THE USE OF PRACTICAL ASPECTS OF PSYCHOLOGICAL SUPPORT FOR STUDENTS IN THE PROCESS OF TEACHING PSYCHOLOGY

The article is devoted to the use of practical aspects of psychological support for students in the process of teaching psychology. The author emphasizes the relevance of psychological methods of supporting the educational process. Attention is drawn to the negative changes in the psycho-emotional state of participants in the educational process, the increased workload due to military events, digital workload and changes in society. The results of studies of students' mental states, which are indicators of psychological health, and the analysis of the impact of negative factors of war on the state of psychosocial health of participants in the educational process are presented. The main types of psychological support are outlined, depending on the complexity of the psychological trauma associated with the war (crisis intervention, psychological and therapeutic assistance, self-help). The necessity of psychological support for students on the basis of the trauma-pedagogical approach is substantiated, the main directions, methods and forms of such work are revealed in order to develop resilience skills in students, provide emotional support to reduce the negative effects of the war. The main methodological principles of the training program (trauma-sensitive basic attitude, reliable and respectful relationships, transparency and participation, integration of the traumatic event into the biographical consciousness of participants through joy, the concept of a good reason, self-efficacy, resource orientation) and the main methods and approaches of work are described. The structure of the training sessions, each of which consisted of three parts (introductory, main and reflection) and the content of each meeting (rituals, circle of trust, information messages, eurythmic workshop, art therapy exercises, games) is indicated. The article presents the reflection of the training participants on the impact of the sessions on the development of their psycho-emotional state.The article is devoted to the use of practical aspects of psychological support for students in the process of teaching psychology. The author emphasizes the relevance of psychological methods of supporting the educational process. Attention is drawn to the negative changes in the psycho-emotional state of participants in the educational process, the increased workload due to military events, digital workload and changes in society. The results of studies of students' mental states, which are indicators of psychological health, and the analysis of the impact of negative factors of war on the state of psychosocial health of participants in the educational process are presented. The main types of psychological support are outlined, depending on the complexity of the psychological trauma associated with the war (crisis intervention, psychological and therapeutic assistance, self-help). The necessity of psychological support for students on the basis of the trauma-pedagogical approach is substantiated, the main directions, methods and forms of such work are revealed in order to develop resilience skills in students, provide emotional support to reduce the negative effects of the war. The main methodological principles of the training program (trauma-sensitive basic attitude, reliable and respectful relationships, transparency and participation, integration of the traumatic event into the biographical consciousness of participants through joy, the concept of a good reason, self-efficacy, resource orientation) and the main methods and approaches of work are described. The structure of the training sessions, each of which consisted of three parts (introductory, main and reflection) and the content of each meeting (rituals, circle of trust, information messages, eurythmic workshop, art therapy exercises, games) is indicated. The article presents the reflection of the training participants on the impact of the sessions on the development of their psycho-emotional state.