Наукові записки. Серія: Психологія

THE PSYCHOLOGICAL FOUNDATIONS OF EMOTIONAL INTELLIGENCE: FROM MIND TO FEELINGS

2026-03-03T16:02:51+02:00

This article examines the psychological foundations of emotional intelligence and traces its development through major shifts in twentieth-century psychology. Following the evolution from the cognitive revolution to integrative models of mind, the paper explores how leading thinkers redefined the relationship between reason and emotion. During the 1950s and 1960s, the cognitive revolution portrayed the mind as a logical and systematic information processor. Yet even at the height of this rationalist view, researchers began to question whether thought could exist apart from emotion. They discovered that feeling was not an obstacle to reason but an essential element of how people think, decide, and create. Within this changing perspective, H. Simon’s concept of bounded rationality showed that emotion helps guide decision-making when information and time are limited. G. Miller and U. Neisser demonstrated that cognition depends on meaning and experience, revealing the mind as more than a mechanical system. S. Tomkins’s Affect Theory and P. Ekman’s studies of facial expressions further established that emotion is biological, motivational, and communicative – the foundation of human connection and empathy. Later, H. Gardner’s theory of multiple intelligences recognized intrapersonal and interpersonal understanding as distinct yet vital forms of intelligence. Together, these developments transformed psychology into a more integrated science of mind and emotion, preparing the conceptual ground for emotional intelligence as a unified model of cognition and affect. The study argues that emotional intelligence did not emerge abruptly but evolved through decades of work aimed at integrating cognition, emotion, and social understanding. It represents psychology’s enduring effort to view intelligence not only as the ability to reason but also as the capacity to feel, to understand others, and to act with empathy.

PSYCHOLOGICAL ASPECTS OF INTERPERSONAL TRUST IN THE THERAPIST–CLIENT SYSTEM

2026-03-03T16:07:06+02:00

The article examines the psychological phenomenon of interpersonal trust and analyzes its specificity within the “psychotherapist–client” system. The relevance of the study has been determined by the fact that the effectiveness of the psychotherapeutic process largely depends on the therapist’s ability to establish interpersonal trust, which requires a high level of professional awareness, empathy, emotional stability, and the capacity to create a safe space for the client, ensuring openness, support, and deep engagement in therapy. It has been identified that interpersonal trust performs a key regulatory function in human interaction, facilitating openness, reducing psychological barriers, and creating conditions for constructive relationships. It has been clarified that the formation of trust as a psychological state is influenced by a combination of factors: personal beliefs, emotional reactions, individual and hereditary experience, adaptive capacities, and the level of intellectual development. The structure of interpersonal trust has been described in three interrelated aspects – cognitive, behavioral, and affective. It has been established that in the professional activity of psychologists and psychotherapists, trust acquires particular significance, as it determines the client’s readiness for self-disclosure, acceptance of recommendations, and engagement in potentially risky situations. It has been shown that authentic therapeutic contact serves as a fundamental condition for effective psychotherapy, promotes the reinterpretation of experience and integration of new meanings, and contributes to the formation of the client’s personal and social identity. The factors influencing the establishment of a trustful interaction have been outlined: the significance of the information disclosed by the client, the sense of psychological safety, therapist empathy, and the absence of manipulative influence. Special attention has been paid to the Gestalt therapeutic approach, in which trust is considered a prerequisite for authentic “here-and-now” encounters and a central mechanism for positive change. It has been emphasized that an insufficient level of trust may lead to the formalization of the therapeutic process and reduce its effectiveness.

TRANSFORMATION OF PRESCHOOL CHILDREN’S PLAY IN THE TIME DIMENSION OF THE WAR IN UKRAINE

2026-03-03T16:33:10+02:00

The article analyzes the results of a study of the dynamics of preschool children’s play (its content and procedural characteristics) in the conditions of war in Ukraine. It is noted that the full-scale armed aggression of the russian federation significantly changed the play of Ukrainian preschool children compared to the pre-war period, which is manifested in: the dominance of various plots of military actions in the content of the play and the playing of new roles by children, caused by the new military reality; the active use of toy weapons and toys-substitutes for modern weapons by children; the modernization of traditional children’s play based on military plots; a general reduction in play time; children’s refusal of noisy, motor play in favor of quiet, sedentary play alone; children’s emotional arousal in the play process; a significant replacement of object play with electronic (digital) games, etc. A comparative analysis of the features of preschool children’s play activities based on the results of observations by educators in different years of the war showed the existing dynamics in its plots: a significant decrease in children’s play activities on military plots (playing soldiers, playing with military equipment, playing with military weapons, military bases) and a significant increase in play with non-military themes (play based on cartoon plots, play based on peaceful plots) was found. However, no significant changes were found in the frequency of children’s play activities on such topics as air raids, staying in shelters, as well as play in missile and drone attacks and air defense. The specified topic remains stable due to the relevant life experience of children from the beginning of the full-scale war to the present. The obtained research results make it possible to trace the features of the play activities of preschool children during different phases of the war in Ukraine, to identify the dynamics of storylines and characteristic features of the reflection in the play of traumatic events experienced by young and adult Ukrainians, which is extremely important for finding effective tools to support their well-being.

