\n\n\n<p>Age category: 12+<\/p>\n\n\n\n<p>Equipment: A4 form with circles drawn on it, pens, pencils.<br>Execution time: up to 20 minutes.<\/p>\n\n\n\n<p>Stages of Work:<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Filling out the form:\n<ul class=\"wp-block-list\">\n<li>Circle No. 1 \u2013 list all possible internal resources;<\/li>\n\n\n\n<li>Circle No. 2 \u2013 resources that can be obtained externally;<\/li>\n\n\n\n<li>Circle No. 3 \u2013 additional potential opportunities needed to resolve the situation (what else needs to be found, done?).<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Verbalization (answer the questions):\n<ul class=\"wp-block-list\">\n<li>Which circle was the easiest to fill and which was the most difficult? Why?<\/li>\n\n\n\n<li>Which resources predominate among those listed?<\/li>\n\n\n\n<li>What actions should the client take in the near future (within 1-2 weeks) to resolve the problematic situation? Write down a plan for such actions and implement them to the fullest within the specified timeframe.<\/li>\n\n\n\n<li>Later \u2013 transition to planning for the month.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n<p>Notes:<br>a) The technique can be used when working with couples. In this case, they can first work with separate sheets, and then fill out one form together, reaching an agreement during the work process (duration 30-40 min);<br>b) Working with the technique allows for processing situations and finding opportunities for solutions to optimize processes in a team\/unit (execution time \u2013 50-60 min).<\/p>\n\n\n\n<p><strong>Ways to Relax and Tune into the Alpha Rhythm<\/strong><br>Use any method you prefer to immerse yourself in alpha waves when you need to relieve fatigue and nervous tension, relax and invigorate yourself, get rid of anxiety and discomfort, focus, and disconnect from problems.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ideal conditions. Lower your eyelids, covering your eyes with your palms for a few minutes, and imagine a sunny landscape. Warmth and darkness are ideal conditions to induce the alpha state.<\/li>\n\n\n\n<li>Relaxation. Join your fingers in front of your chest \u2013 thumb to thumb, etc., without letting your palms touch. Close your eyes, breathe deeply, and think about something pleasant.<\/li>\n\n\n\n<li>Transition to alpha rhythm. Stare intently at a shiny object (watch, metal or crystal ball, precious stone in a ring) until your eyes begin to close: the brain will automatically switch to the alpha rhythm.<\/li>\n\n\n\n<li>Rhythm dictated by the heart. Closing your eyes, try to impose a calming alpha rhythm on the nervous system by placing your index and middle fingers on the temporal artery. Feeling the measured beats, consider them the rhythm dictated by the heart.<\/li>\n\n\n\n<li>Speech gymnastics. Close your eyes, relax, breathe slowly and deeply, lifting the tip of your tongue to the palate on inhalation, lowering it on exhalation. Perform the exercise for two to three minutes.<\/li>\n\n\n\n<li>Alpha effect. Sitting, lower your head, round your back, put your hands on your knees and lean on them. The muscles of the neck and shoulder girdle will relax, thoughts will clear, mood will improve.<\/li>\n\n\n\n<li>Working with the stomach. Lower your head, close your eyes, focus your attention on the navel (chest motionless). On inhalation, protrude your stomach; on exhalation, draw it in. Breathe like this for two to three minutes.<\/li>\n<\/ul>\n\n\n\n<p><strong>Muscle Relaxation Exercises for Stress Conditions for Children (from the HEART \u2013 Healing and Education through the Arts Program)<\/strong><br>Preparation stage. Find a quiet place where nothing will distract. If you are doing these exercises with a child or a group of children, ensure your instructions are clear and interesting. You do not need to do all the exercises. Watch how long children maintain interest and try to repeat them again after some time.