The dissertation is dedicated to the theoretical substantiation, development,
and experimental verification of psychological-pedagogical conditions for forming
psychologists "readiness for corrective-restorative work with victims of military
aggression under conditions of full-scale war and mass psychotraumatization of
Ukraine"s population.
The study substantiates the relevance of forming psychologists "readiness as
a key condition for effective psychological assistance, driven by the mass
traumatization of the population due to the Russian Federation"s military aggression,
the prevalence of PTSD (15–41% according to WHO 2025 data), insufficient
training of specialists for war trauma, and the specificity of traumatic experiences
requiring a comprehensive approach to psychologists "training.
The content and structure of psychologists "readiness for correctiverestorative work with victims are revealed, with its components, criteria, indicators,
and levels of formation defined.
The methodological foundations of the research are substantiated, based on
systemic, competence-based, activity-based, personality-oriented, and
psychotraumatological approaches.
Within the study, an original structure of psychologists "readiness for
corrective-restorative work with victims of military aggression has been developed,
presented in two blocks of interconnected components: fundamental (motivationalvalue and cognitive) and professionally applied (operational-activity, personal, and
emotional-regulatory). The structure is distinguished by logical integrity,
interconnectedness of components, and practice-oriented direction, ensuring the
step-by-step development of psychologists "readiness, integration of theoretical
knowledge, and practical skills in working with trauma. Particular attention is paid
to the system of psychological-pedagogical conditions as a key tool for
implementing the structure.
The readiness structure is universal but adaptive for victim groups (military
personnel, IDPs, families, civilians), emphasizing cognitive-behavioral therapy for
stress disorders and group therapy for displacement maladaptation, responding to
Ukraine’s conflict realities as collective experience of losses.
The system encompasses systematic theoretical training, special
psychological training (practical experience under supervision, development of
reflection, burnout prevention, etc.), and the use of interactive teaching methods. A
distinctive feature of the system is the integration of psychological mechanisms
(cognitive assimilation, skill development, identity formation, and personal
transformation) into the training process, promoting resilience and readiness to work
with collective trauma. Compared to European models of training specialists for
trauma work, such as narrative trauma therapy (Herman J.L.) and eye movement
desensitization and reprocessing method (Shapiro F.), the proposed structure
complements them with elements of collective trauma characteristic of the war
conflict in Ukraine.
A separate confirmation of the practical value of the developments is the
training program, which has gained recognition in the professional community. The
program includes specifics of online counseling with development of virtual
empathy and tools (Zoom, VR), adapted protocols like online CBT and mixed
narrative therapy, responding to war realities in Ukraine.
The dissertation reveals psychological mechanisms for forming readiness,
which provide motivational, emotional-regulatory, and practical support for
psychologists "professional development and contribute to the growth of their
competence, resilience, and responsible professional behavior.
The ascertaining, formative, and control stages of the psychologicalpedagogical experiment were conducted, the results of which confirmed the
effectiveness of the developed structure and system of conditions.
The study was conducted in compliance with APA and EFPA ethical
standards, with informed consent from respondents, confidentiality, and debriefing
to avoid retraumatization.
The scientific novelty of the research results consists in the comprehensive
theoretical and methodological justification of the process of developing
psychologists’ readiness to conduct corrective and restorative work with individuals
affected by military aggression. For the first time, the study identifies and
characterizes the content, structure, key features, and levels of such readiness, taking
into account the specific nature of war-related trauma and the contemporary
demands of psychological support.
Psychological conditions ensuring the integrity and effectiveness of the
readiness formation process are substantiated and experimentally verified, and a
training program encompassing motivational-value, cognitive, operational-activity,
personal, and emotional-regulatory components has been developed and tested.
