The influence of stress, anxiety and resilience on the internal resources of students with and without disabilities from the perspective of positive psychotherapy
Abstract
The article examines the actual problem of the impact of stress, anxiety and resilience on the internal resources of students with and without disabilities from the perspective of positive psychotherapy. The topic of the interaction of stress, anxiety, resilience and internal resources of students is extremely relevant in view of several contemporary social, psychological and educational challenges. Consideration of this issue in the context of positive psychotherapy (PPT) contributes to the emphasis on personal resources and development opportunities, and also helps to find effective approaches to support the mental health of various student groups, in particular those with disabilities. An empirical analysis of the impact of stress, anxiety and resilience on the internal resources of students with and without disabilities was conducted. Studying the impact of stress, anxiety, and resilience on the internal resources of students with and without disabilities in the context of positive psychotherapy is relevant both from a scientific and practical point of view. This research will help to identify effective approaches to building resilience and create inclusive educational environments where every student can reach his/her full potential.
References
2. Ovcharenko, O.Yu. (2024). Positivna psihoterapia yak chinnik vplivu koping-strategiy na vnutrischny resursi stedentiv z ta bez invalidnosti [Positive psychotherapy as a factor in the influence of coping strategies on the internal resources of students with and without disabilities]. Gabitus, 61, 71-81. [In Ukrainian]. https://doi.org/10.32782/2663-5208. 2024.61.12
3. Rosina, I.V. (2024). Doslidzhennya psihiemiciinogo stanu studentiv v period profesiinogo stanovlennya za dopomogoyu positivnoi psihoterapii [Study of the psycho-emotional state of students during the period of professional formation with the help of positive psychotherapy]. Perspektivi ta innovacii nauki. Pedagogika. Psihologia. Medicina, 4(38), 1015-1024. https://doi.org/10.52058/2786-4952-2024-4(38)-1015-1024
4. Serdyuk, L.Z., Zaviruha, V.V. (2018). Positivna psihoterapiya v spriyanni psohiligichnomu blagopoluchchu osobististi [Positive psychotherapy in promoting the psychological well-being of the individual]. Aktualni problem psihologii: Zbirnik naukovih prac Institutu psihologii imeni Kostyka, G.S. Zagalna psohologiya. Istoriya psihologii. Etnichna psihologiyaЗагальна психологія. Історія психології. Етнічна психологія, t. ІХ, 11, 185-193.
5. Hanecka, N., Rudchenko, O. (2017). Doslidzhennya efektivnosti profesiino-pedagogichnogo spilkuvannya vchitelya zasobami positivnoi psohoterapii [Research on the effectiveness of professional and pedagogical communication of the teacher by means of positive psychotherapy]. Positum Ukraine.
6. Chichancova, O.A. (2021). Positivna psihoterapiya yak factor spriyannya rozvitku zhittestiikosti osobistosti [Positive psychotherapy as a factor contributing to the development of the vitality of the individual]. Teoretichni I prikladni problem psihologii ta socialnoi roboty, 3(1), 21-33. https://doi.org/10.33216/2219-2654-2021-56-3-1-21-33
7. Smith P.R. (2009). Resilience: resistance factor for depressive symptom. J Psychiator Ment Health Nurs, 16 (9), 829-837.
DOI: 10.1111/j.1365-2850.2009.01463.x
This work is licensed under a Creative Commons Attribution 4.0 International License.