THE IMPACT OF COLLECTIVE TRAUMA ON THE PSYCHO-EMOTIONAL STATES OF ADOLESCENT BOYS IN CONDITIONS OF WAR

2026-03-03T16:43:23+02:00

The article presents a theoretical analysis of the essence of collective trauma as a multidimensional category, based on a conceptual–categorical analysis combined with general scientific research methods. A historical overview of the development of collective trauma studies in foreign and Ukrainian psychology is provided. Current research on the role of collective trauma in shaping group identity and strengthening the consolidation of Ukrainian society is analyzed. Significant manifestations and factors influencing the experience of collective trauma are highlighted. Among the key mechanisms underlying collective trauma, the essence of transgenerational transmission of traumatic experience is revealed. Various levels of experiencing collective trauma are examined. The article summarizes findings from contemporary Ukrainian and Western studies focused on analyzing the destructive effects of collective trauma on both its direct participants and those indirectly exposed to it. The authors review the scholarly contributions of Ukrainian researchers who emphasize the high risk of psycho-emotional disorders in children caused by prolonged traumatic events, information overload, a disrupted sense of safety, and uncertainty about the future. Particular attention is given to the specific mechanisms through which collective trauma affects the psyche of adolescent boys, including secondary traumatization, transgenerational transmission of trauma, emotional involvement in wartime events, and the impact of visual content that intensifies emotional reactions. Based on the synthesis of scientific sources, the typical psycho-emotional states of boys in wartime conditions are outlined: increased anxiety, depressive symptoms, aggressiveness, tension, rigidity, tendency toward social isolation, and reduced motivation for learning. It is shown that experiencing collective trauma negatively affects emotional regulation, interpersonal interactions, somatic health, and the processes of personal development. The results of an empirical study aimed at examining the psycho-emotional states of adolescent boys during wartime are presented. It is demonstrated that their emotional well-being deteriorates with increasing anxiety, rigidity, frustration, and aggressiveness. The article emphasizes the need to develop comprehensive programs of psychological and psychosocial support for children as the most vulnerable population group in wartime.

ADAPTATION OF THE UKRAINIAN VERSION OF THE SELF-DECEPTION QUESTIONNAIRE (SDQ). RESULTS OF THE PSYCHOMETRIC ANALYSIS OF THE SDQ

2026-03-04T09:45:34+02:00

The problem of self-deception is a key issue in the study of psychological mechanisms through which an individual distorts information about themselves. The Self-Deception Questionnaire (SDQ), developed by H. A. Sackeim and R. C. Gur in 1978–1979, is used to identify unconscious tendencies to distort information in order to maintain a positive self-image. The SDQ consists of 20 statements covering sensitive aspects of experience. The internal structure of the SDQ includes five subscales: “Sexuality, sexual conflicts”, “Repression of aggression, anxiety, guilt”, “Body, stigma, impulsive/destructive thoughts”, “Self-esteem, self-image, need for approval”, and “Relationships with parents, hidden aggression”. These correspond to major areas of unconscious distortion of self-information. The purpose of this study is the linguistic adaptation of the SDQ into Ukrainian and the verification of its psychometric properties on a Ukrainian sample. The adaptation included translation, back-translation, expert assessment of validity, and pilot testing on 30 volunteers. The main study was conducted on 270 students (ages 19–46). Item discrimination was assessed (r = 0.28–0.55), internal consistency (Cronbach’s alpha = 0.62–0.82), test-retest reliability (r = 0.70 –0.82, n = 234), and factor structure (5 factors explaining 68 % of variance). Each item corresponded theoretically to its assigned scale. Convergent validity was confirmed by correlations with theoretically related constructs (social desirability, self-esteem, anxiety, depression). All hypotheses (100 %) were confirmed, significantly exceeding the 75 % criterion. The results showed that the Ukrainian version of the SDQ is a reliable and valid tool for research and practice. The adapted SDQ (Ukrainian version of the Self-Deception Questionnaire, SDQ) can be successfully applied in the Ukrainian context for research purposes to study personality mechanisms of self-defense, levels of self-criticism, and self-knowledge. It is also practical in psychological diagnostics for detecting unconscious distortions of self-image and assessing the dynamics of personality changes.

