PEDAGOGICAL SUPPORT FOR UKRAINIAN WAR-AFFECTED CHILDREN: FUTURE TEACHERS' READINESS TO WORK IN CRISIS. COMPARATIVE ANALYSIS OF RESEARCH RESULTS IN UKRAINE AND POLAND (original) (raw)
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Identification the key strategies of resilience of Ukrainian teachers in the conditions of war
EUROPEAN HUMANITIES STUDIES: State and Society
Background. The problem of individual resilience is becoming especially relevant today, when Ukraine is at war. The issue of preserving physical and mental health of Ukrainians is especially important. No one here was not ready to live and work in war conditions. At the same time, we are able to form an optimal response to these events with the help of resilience. The purpose of the article is to identify the key resilience strategies of Ukrainian teachers in war conditions based on the analysis of the results of the research conducted by the authors. Methods. This research is a part of wider program "Codes of resilience", developed to improve the resilience skills of teachers. The authors use the multidimensional model of overcoming stress and finding internal stability "BasicPh" of Prof. Mooli Lahad to identify the key resilience strategies of Ukrainian teachers in war conditions. This model consists six channels for coping with stress: – belief; A – affect; S ...
Velykodna, M., Mishaka, N., Miroshnyk, Z., & Deputatov, V.(2023). Primary Education in Wartime: How the Russian Invasion Affected Ukrainian Teachers and the Educational Process in Kryvyi Rih. Revista Românească pentru Educaţie Multidimensională, 15(1), 285-309. , 2003
The ability of children in Ukraine to continue their primary education after the Russian invasion is inextricably linked to the direct providers of education –primary school teachers. This study aimed to clarify the psychological effects of the war on Ukrainian primary school teachers and their everyday educational activities, using teachers in the city of Kryvyi Rih as a case study. The research design included personal and professional data, questions on changes in students and the educational process, Psychological Stress Measure (PSM-9), Oldenburg Burnout Inventory (OLBI), Brief Resilience Scale (BRS), and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA) integrated into an online survey conducted three months after the invasion. In the results, primary education in Ukraine during the invasion required teachers (n=495) to make significant changes in their work, namely shifts in schedules, increased workload, conducting remote lessons, providing tutoring for certain students, conducting crisis interventions with a broader range of subjects, and volunteering. The majority of the surveyed practitioners experienced considerable stress due to a significant increase in the amount of time they spent preparing their lessons. The psychological conditions of primary school teachers depended on the number of students who were expelled and new students who had been evacuated from other war-torn regions, the ability of school administrators to re-organize the work for online teaching, and perceived support from colleagues. All of these factors along with resilience were predictors of stress and burnout among teachers in wartime. Teachers experiencing burnout, especially exhaustion, high-stress scores, and low levels of resilience frequently evaluated the performance of their students with more leniency. In addition to a list of typical teachers’ roles (MiTeRoSA), teachers indicated frequently taking on the new roles of a ‘tutor’ and a ‘crisis counselor’ in response to the war.
Health Problems of Civilization, 2024
Background. The research is devoted to the issue of preserving the mental health of educational process participants in crisis, in particular during the current Russian-Ukrainian war. Amid psychological imbalance, students and educators have experienced anxiety symptoms or conditions that negatively affect their health. Material and methods. The study involved 81 teachers, 148 students aged 12-15 and 137 students aged 16-17 in the Ivano-Frankivsk, Ternopil, Volyn and Lviv regions of Ukraine. The research instrument used to identify the level of personal and reactive anxiety was the Ch. Spielberg and Y. Khanin methodology. The study was conducted between March and May 2023.
Velykodna, M., Deputatov, V., Kolisnyk, L., Shestopalova, O., Shylo, O., 2023
Introduction: After eight years of the war in the East of Ukraine, two years of the COVID-19 pandemic with relevant lockdowns, and two months of bomb alerts, school students and school psychologists from Kryvyi Rih have been dealing with new brutal military actions during the Russian invasion of Ukraine since the 24 th February 2022. Purpose: This paper focuses on School Psychological Services' changes and challenges caused by the Russian invasion. It assesses war-related psychological effects on school students and school psychologists from Kryvyi Rih. Method: Brief non-structured interviews and the survey. Results and Conclusions: After the Russian invasion of Ukraine, School Psychological Services in Kryvyi Rih continued their work remotely, often combining it with in-person meetings (48.5%) and other volunteer activities (27.9%). The surveyed school psychologists (n=48) informed they conducted more individual consultations and psychoeducation and fewer diagnostics than usual to address school students' changing needs in response to wartime. School psychologists felt more effective and involved with students when they believed they got enough support from colleagues and supervisors, learned crisis interventions, received clear guidance, and did not feel burnout. They appreciated current governmental guidance and felt their post-traumatic growth more when they were safe. After 1.5 months of the war, 43.8% of psychologists experienced burnout. At least a quarter needed additional education, psychological support, easily accessible supervision (especially short and rapid), and guidance for specific cases.
