Educational-methodical support of cadets-psychologists' stress states management: means of self- and mutual assistance
There are determined the main factors of effectiveness of educational-methodical support in overcoming stressful and post-traumatic stressful states by means of self- and mutual assistance by cadets – military psychologists of the first year of study and undergraduates.
According to the author's questionnaire, it is made a comparative analysis of self-assessment of their skills and primary abilities, as well as the ability to provide psychological assistance to such personnel.
Methods of included observation, individual counseling, interviews with participants were also used to get feedback from the participants. The main factors of effectiveness of educational-methodical support are determined the activity, motivation, orientation, and team cohesion of cadets. It was found that the last factor was more pronounced in first-year students than in undergraduates: freshers were more interested in self-preparation and somewhat more active during classroom studies.
Although both undergraduates and first-year students have demonstrated that they have acquired basic knowledge and skills and will be able to apply them independently in their professional activities, the level of technology acquisition in freshers is generally higher than in undergraduates.
It is established that the cadets have mastered group techniques for relieving stress and post-traumatic stress and will be able to use them during classes with personnel. The self-assessment revealed that they have mastered the basic body-oriented and breathing psychotechnologies for relieving stress and post-traumatic stress in different areas of the body. At the same time, the indicators of first-year students in all positions are slightly higher than those of undergraduates.
It is noted that every fourth of the undergraduate cadets testified that he did not receive the necessary knowledge and skills and will not be able to apply the proposed technologies in their professional activities. Almost every third undergraduate noted that the proposed technologies seemed to him ineffective. The analysis of the questionnaire responses of these participants showed that they have acquired certain knowledge and skills, but need more explanations, additional knowledge, and training exercises to strengthen self-confidence and their own professional competencies. In contrast to undergraduates, all first-year cadets had positive assessments of the mastery and effectiveness of these technologies.
It is established that more than half of the participants need additional knowledge and skills in the application of the proposed technologies. It was also found that participation in the special course was an incentive to improve the professional psychological training of its participants.
It was found that this need is more pronounced in first-year cadets than in undergraduates.
The actual ability to effectively apply the knowledge and skills acquired by participants can be determined only during their practical activities, so the effectiveness of training needs research during training in the military activities and during practical work with personnel at the place of service.