SUPPORT AND PRESERVATION OF THE PSYCHOLOGICAL HEALTH OF PEDAGOGICAL WORKERS UNDER MODERN SOCIAL TRANSFORMATIONS

2026-03-04T09:51:51+02:00

The article summarizes and systematizes scientific perspectives on understanding the concept of psychological health of pedagogical workers in the context of modern social transformations. It analyzes the key psychological states that influence educators’ psycho-emotional well-being during periods of intensive societal change, wartime challenges, the digitalization of education, and increasing professional workload. The content of the concept “psychological health of a pedagogical worker” is clarified as an integral indicator of their emotional resilience, capacity for self-regulation, effective professional functioning, and constructive interaction with participants in the educational process. The main structural components of psychological well-being–cognitive, emotional, behavioral, and socio-communicative–are described as those determining a teacher’s ability to adapt to change, cope with stressful situations, and maintain internal resources. Special attention is devoted to analyzing manifestations of anxiety, frustration, aggressiveness, and rigidity, which serve as indicators of potential risks to teachers’ psychological health. Using the psychological assessment method “Self-Evaluation of Anxiety States” by H. Eysenck, it is confirmed that social transformational processes intensify the psychological burden on educators and create a need to expand systems of professional support and implement preventive measures in psychological hygiene. Effective psychological strategies for maintaining and strengthening mental well-being are identified, including the development of emotional intelligence, the formation of resilience, support for a positive psychological climate, enhancement of personal resources, and the implementation of psychological support programs both at the national level and through the effective functioning of psychological services within the educational system. The article argues that supporting the psychological health of pedagogical workers is a necessary precondition for the sustainable development of the education system during periods of social change and a key determinant of effective professional activity.

PSYCHOLOGICAL CORRECTION OF PERSONALITY ANXIETY DISORDERS IN A SITUATION OF UNCERTAINTY

2026-03-04T09:55:59+02:00

The article substantiates that prolonged uncertainty caused by war, forced migration, socio-economic instability, and critical societal changes serves as a powerful psychological stressor that significantly increases the risk of developing anxiety disorders. It is demonstrated that the emotional, cognitive, behavioral, and socio-psychological consequences of uncertainty are complex and manifest in heightened tension, generalized anxiety, depressive tendencies, social isolation, and a reduced overall quality of life. The article presents a theoretical analysis of the phenomenon of uncertainty and its role in the development of anxiety disorders, drawing on contemporary international and Ukrainian psychological concepts. It outlines the psychological mechanisms through which uncertainty intensifies anxiety, including cognitive distortions, negative forecasting, heightened internal danger monitoring, emotional instability, and low tolerance for ambiguous situations. The empirical part of the study aimed to identify the specific features of intolerance of uncertainty and the level of anxiety. The obtained data indicate that increased sensitivity to uncertainty is one of the key predictors of anxiety development. Based on theoretical conclusions and empirical findings, a comprehensive model of psychological correction for anxiety disorders is proposed. The program incorporates elements of positive psychotherapy, cognitive-behavioral approaches, mindfulness practices, and techniques for developing tolerance to uncertainty. It is shown that the implemented intervention program contributes to reducing anxiety levels, enhancing stress resilience, and improving emotional regulation. The materials of the article may be applied in psychological counseling, psychotherapy, and psychological prevention when working with individuals experiencing prolonged stress and uncertainty.

