Resources for psychological safety of students in an unstable sociocultural environment: a review of theoretical and empirical research

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Abstract

Global social transformations affected people are taking place in the modern world. This influence can negatively affect representatives of the younger generation – students who do not have personal and social maturity and are in the process of professional development. The problem of the study is to identify the resources for psychological safety of students in a tense sociocultural environment. The article presents a review of scientific works from 2019 to 2023 using the electronic bibliographic databases RSCI and Scopus. More than 70 scientific articles with the results of theoretical and empirical studies of the problem of human psychological safety resources in a tense sociocultural environment were analyzed. The studies involved civilians living in territories with special conditions, including territories of military conflicts: teenagers, adults, students. Based on the results of a systematic review, a theoretical model is proposed. It includes external and internal resources for the psychological safety of students in a tense sociocultural environment. The features of students' socialization and the resources of the educational environment are identified as key external resources. Internal ones include cognitive regulation of emotions, constructive defense mechanisms, prosocial values and social intelligence, which act as the main resources for overcoming traumatic experiences, influencing subjective well-being and ensuring the psychological safety of students. The proposed theoretical model can serve as the basis for the development of psychological support programs for students. Research prospects can be presented in the context of empirical verification of the theoretical model.

General Information

Keywords: psychological safety; students; difficult life situation; special living conditions; territories of military conflict; extreme operating conditions; psychological and pedagogical support; resources; psychological stability; systematic literature review

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2024160201

Funding. This study was supported by the Ministry of Education of the Russian Federation as part of the state-commissioned assignment «Resources for psychological safety of students from territories recently admitted to the Russian Federation» (project No. VRFY-2024-0006).

Received: 02.04.2024

Accepted:

For citation: Baeva I.A., Laktionova E.B., Kondakova I.V., Pezhemskaya J.S., Sokolova M.-E.-L.S., Savenko Yu.S. Resources for psychological safety of students in an unstable sociocultural environment: a review of theoretical and empirical research [Elektronnyi resurs]. Psychological-Educational Studies, 2024. Vol. 16, no. 2, pp. 3–29. DOI: 10.17759/psyedu.2024160201. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina A. Baeva, Doctor of Psychology, Corresponding Member of the Russian Academy of Education, Professor of the Department of Developmental Psychology and Education, Head of the research laboratory “Psychological safety and culture in education.” Director of the educational master's program "Psychological safety in education and social interaction", Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0003-2457-8221, e-mail: irinabaeva@mail.ru

Elena B. Laktionova, Doctor of Psychology, Head of the Department of Developmental and Educational Psychology, Senior Researcher at the Research Laboratory “Psychological Culture and Psychological Safety in Education and Social Interaction”, Herzen State Pedagogical University of Russia, Senior Researcher at the Research Center of the Psychological Institute of the Russian Academy of Education, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-7863-1414, e-mail: lena_laktionova@mail.ru

Irina V. Kondakova, PhD in Psychology, Assistant professor, Department of Educational and Developmental Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-6320-5757, e-mail: kondakovaiv@herzen.spb.ru

Julia S. Pezhemskaya, PhD in Psychology, Associate Professor of the Department of Developmental Psychology and Education, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-8296-0229, e-mail: pjshome@mail.ru

Milen-Eva-Lilit S. Sokolova, Assistant, Department of Developmental Psychology and Education, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-7537-4005, e-mail: msokolova@herzen.spb.ru

Yulia S. Savenko, Assistant, Department of Developmental Psychology and Education, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0009-0005-3880-6223, e-mail: juliasaveenko@gmail.com

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