Keywords
psychodiagnostics
psychological services
educational institutions
anxiety
emotional intelligence
psychocorrection
intervention model
How to Cite
Abstract
This study examines the effectiveness of integrating psychodiagnostic methods within the framework of experimental psychology to improve the functioning of psychological services in educational institutions. Against the background of increased anxiety, frustration, emotional burnout, and psycho-emotional disturbances among students and educators—particularly under conditions of martial law—a structured three-stage psychodiagnostic model is proposed and empirically tested.
The model comprises (1) initial diagnostic screening, (2) analytical interpretation of results, (3) corrective and developmental interventions, followed by (4) control reassessment to evaluate intervention outcomes. The methodological foundation is grounded in contemporary psychodiagnostic approaches and experimental psychology principles, including hypothesis-driven assessment and outcome verification.
The model was implemented at Mukachevo State University with a sample of 30 students. Standardized psychodiagnostic tools were used before and after a targeted psychocorrectional training program. Comparative analysis revealed a significant reduction in anxiety and frustration levels and an increase in emotional intelligence indicators.
The findings confirm that a systematic, evidence-based psychodiagnostic approach enhances the effectiveness of psychological services and demonstrates adaptability to crisis educational contexts. The model is scalable and applicable across different educational levels and participant groups. Future research should focus on larger samples, cross-group comparisons, and the development of digital diagnostic and monitoring tools.
References
Ball, H. O. (2021). Metodolohichni oriientyry suchasnoi osvitnoi psykholohii: psykhodiahnostyka yak zasib rozvytku [Methodological guidelines of modern educational psychology: Psychodiagnostics as a means of development]. Nauka i osvita, 2, 22–27. [in Ukrainian].
Balconi, M., Crivelli, D., & Angioletti, L. (2022). Experimental psychodiagnostics and neuromodulation: A new frontier for applied psychology. Journal of Cognitive Enhancement, 6, 54–65. https://doi.org/10.1007/s41465-021-00200-6
Beck, A. T., & Dozois, D. J. A. (2021). Cognitive therapy: Current status and future directions. Annual Review of Clinical Psychology, 17, 1–26. https://doi.org/10.1146/annurev-clinpsy-072720-020944
D’iomina, I. (2021). Psykhodiagnostyka u roboti shkilnoho psykholoha: vid konstatatsii – do intervencii [Psychodiagnostics in the work of a school psychologist: From stating facts to intervention]. Naukovi zapysky NPU im. M.P. Drahomanova. Seriia 12: Psykholohichni nauky, 44(3), 18–26. [in Ukrainian].
Duckworth, A. L., & Gross, J. J. (2023). Self-control and grit: Related but separable determinants of success. Psychological Science in the Public Interest, 24(1), 1–23. https://doi.org/10.1177/15291006231153321
Forman, S. G., & Barakat, L. P. (2020). The role of psychological assessment in evidence-based practice. Journal of School Psychology, 82, 36–45. https://doi.org/10.1016/j.jsp.2020.01.002
Gutiérrez, M., Tomás, J. M., Romero, I., & Barrica, J. M. (2021). Emotional intelligence, well-being and academic adjustment in university students: The mediating role of coping strategies. International Journal of Environmental Research and Public Health, 18(9), 4829. https://doi.org/10.3390/ijerph18094829
Kazdin, A. E. (2022). Research design in clinical psychology (5th ed.). Boston: Pearson.
Lysenko, I. P. (2023). Formuvannia dokazovoi praktyky u diialʹnosti shkilʹnoho psykholoha [Formation of evidence-based practice in the work of a school psychologist]. Visnyk psykholohii ta pedahohiky, 4, 71–75. [in Ukrainian].
Orlova, S. H. (2024). Psykholohichna sluzhba v umovakh viiny: strukturni pidkhody do dopomohy [Psychological service in wartime: Structural approaches to assistance]. Visnyk sotsialʹnoi roboty, 1(32), 29–33. [in Ukrainian].
Saladino, V., Algeri, D., & Auriemma, V. (2020). The psychological and social impact of COVID-19: New perspectives of well-being. Frontiers in Psychology, 11, 577684. https://doi.org/10.3389/fpsyg.2020.577684
Savchyn, M. V. (2021). Systemnyi pidkhid u shkilʹnii psykhodiahnostytsi: metodolohichni zasady ta praktychni oriientyry [A systematic approach to school psychodiagnostics: Methodological principles and practical guidelines]. Psykholohiia i suspilstvo, 3(84), 45–52. [in Ukrainian].
Shcherban, T. D., & Hoblyk, V. V. (2024). 2022 u dzerkali hromadskoi dumky: monohrafiia [2022 in the mirror of public opinion: Monograph]. Mukachevo: RVV MDU. [in Ukrainian].
Sicheslavsʹka, N. S. (2022). Systemnyi pidkhid do shkilʹnoi psykhodiahnostyky: metodolohiia ta praktyka [Systematic approach to school psychodiagnostics: Methodology and practice]. Osvitnii dyskurs, 4(1), 15–22. [in Ukrainian].
Suslo, O. (2020). Diahnostyka psykholohichnoho stanu studentiv: modeli, kryterii, efektyvnist’ [Diagnosis of students’ psychological state: Models, criteria, effectiveness]. Visnyk Kharkivskoho natsionalnoho universytetu imeni V. N. Karazina. Seriia: Psykholohiia, 68, 45–52. [in Ukrainian].
Suslo, O. M. (2022). Dazkazovyi pidkhid u diialʹnosti praktychnoho psykholoha: diahnostyka yak osnova korektsiinoho vplyvu [Evidence-based approach in the activity of a practical psychologist: Diagnostics as the basis for corrective impact]. Osvita i rozvytok obdarovanoi osobystosti, 6(89), 34–38. [in Ukrainian].
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2022). Promoting positive youth development through evidence-based social and emotional learning interventions: A meta-analysis. Child Development, 93(1), 112–128. https://doi.org/10.1111/cdev.13733
Yemets, N. V., & Kovalchuk, Yu. I. (2020). Intehratyvna modelʹ psykhodiahnostyky u zakladakh osvity: analitychnyi ohliad [Integrative model of psychodiagnostics in educational institutions: An analytical review]. Psykholohichnyi zhurnal, 3(10), 60–66. [in Ukrainian].
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Tetiana Shcherban, Inokentii Korniienko, Svitlana Kostiu, Svitlana Almashi