RESEARCH ON PSYCHOLOGICAL BARRIERS OF STUDE NTS WHEN INTERACTING WITH TEACHERS

2026-03-04T10:00:32+02:00

Based on theoretical analysis and generalization of the findings of domestic researchers on psychological barriers, as well as the experience of international scientists in studying obstacles in the interaction between teachers and students in the educational process, the article presents the results of an empirical study of psychological barriers that arise in the educational process of higher education institutions. It is noted that psychological barriers can destructively affect the effectiveness of interaction; cause negative experiences of fear, anxiety, guilt; reduce the effectiveness of higher education; and influence the formation of self-esteem, the process of self-realization, and personal growth. A student’s attitude toward studying a subject, the educational process at a higher education institution, and their future profession depends on their relationship with their teacher. During the study, a questionnaire was used to identify psychological barriers that arise in students when interacting with teachers: emotional, intellectual, value-motivational, age-related, behavioral, aesthetic, and physical barriers. It was found that most often students experience emotional barriers associated with the fear of making a mistake and the fear of the first meeting, while barriers associated with situations of humiliation, ridicule, and negative emotions on the part of the teacher were found in a small number of respondents. The students surveyed also experience intellectual barriers caused by the complexity of the educational material and the large amount of information, which may be related to a lack of systematic intellectual activity skills. Students rarely encounter physical, agerelated, motivational, value-related, or behavioral barriers on the part of teachers; only a small proportion (less than 20%) of respondents noted their presence. The least pronounced obstacle in the interaction of participants in the educational process is aesthetic barriers, which indicates the acceptance of the teacher’s appearance by both students and vice versa. Ways to overcome psychological barriers that are important in interaction for both the teacher and the student are proposed.

PSYCHOLOGICAL FACTORS OF SELF-EFFICACY AMONG UKRA INIAN WOMEN IN THE CONTEXT OF WAR

2026-03-04T10:05:05+02:00

The article focuses on the study of psychological factors influencing the general and professional self-efficacy of Ukrainian women in the context of real-life war. The relevance of the study is determined by the need to identify internal psychological resources that enable women to maintain their activity, adaptability, and faith in their own capabilities under extreme life circumstances. The study involved 90 women aged 20 to 52 representing various professional groups. A set of valid and reliable psychodiagnostic instruments was used to assess personality traits, resilience, locus of control, emotional background, life satisfaction, as well as indicators of general and professional self-efficacy. The method of multiple regression analysis was employed to identify the key factors influencing selfefficacy. It was found that women’s general self-efficacy under wartime conditions is largely determined by positive forms of thinking, an optimistic emotional background, an internal locus of control, openness to new experience, dominance, conscientiousness, intellectual effectiveness, positive self-attitude, well-being, and consistency between set and achieved goals. Sensitivity and an external locus of control act as negative predictors of general selfefficacy. Women’s professional self-efficacy is largely determined by the levels of resilience, independence, selfacceptance, interest in life, openness to new experience, dominance, conscientiousness, intellectual effectiveness, and consistency in life goals. Emotional instability and excessive flexibility have a negative impact on professional self-efficacy. The presence of common (basic) factors of both general and professional self-efficacy was revealed, including openness to new experience, dominance, conscientiousness, intellectual effectiveness, and goal consistency. At the same time, specific determinants of each type of self-efficacy were identified: emotional and value-based resources (faith, hope, optimism, positive emotional background) for general self-efficacy, and personal stability (resilience), autonomy, and life activity for professional self-efficacy. The obtained results deepen our scientific understanding of the psychological factors that maintain women’s self-efficacy under crisis conditions and have important practical implications for the development of psychological support programs aimed at enhancing stress resistance, professional adaptation, and psychological well-being among Ukrainian women in wartime.

A THEORETICAL MODEL OF STUDENT RESILIENCE

2026-03-04T10:08:48+02:00

Resilience, as the ability of individuals, groups or systems to adapt, recover and succeed in conditions of stress, uncertainty or change, is particularly relevant in today’s world. In scientific research, this term is increasingly used in the context of psychology, entrepreneurship, sociology and ecology, as it is a key soft skill, especially for today’s youth. Resilience is a key predictor of academic success, mental well-being and future professional effectiveness of higher education seekers. Despite a significant amount of research devoted to resilience in general, the existing scientific discourse reveals a significant shortage of specialised, contextualised theoretical models that would comprehensively explain the mechanisms of resilience specifically in the context of higher education. This article presents a theoretical model of student resilience that integrates dispositional personality resources, processual adaptation mechanisms, and socio-ecological moderators. The model draws on the cognitive appraisal theory of stress (Lazarus & Folkman), the conservation of resources framework (Hobfoll), and dynamic developmental perspectives (Masten, Bonanno). Central to the model is the appraisal of stressors as either threats or challenges, which determines the selection of coping strategies. Socio-ecological factors are conceptualized as contextual conditions that shape both the emergence of stressors and the effectiveness of adaptive responses. Special attention is given to the feedback mechanism, which operates in two distinct forms: (1) experience integration and growth following adaptive outcomes, and (2) reflective reevaluation with potential for either resource depletion or compensatory development following maladaptive outcomes. This structure enables researchers and practitioners to assess not only the fact of stress recovery but also the quality of its internalization and its implications for personal development. The model is methodologically flexible, context-sensitive, and suitable for operationalization in empirical studies, psychodiagnostic tools, and educational counseling.