<\/p>\n\n\n\n<p><strong>Exercise &#8220;Lemon&#8221;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Reach up to the tree and pick a lemon with each hand.<\/li>\n\n\n\n<li>Squeeze the lemons tightly to squeeze all the juice out \u2013 squeeze, squeeze, squeeze.<\/li>\n\n\n\n<li>Throw the lemons on the floor and relax your hands.<\/li>\n\n\n\n<li>Repeat again until you have enough juice for a glass of lemonade!<\/li>\n\n\n\n<li>After you squeeze and throw away the last lemons, shake your hands to relax!<\/li>\n<\/ul>\n\n\n\n<p><strong>Exercise &#8220;Lazy Cat&#8221;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Pretend you are a lazy cat who just woke up after a nice, long sleep:<\/li>\n\n\n\n<li>yawn deeply;<\/li>\n\n\n\n<li>meow;<\/li>\n\n\n\n<li>stretch your arms, legs, and back (slowly, like a cat) and relax.<\/li>\n<\/ul>\n\n\n\n<p><strong>Exercise &#8220;Feather\/Statue&#8221;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Pretend you are a feather floating in the air for about ten seconds.<\/li>\n\n\n\n<li>Suddenly you freeze and turn into a statue. Don&#8217;t move!<\/li>\n\n\n\n<li>Then slowly relax, turning back into a feather floating in the air.<\/li>\n\n\n\n<li>Repeat again, making sure you end the exercise as a feather, in a relaxed state.<\/li>\n<\/ul>\n\n\n\n<p><strong>Exercise &#8220;Anti-Stress Balls&#8221;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Make your own anti-stress balls by filling balloons with dried lentils or rice.<\/li>\n\n\n\n<li>Take the ball(s) in one or both hands, squeeze them with your fingers, then relax.<\/li>\n\n\n\n<li>Experiment with squeezing the ball. Find a comfortable way for yourself, choosing your own speed, strength, and frequency of squeezing.<\/li>\n<\/ul>\n\n\n\n<p><strong>Exercise &#8220;Little Turtle&#8221;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Imagine you are a little turtle walking slowly and calmly.<\/li>\n\n\n\n<li>Oh no! It started to rain!<\/li>\n\n\n\n<li>Curl up tightly under your shell for about ten seconds.<\/li>\n\n\n\n<li>Now the sun has come out again, so you can come out from under your shell and continue your calm walk.<\/li>\n\n\n\n<li>Repeat several times and make sure you finish the exercise with a walk, so your body is relaxed.<\/li>\n<\/ul>\n\n\n\n<p><strong>ILLUSTRATIVE PROGRAM FOR THE DEVELOPMENT OF RESILIENCE IN VETERANS AND THEIR FAMILIES (Developer \u2013 R. Taranenko)<\/strong><\/p>\n\n\n\n<p>Program Goal: To increase the psychological resilience of veterans and their family members, facilitate adaptation to civilian life, improve emotional state and quality of life.<\/p>\n\n\n\n<p>Target Audience:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Combat veterans;<\/li>\n\n\n\n<li>Family members of veterans;<\/li>\n\n\n\n<li>Families of the fallen or missing.<\/li>\n<\/ul>\n\n\n\n<p>Main Objectives:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Formation of stress coping skills;<\/li>\n\n\n\n<li>Reduction of manifestations of anxiety, depression, and PTSD;<\/li>\n\n\n\n<li>Support for family relationships;<\/li>\n\n\n\n<li>Development of emotional intelligence;<\/li>\n\n\n\n<li>Restoration of social activity.<\/li>\n<\/ul>\n\n\n\n<p>Implementation Principles:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Voluntariness;<\/li>\n\n\n\n<li>Confidentiality;<\/li>\n\n\n\n<li>Safe environment and ecological validity of diagnostic and correctional tools;<\/li>\n\n\n\n<li>Cultural and spiritual sensitivity (taking into account the Ukrainian experience of war) \u2013 consideration of the cultural aspects of the audience, their religious views, etc.