O papel da educação na reabilitação de crianças com experiências pós-traumáticas do período da guerra

Xin Zhao; Iryna Dorozhko; Olha Vyshnyk; Olha Kanarova; Svitlana Lutsiv

doi:10.22633/rpge.v30iesp2.21376

Authors

Xin Zhao Xinyang Normal University https://orcid.org/0000-0003-2045-319X
Iryna Dorozhko H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0001-9339-7737
Olha Vyshnyk Oleksandr Dovzhenko Hlukhiv National Pedagogical University https://orcid.org/0000-0003-4030-4482
Olha Kanarova Bogdan Khmelnitsky Melitopol State Pedagogical University https://orcid.org/0000-0001-6876-6326
Svitlana Lutsiv Drohobych Ivan Franko State Pedagogical University https://orcid.org/0000-0003-3219-7779

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21376

Keywords:

Educational Rehabilitation, Trauma-Sensitive Pedagogy, Post-Traumatic Stress Disorder (PTSD), CRIES-13, Safe Environment School

Abstract

The full-scale war in Ukraine has caused unprecedented trauma to children, which makes the search for scalable recovery resources a pressing issue. The aim of the study is to theoretically substantiate and empirically confirm the rehabilitation potential of the educational environment as a component of psychosocial support for children with war trauma. The methodology combines a systematic review of sources and a psychological and pedagogical experiment (n = 30; CRIES-13 scale). A statistically significant decrease in the total score from 38.7 to 29.2 (Δ = –9.5; p < 0.001) confirmed the effectiveness of the program: the proportion of children with clinical PTSD decreased from 80% to 43%, and 37% of participants left the risk group. It has been proven that a trauma-sensitive educational environment is an effective factor in reducing post-traumatic symptoms. The results justify the need to scale up trauma-sensitive educational practices as a priority of state policy in the context of Ukraine’s wartime and post-war recovery.

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Author Biographies

Xin Zhao, Xinyang Normal University

Xinyang Normal University, Xinyang – China. PhD, Lecturer. College of Educational Sciences.

Iryna Dorozhko, H.S. Skovoroda Kharkiv National Pedagogical University

H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv – Ukraine. Doctor of Sciences, Professor, Head of the Department of Psychological and Pedagogical Anthropology, Faculty of Preschool Education.

Olha Vyshnyk, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv – Ukraine. Candidate of Pedagogical Sciences, Associate Professor, Educational and Scientific Institute of Pedagogy and Psychology, Department of Pedagogy and Psychology of Primary Education.

Olha Kanarova, Bogdan Khmelnitsky Melitopol State Pedagogical University

Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia – Ukraine. Candidate of Pedagogical Sciences, Associate Professor, Department of Preschool Education and Social Work, Faculty of Social, Pedagogical and Art Education.

Svitlana Lutsiv, Drohobych Ivan Franko State Pedagogical University

Drohobych Ivan Franko State Pedagogical University, Drohobych – Ukraine. Candidate of Pedagogical Sciences, Docent of the Departament of Pedagogy and Methods of Primary Education, Faculty of Primary Education and Arts.

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