SOCIO-PSYCHOLOGICAL FACTORS OF ADOLESCENTS’ RESILIENCE DEVELOPMENT IN THE CONTEXT OF WAR

2026-03-04T10:17:33+02:00

The article presents a theoretical and empirical study of the socio-psychological factors influencing the development of resilience in adolescents under martial law conditions. Resilience is viewed as a key psychological characteristic that ensures the preservation and restoration of an individual’s mental health when exposed to extreme stressors such as war. The article analyzes current scientific approaches to defining the concept of «resilience», emphasizing its multidimensional nature in the context of psychological stability, adaptive potential, and the capacity to constructively overcome crisis life situations. Particular attention is given to the age-specific features of adolescents’ psychosocial development, as this period is marked by heightened sensitivity to external influences, the active formation of personal identity, and the development of a value system. Under the crisis conditions of war, these processes undergo additional strain, necessitating scientific examination of factors that may either facilitate or hinder the development of resilience. Within the framework of the empirical research, the influence of such sociopsychological factors as family support, social environment cohesion, emotional safety, social inclusion, presence of significant adults in adolescents’ lives, and engagement in educational and civic initiatives was analyzed. The study involved adolescents from various regions of Ukraine, including areas directly affected by hostilities. The findings confirmed the importance of the social context as a factor that can either enhance or reduce manifestations of resilience in adolescence. The article provides concise practical recommendations for specialists working with adolescents in crisis conditions, including the development of self-regulation skills, support for a positive selfimage, creation of a safe environment, and strengthening of social bonds. The importance of systemic interaction among all participants in the social environment in fostering resilience is emphasized.

FAMILY EMOTIONAL CLIMATE AS A FACTOR IN THE FORMATION OF SANOGENIC THINKING IN ADOLESCENCE

2026-03-04T10:21:03+02:00

The article provides a theoretical overview of the role of the family emotional climate in the formation of sanogenic thinking in adolescence, especially in the context of modern challenges, such as war and crisis situations. The relevance of the topic is substantiated, drawing attention to the fact that the mental health of young people requires the development of adaptation mechanisms, in particular sanogenic thinking – a system of beliefs and strategies aimed at maintaining mental balance and overcoming difficulties. Sanogenic thinking is considered as an integrated system of cognitive, reflective, emotional-regulatory, value-motivational and socio-communicative components that provide the individual’s ability to constructively rethink experience, self-regulation and personal growth. Special attention is paid to the analysis of factors influencing the development of this type of thinking, including social security, productive interactions and a sense of social significance. It is proven that the family emotional climate is a key context in which the mentioned factors are most fully realized. A supportive, trusting and safe atmosphere in the family promotes the activation of sanogenic thinking, while conflicting, cold or disorganized relationships can inhibit its development and cause the formation of unproductive cognitive schemes. A review of scientific positions on the study of sanogenic thinking and family emotional climate was carried out, which emphasized that sanogenic thinking is a holistic cognitive-emotional system aimed at preserving and strengthening mental and physical health through a conscious assessment of stressful situations and the choice of adaptive behavioral strategies. Its development is closely related to the emotional climate of the family: a supportive, warm and trusting atmosphere contributes to the formation of constructive attitudes, self-regulation and resistance to stress, while a conflicting or emotionally cold climate can limit the development of sanogenic strategies. The conclusions emphasize that a favorable family climate creates the necessary conditions for the formation of a psychologically stable, self-organized and viable personality, capable of effectively resisting stressful influences and maintaining internal balance.