The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process
Journal of Intellectual Disability - Diagnosis and Treatment, 2023
Background: The research is devoted to the current problem-the emotional well-being of students in learning in the war conditions in Ukraine. Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.
Frontiers in psychology, 2024
Introduction: rationale, gap in research, research questions, structure Between February and December 2022, due to the war in Ukraine, Poland admitted 3.37 million refugees from conflict zones, who were added to 850 thousand Ukrainian economic migrants already living on its territory. As reported by UNHCR (2023), in mid-2023, over one-quarter of the Ukrainian population continued to be displaced, and around 1 million Ukrainian refugees still resided in Poland. Most refugees are mothers with children, some of whom started schooling in Poland within about a week of their arrival. To show the scale of the increase in multiethnicity of Polish schools, in 2009, 9,610 non-Polish pupils were schooled in Poland and in 2019, the figure was 51,363. However, Frontiers in Psychology frontiersin.org Szczepaniak-Kozak and Wasikiewicz-Firlej. /fpsyg. .
Adaptation of Teaching Practices to the New Conditions During the War.
Voices of Courage and Vulnerability Ukraine 2022-2023). Edited collection for English language educators based in Ukraine. Edited by Roxanna Senyshyn and Andrea Lypka. , 2024
The ongoing war has profoundly impacted teachers and students across Ukraine. Russian aggression has drastically altered Ukrainian lives. In the first year of the full-scale war alone, 659 educational institutions were damaged by bombings and shelling, out of which, 74 were completely destroyed. The Kharkiv region was hard hit, with 51 educational institutions reduced to ruins and 578 others damaged. As of May 22, 2023, 14 higher education institutions in Kharkiv had been destroyed (Харків Times, 2023). Despite the severe shelling, many civilians, including the author, chose to remain in the city and continue working. The daily reality included constant explosions, the relentless sound of air raid sirens, scarce food and water supplies, unreliable communications, and frequent blackouts, making teaching nearly impossible. Survival was uncertain night after night. Yet, Ukrainian teachers persevered, adapting to these new and challenging circumstances to continue educating the youth. Furthermore, the war has prompted a reevaluation of language teaching approaches, methods, and practices in Ukraine, revealing new perspectives on the increasing importance of foreign languages. In light of this, on June 28, 2023, Ukrainian President Volodymyr Zelensky introduced bill N 9432, which designated English as the language of international communication in Ukraine and promoted the study of English among its citizens. This development stresses the need for ESL teachers to adapt to the challenging conditions posed by a full-scale war, thus highlighting the relevance of this topic due to both the ongoing conflict and internal changes within Ukraine.
Journal of Curriculum and Teaching
In contemporary European literature, the problem of shaping future educators against the backdrop of crisis (military) transformations has not been explored. Ukrainian teachers demonstrate valuable experience in the teaching under warfare conditions, which should be the subject of a separate study. In addition, the problem of the professional formation of future teachers is also relevant, given the numerous terminological debates between scientists. The article aims to analyze the formation of professional competence of future elementary school teachers against the background of large-scale military aggression. The work is formed on the use of theoretical pedagogical research methods. Noticeable attention is paid to the methods of generalization, abstraction, analysis, synthesis. Among the empirical methods, the methods of experiment and SWOT-analysis were used. With the help of the latter, the strengths and weaknesses of the formation of professional competence in the system of dis...
Israeli Kindergarten Teachers Cope With Terror and War: Two Implicit Models of Resilience
Curriculum Inquiry, 2007
The resilience of teachers in the face of terror was examined in a narrative study of two Israeli kindergarten teachers over the course of one school year. During this time, there occurred frequent terror attacks as well as the threat of impending war with Iraq and the concomitant threat of chemical warfare. Each teacher's unique pattern of coping based on her own personal theory of resilience was examined. One teacher actively processed with her students stressful news items that the children had encountered. This was based on her belief that children would become more resilient if they had experience dealing with stress in a mediated fashion. The second teacher chose to create what she perceived to be a comfort zone for her students by actively avoiding open discussion about stressful events. She chose to focus on enhancing self-esteem, self-efficacy, and optimism, which she believed would produce greater resilience in her students. In developing these personal resilience theories, both teachers were able to move out of a paralyzed position that is typical of crisis and the immediate posttraumatic period, and move into active coping, thereby incorporating their unique theories of resilience into their personal professional knowledge. These practices were examined in light of current resilience theory.
The New Educational Review, 2024
The Russian invasion of Ukraine on February 24, 2022 shattered Western illusions of peace and security, raining tensions on both a macro and micro level. This article was thus inspired by how the war had affected Philology students in Poland, specifically emphasising the city of Rzeszow, which lies close to the Ukrainian border. The aim assigned to the research project was to investigate levels of resilience among students and how this correlates with stress levels and to further investigate the potential coping strategies adopted by the students to mitigate their anxiety levels. What has been shown is that there is a correlation between the proximity of students to graduation and the levels of anxiety they felt about their future employment prospects and that the most common method for coping with stress was to become actively involved in assisting in the most immediate manifestation of the cause of the stress, in this case assisting refugees.