METHODOLOGICAL APPROACHES AND PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR DEVELOPING FUTURE PSYCHOLOGISTS’ READINESS TO PROVIDE SOCIAL AND PSYCHOLOGICAL SUPPORT TO VETERANS DURING POST-WAR ADAPTATION

Abstract

The article presents a theoretical and methodological analysis of the conditions and approaches to developing future psychologists’ readiness to provide social and psychological support to veterans. The relevance of the study is determined by the long-term consequences of the armed aggression of the Russian Federation against Ukraine and the need to train professionals capable of providing psychological assistance to veterans in the process of their adaptation to civilian life. The expediency of considering future psychologists’ readiness as an integrative personal and professional construct encompassing motivational-value, cognitive, operational-activity, emotional-volitional, and reflective components is substantiated.

The methodological approaches to developing future psychologists’ readiness to work with veterans are identified, including systemic, competency-based, person-centred, activity-based, axiological, and trauma-informed approaches.

A system of psychological and pedagogical conditions conducive to developing future psychologists’ readiness to work with veterans is identified. These conditions include the integration of the content of professional disciplines with the issues of trauma, crisis states, and post-traumatic growth; the active involvement of students in supervised practical interaction with veterans; the development of skills aimed at preventing secondary traumatization and professional burnout; the development of a reflective professional position and a value-based attitude towards the personality of the veteran; and the provision of psychological support to students throughout their professional training.

The practical significance of the findings lies in the possibility of using them to develop and improve educational programmes for the professional training of future psychologists to work with veterans in higher education institutions.

The aim of the study is to theoretically substantiate methodological approaches and identify psychological and pedagogical conditions for developing future psychologists’ readiness to provide social and psychological support to veterans during post-war adaptation.

Methods. The study employed methods of theoretical analysis of scientific sources, systematization, and generalization of national and international experience in the professional training of future psychologists to work with veterans.

Results. The essence of the concept of “future psychologists’ readiness to provide social and psychological support to veterans” has been clarified. The expediency of applying systemic, competency-based, person-centred, activity-based, axiological, and trauma-informed approaches has been substantiated. The psychological and pedagogical conditions whose implementation contributes to the development of the structural components of future psychologists’ professional readiness to work with veterans have been identified.