Practices of trauma-informed learning and their influence on the level of situational and personal anxiety of students who are studying face-to-face during hostilities.

Abstract

Objective: Aim: To reveal the essence of trauma-informed learning in the context of the functioning of a person's inner world and the impact on changing the levels of situational and personal anxiety.

Patients and methods: Materials and Methods: The study involved 900 people who are pursuing higher education during the military operations on the territory of Ukraine. Two parts of the Spielberger State-Trait Anxiety Inventory (STAI) questionnaire were used to determine low, medium, and high levels of situational and personal anxiety.

Results: Results: Two groups of education seekers are studying face-to-face during hostilities. The first group includes students with a high level of creativity development who quickly adjust to the learning process after the "Alarm Termination" signal and show interest in communicating with the lecturer and classmates. The second group includes students with a low level of creativity, who, after the "Alarm Termination" signal, seek solitude, withdraw from studies, are depressed for a long time, and are quickly distracted by extraneous sounds.

Conclusion: Conclusions: The repetitiveness of the process of experiencing situational anxiety without external supporting influence causes the formation of personal anxiety as a stable personal tendency in students. The use of preventive practices of trauma-informed learning (practices of focusing attention on breathing with a creative supplement, practices of supportive communication, practices of avoiding retraumatization, practices of "Creative pauses") helps to reduce the levels of situational and personal anxiety among students in face-to-face training during military operations.