<\/li>\n<\/ul>\n\n\n\n<p>Program Structure (12 weeks)<\/p>\n\n\n\n<p>Module 1. Psychoeducation (Week 1-2):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What is stress and trauma;<\/li>\n\n\n\n<li>PTSD: symptoms and mechanisms;<\/li>\n\n\n\n<li>Psychology of grief and loss;<\/li>\n\n\n\n<li>Resilience: how it works;<\/li>\n\n\n\n<li>Impact of war on the family.<br>Format: Lectures + Discussion<\/li>\n<\/ul>\n\n\n\n<p>Module 2. Self-Regulation and Stabilization (Week 3-4):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Breathing exercises;<\/li>\n\n\n\n<li>Grounding techniques, containment;<\/li>\n\n\n\n<li>Working with anxiety;<\/li>\n\n\n\n<li>Emotion control.<br>Format: Practical workshop<\/li>\n<\/ul>\n\n\n\n<p>Module 3. Working with Traumatic Experience (Week 5-7):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Safe processing of trauma;<\/li>\n\n\n\n<li>Identification of triggers;<\/li>\n\n\n\n<li>Art therapy techniques, CBT;<\/li>\n\n\n\n<li>Basics of trauma-focused therapy.<br>Format: Group therapy (correction) + individual sessions<\/li>\n<\/ul>\n\n\n\n<p>Module 4. Family Interaction (Week 8-9):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Communication without conflict;<\/li>\n\n\n\n<li>How to support a veteran;<\/li>\n\n\n\n<li>Working with feelings of guilt\/alienation;<\/li>\n\n\n\n<li>Parenting after war.<br>Format: Role-playing games, family sessions<\/li>\n<\/ul>\n\n\n\n<p>Module 5. Restoration of Resources (Week 10-11):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Working with meanings and values;<\/li>\n\n\n\n<li>Physical activity;<\/li>\n\n\n\n<li>Socialization;<\/li>\n\n\n\n<li>Planning for the future.<br>Format: Practical workshop<\/li>\n<\/ul>\n\n\n\n<p>Module 6. Integration and Development (Week 12):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Consolidation of skills;<\/li>\n\n\n\n<li>Personal resilience plan;<\/li>\n\n\n\n<li>Relapse prevention.<br>Format: Individual and group work<\/li>\n<\/ul>\n\n\n\n<p>Additional Components:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Support groups (in peer-to-peer format);<\/li>\n\n\n\n<li>Psychological assistance hotline;<\/li>\n\n\n\n<li>Online platform with materials;<\/li>\n\n\n\n<li>Work with children (play therapy, art therapy, etc.).<\/li>\n<\/ul>\n\n\n\n<p>Methods for Evaluating Effectiveness:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Questionnaires (pre\/post program);<\/li>\n\n\n\n<li>Anxiety and depression scales;<\/li>\n\n\n\n<li>Assessment of family functioning;<\/li>\n\n\n\n<li>Participant feedback.<\/li>\n<\/ul>\n\n\n\n<p>Program Team:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Psychologists, clinical psychologists, psychotherapists;<\/li>\n\n\n\n<li>Social work specialists;<\/li>\n\n\n\n<li>Veteran mentors;<\/li>\n\n\n\n<li>Medical specialists;<\/li>\n\n\n\n<li>Clergy of various religious denominations (if needed).<\/li>\n<\/ul>\n\n\n\n<p>Expected Results:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Reduced levels of anxiety and stress;<\/li>\n\n\n\n<li>Improved family relationships;<\/li>\n\n\n\n<li>Increased level of self-regulation skills;<\/li>\n\n\n\n<li>More successful adaptation to civilian life.<\/li>\n<\/ul>\n\n\n\n<p><strong>LIST OF USED AND RECOMMENDED SOURCES<\/strong><\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>Adamenko L.S. Current Approaches to the Problem of Studying Mental Resilience. Bulletin of the National University of Defense of Ukraine. No. 58 (5), 2021. P. 5-13<\/li>\n\n\n\n<li>Havrylovska K., Demianchuk Yu. Art Therapy Techniques in Family Counseling. Journal of Social and Political Psychology. 