TRAUMA-INFORMED MEDICAL EDUCATION: THE STRUCTURE OF TEACHER READINESS FOR INTERACTION WITH STUDENT VETERANS
DOI:
https://doi.org/10.11603/m.2414-5998.2025.2.15482Keywords:
teacher readiness; academic interaction; war veterans; social adaptation; PTSD.Abstract
Abstract. The article presents an interdisciplinary model for developing university teachers’ readiness – particularly in medical institutions – for academic interaction with war veterans pursuing higher education. The authors emphasize the role of education as a tool for the psychosocial reintegration of veterans. The issue has not been sufficiently explored by Ukrainian scholars, despite its high relevance. At the same time, the topics of social rehabilitation through education and teacher training have been actively studied abroad. The article demonstrates that university teachers require specific training for academic interaction with war veterans. This training should include practical and seminar sessions, lectures, independent study, observation, practical situation simulations, training exercises, and individual sesions with a psychologist to foster such readiness. Considering the psycho-emotional characteristics of demobilized students, the article justifies the inclusion of a clinical-psychological component, elements of trauma-informed communication, mechanisms of psychological prevention, and supervisory support in the structure of teachers’ training. The article identifies the following components of teacher readiness for academic interaction with war veterans: motivational, cognitive, organizational and operational, emotionalregulatory, control and corrective, and personal. The paper concludes that while the cognitive (knowledge of methods of interaction with veterans), operational (skills in interacting with veterans and recognizing their needs), and control-corrective (skills in self-monitoring and self-correction) components can be developed through traditional pedagogical means, three components require psychological intervention: motivational (presence of internal motivation for interaction, absence of resistance), emotional-regulatory (moderate emotional reactivity, high level of emotional self-control and regulation), and personal (absence of intrapersonal conflicts or psychological trauma, socially healthy and conscious stance in interaction). The article highlights the need to create targeted professional development programs for teachers working with students who have combat experience, with the involvement of psychologists, teaching methodologists, and experts in medical and postwar rehabilitation.
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