THE DEVELOPMENT OF HARDINESS AND ADAPTIVE POTENTIAL IN RELIGIOUS INDIVIDUALS UNDER CRISIS CONDITIONS: THE EXPERIENCE OF IMPLEMENTING AN INTEGRATIVE PSYCHOCORRECTIONAL PROGRAM

2026-03-04T10:24:10+02:00

The article presents the results of a formative experiment aimed at empirically verifying the effectiveness of the Program for the Harmonization of Psychological Health among members of Protestant communities in Ukraine. The experiment was designed according to the classical two-group randomized plan with pre- and post-testing, involving 264 respondents – representatives of evangelical churches in Odesa and Mykolaiv. The Program lasted two months and included two spiritual-psychological retreats combined with subsequent individual and group support. Diagnostic assessments were conducted based on indicators of behavioral regulation, communicative potential, suicidal risk, and resilience, using the Mann–Whitney U test to determine the statistical significance of the results. Statistically significant positive changes were identified across all key parameters of adaptability among participants in the experimental group: an increase in behavioral regulation (U = 10640.0; p < 0.01), enhancement of communicative potential (U = 11902.0; p < 0.01), a reduction in suicidal risk (U = 5841.0; p < 0.01), and growth in resilience levels (U = 10767.5; p < 0.01). These findings confirm the effectiveness of the author’s Program as an integrative psychocorrective mechanism that promotes internal harmony, activates self-regulatory resources, and strengthens psychological stability under conditions of social transformation. It is concluded that the Program can be considered an innovative tool for psychological support and rehabilitation of religious communities, contributing to the enhancement of psychological health during wartime and post-war recovery in Ukrainian society.

PSYCHOLOGICAL SUPPORT DURING THE TRANSITION FROM WAR: INTERPRETING ERIC BERNE’S EARLY IDEAS IN THE CONTEMPORARY UKRAINIAN CONTEXT

2026-03-04T10:28:27+02:00

This article analyzes Eric Berne’s public text “When Johnny Comes Marching (Nervously) Home” as an early source of psychotherapeutic and psychosocial principles for supporting service members returning from war. The study focuses on Berne’s conceptualization of readjustment not merely as an individual process, but primarily as a social one, dependent on the reactions of others, the readiness of the community to receive returning soldiers, and shifts in cultural expectations regarding their emotional responses. A content analysis of the text highlights several ideas that later became foundational for transactional analysis: a non-pathologizing stance, the importance of supportive transactions, respect for autonomy, and the “I’m OK – You’re OK” position. The article demonstrates that as early as the 1940s Berne emphasized the role of family, community, and social norms in facilitating the transition back to civilian life. A comparison with contemporary Ukrainian and international research shows that Berne’s principles align with modern trauma-informed approaches and multidimensional models of reintegration. The article argues that Berne’s insights are especially relevant for Ukraine, where many returning service members encounter environments marked by high expectations and contradictory societal narratives. His ideas help reconceptualize the societal role in veteran support and form a basis for systemic approaches that integrate psychological assistance with the development of empathetic and informed communities. The analysis underscores the value of historical sources for shaping modern strategies of psychological support for veterans and opens avenues for further investigation into the social and psychological mechanisms underlying their reintegration.

THE PECULIARITIES OF KNOWING THE SUBJECT’S PSYCHE IN ITS PRALOGICAL ESSENCE

2026-03-04T10:31:07+02:00

The article reveals the prelogical essence of the psyche, which is marked by the absence of contradictions, in contrast to logical thinking. Attention is focused on the archaic heritage of the psyche, which serves as the basic carrier of the prelogical regularities of its functioning. In the empirical part of the article, an analysis is carried out of the manifestations of prelogical thinking inherent in the modern human being, outside their awareness. Prelogical thinking becomes “observable” under conditions of visualisation of the psyche, which is realised through the semantic-drawing self-presentation of participants in the psychocorrective process. The disclosure of the semantic parameters of “prelogicality” requires the psychoanalytic elaboration of thematic psychodrawings, which this article presents. Prelogical thinking is capable of becoming actualised in a situation of objectification of the psyche and subsequent analytic-dialogical analysis performed with consideration of the mechanism of participation. Psychoanalytic analysis shows that prelogical thinking, as the initial form of comprehending experience, determines the way the subject experiences their inner world, where contradictions are not perceived as dissonance but appear as a “norm” of the primary organisation of the psyche. It is precisely as a result of such prelogical assimilation of experience that deep semantic matrices are formed, which contribute to the fixation of an internal conflict. Later, contradictions function as a hidden regulator of behaviour, preventing the logical comprehension of one’s own psychic reality. It is stated that prelogical thinking, in its deep structure, not only determines the mode of functioning of the psyche at the unconscious level but also forms the basis for the emergence of internal contradictions which, once stabilised, determine personal difficulties and destructure the logical components of thinking within the socioperceptive continuum. The role of the mechanism of participation is clarified as a means of objectifying meaning, which is set by the objectification of the psyche and by describing the semantic structure of prelogical thinking in the dynamics of the ASPP psychocorrective process.