2024. No. 3. P. 69-74<\/li>\n\n\n\n<li>Handbook on the Psychology of Grief and Loss \/ Authors-compilers R.K. Taranenko, A.M. Tymchenko. Kropyvnytskyi: PEC UIKRV, 2018. 49 p.<\/li>\n\n\n\n<li>Clinical Psychology: Textbook \/ Compiled by Yu.P. Nikonenko. K.: KNT, 2016. 369 p.<\/li>\n\n\n\n<li>Kokun O.M. Human Hardiness and Resilience in the Modern World: Theory, Research, Practice: Monograph \/ O.M. Kokun. K.: H.S. Kostyuk Institute of Psychology of the NAES of Ukraine, 2025. 214 p.<\/li>\n\n\n\n<li>Kokun O.M., Melnychuk T.I. Resilience Handbook: A Practical Guide \/ O.M. Kokun, T.I. Melnyk. K.: H.S. Kostyuk Institute of Psychology of the NAES of Ukraine, 2023. 25 p.<\/li>\n\n\n\n<li>Kuziv\u00a0<a href=\"https:\/\/o.ye\/\" target=\"_blank\" rel=\"noreferrer noopener\">O.Ye<\/a>.\u00a0Psychophysiology: Course of Lectures \/\u00a0<a href=\"https:\/\/o.ye\/\" target=\"_blank\" rel=\"noreferrer noopener\">O.Ye<\/a>.\u00a0Kuziv. Ternopil: TNTU named after I. Puluy, 2017. 194 p.<\/li>\n\n\n\n<li>Makarova O.P., Chervonyi P.D. The Essence of Stress and Its Impact on the Human Body in Extreme Conditions. Habitus. 2023. Issue 46. P. 222-226<\/li>\n\n\n\n<li>Maksymenko S.D., Rudenko Ya.V., Kushnyerova A.M., Nevmerzhytskyi V.M. Mental Health of the Individual: Textbook for Higher Educational Institutions \/ S.D. Maksymenko, Ya.V. Rudenko, A.M. Kushnyerova, V.M. Nevmerzhytskyi. K.: &#8220;Vydavnytstvo Liudmyla&#8221;, 2021. 438 p.<\/li>\n\n\n\n<li>Myropoltseva N.I. Features of the Occurrence and Process of Conflict in the Marital &#8220;Couple&#8221; Subsystem. Habitus. No. 46. 2023. P. 227-231.<\/li>\n\n\n\n<li>Mushkevych M.I., Fedorenko R.P., Mahdysiuk L.I., Duchyminska T.I. Psychology of the Young Family: Monograph \/ M.I. Mushkevych, R.P. Fedorenko, T.I. Duchyminska, L.I. Mahdysiuk. \u2013 Lutsk: Vezha-Druk, 2018. 235 p.<\/li>\n\n\n\n<li>Naulnyk N.B. Psychology of Stress: Textbook \/ N.B. Naulnyk. Lviv: LvSUIA, 2015. 324 p.<\/li>\n\n\n\n<li>Ostopolets\u00a0<a href=\"https:\/\/i.yu\/\" target=\"_blank\" rel=\"noreferrer noopener\">I.Yu<\/a>.,\u00a0Mostova T.O. Psychology of Stress and Frustration: Textbook \/\u00a0<a href=\"https:\/\/i.yu\/\" target=\"_blank\" rel=\"noreferrer noopener\">I.Yu<\/a>.\u00a0Ostopolets, T.O. Mostova. Zaporizhzhia: Bohdan Khmelnytskyi MDPU, 2025. 179 p.<\/li>\n\n\n\n<li>Professional and Pedagogical Competence of a Higher School Teacher: Collection of Diagnostic Methods for Self-Knowledge: Guide for Higher Education Applicants of the Second (Master&#8217;s) Level, Specialty 011 Educational, Pedagogical Sciences \/ Compiled by: L. Butenko. Poltava: Taras Shevchenko LNU, 2023. 131 p.<\/li>\n\n\n\n<li>Psychological Safety of a Law Enforcement Officer: Practical Guide \/ Authors-compilers R. Taranenko, M. Sulzhuk, Y. Tytarenko. Kyiv-Kropyvnytskyi: PIEC UIATP, 2024. 150 p.<\/li>\n\n\n\n<li>Psychology of Experience: Textbook Part 1 \/ A.M. Lisena. Kharkiv: Natl. Aerosp. Univ. &#8220;KhAI&#8221;, 2007. 56 p.<\/li>\n\n\n\n<li>Psychology of Experience: Textbook Part 2 \/ A.M. Lisena. Kharkiv: Natl. Aerosp. Univ. &#8220;KhAI&#8221;, 2008. 61 p.<\/li>\n\n\n\n<li>Family Psychology: Textbook \/ ed. by V.M. Polishchuk. Sumy: University Book, 2021. 248 p.<\/li>\n\n\n\n<li>Psychology of Family and Marriage: Tables, Schemes, Comments: Educational and Visual Guide \/ Under the general editorship of O.M. Tsilmak. K.: Lira-K, 2020. 266 p.<\/li>\n\n\n\n<li>Psychology of Stress and Stress Disorders: Textbook \/ Compiled by\u00a0<a href=\"https:\/\/o.yu\/\" target=\"_blank\" rel=\"noreferrer noopener\">O.Yu<\/a>.\u00a0Ovcharenko. K.: University &#8220;Ukraine&#8221;, 2023. 266 p.<\/li>\n\n\n\n<li>Radchuk H., Oleksyuk V., Nesukh A. Development of Individual Resilience. Scientific Notes of &#8220;KROK&#8221; University. No. 2 (78), 2025. P. 415-423<\/li>\n\n\n\n<li>Savrasov M.V., Panasenko E.A., Semenkov G.L. Family Conflict as a Psychological Crisis: Adaptive Strategies of the Individual. Habitus. 2025. No. 73. P. 217-221.<\/li>\n\n\n\n<li>Burnout Syndrome in Military Personnel: Etiology, Signs, Psychodiagnostics, Correction, Prevention: Practical Guide \/ Authors-compilers R. Taranenko, Y. Tytarenko. Kropyvnytskyi: PIEC UIATP, 2024. 75 p.<\/li>\n\n\n\n<li>Sirenko T., Kukharchuk O., Frolenkova O. Guide to Stress Management and Self-Help During Combat Operations and in the Post-War Period, Aimed at Medical Professionals. K.: PHC of the Ministry of Health of Ukraine, 2023. 68 p.<\/li>\n\n\n\n<li>Taranenko R.K. Art Therapy: In Search of Balance: Practical Guide. Kropyvnytskyi: PIEC UIATP, 2021. 38 p.<\/li>\n\n\n\n<li>Support Techniques. Collection of Art Therapy Exercises: Methodological Guide \/ Ed. by T. Kurhanska, K.: 7BTs, 2023. 316 p.<\/li>\n\n\n\n<li>Filippov M.M. Human Psychophysiology: Textbook \/ M.M. Filippov. K.: MAUP, 2003. 136 p.<\/li>\n\n\n\n<li>Connor-Davidson Resilience Scale: Methodological Guide \/ Compiled by: A.V. Stadnik, Yu.B. Melnyk. Kharkiv: KHOHOKZ. 2025. 12 p.<\/li>\n\n\n\n<li>Shmalenko Yu.I., Ilyk M.R. Psychological Assistance and Conflict Resolution for Individuals Who Have Experienced Extreme Events. Perspectives and Innovations in Science (Series &#8220;Pedagogy&#8221;, Series &#8220;Psychology&#8221;, Series &#8220;Medicine&#8221;) No. 10 (56) 2025. P. 2066-2078<\/li>\n<\/ol>\n\n\n\n<p>E d u c a t i o n a l \u2013 M e t h o d o l o g i c a l P u b l i c a t i o n<\/p>\n\n\n\n<p>Authors-Compilers:<br>Rustam TARANENKO,<br>Yuliia TYTARENKO<\/p>\n\n\n\n<p>DEVELOPMENT OF RESILIENCE IN VETERANS AND THEIR FAMILIES<br>Methodological Recommendations for Medical Professionals<\/p>\n\n\n\n<p>Editing, Proofreading, Computer Layout \u2013 Taranenko R.K.<\/p>\n\n\n\n<p>Signed for publication 20.03.2026. Format 60&#215;84 1\/16. Offset paper.<br>Risograph printing. Conventional printed sheets 1.4. Circulation 500 copies.<\/p>\n\n\n\n<p>Scientific Publishing and Information Center<br>of the Ukrainian Institute of Art Therapy and Art Pedagogy<br>40 Oleksii Yehorov St., office 311, Kropyvnytskyi, 25015<br>E-mail:&nbsp;art_therapy_ua@ukr.net<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Rustam TARANENKO,Yuliia TYTARENKO DEVELOPMENT OF RESILIENCE IN VETERANS AND THEIR FAMILIESMethodological Recommendations for Medical Professionals Approved at the meetingof the Department of Psychology, Sociology, and Pedagogyof Donetsk State University of Internal Affairs (Minutes No. 8 of March 2, 2026) Kropyvnytskyi 2026 UDC: 159.922:159.938 T19 Development of Resilience in Veterans and Their Families. Methodological Recommendations for [&hellip;]<\/p>\n","protected":false},"featured_media":1358,"template":"single-news","meta":{"footnotes":""},"categories":[],"class_list":["post-1357","news","type-news","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/news\/1357","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/news"}],"about":[{"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/types\/news"}],"version-history":[{"count":2,"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/news\/1357\/revisions"}],"predecessor-version":[{"id":1360,"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/news\/1357\/revisions\/1360"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/media\/1358"}],"wp:attachment":[{"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/media?parent=1357"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.kharkivlisozahyst.gov.ua\/en\/wp-json\/wp\/v2\/categories?post=1357"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}