- Музика, О. Л. (orcid.org/0000-0001-9808-6727), Музика, О.О. (orcid.org/0000-0002-3062-1989), Ставицька, Світлана (orcid.org/0000-0003-0800-0876) and Никончук, Н. О. (orcid.org/0000-0002-2152-8790) (2026) War and changes in my life: psychological analysis of the results of interviews with gifted pupils and students Interdisciplinary Studies of Complex Systems (28). pp. 177-193. ISSN 2307-4515
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Abstract
The article analyzes the perception of gifted high school students and students regarding changes in psychological health, social interaction, and self-development planning caused by the full-scale Russian aggression against Ukraine. The study was based on the premise that a complex life situation for gifted individuals is a combination of objective and subjective factors that are perceived as fundamentally hindering the realization of life projects and requiring the mobilization of personal resources to correct the directions of self-development. The study used the author's methodology – a structured interview «War and Changes in My Life». The research was conducted in the form of essay writing. The results of the analysis were illustrated by excerpts from the essays of the respondents. It was found that the psychological health of gifted students is destructively affected by two groups of traumatic reactions to military actions. Strong stress reactions that occurred in the first hours and days of the war are situationally actualized during air raid alerts and shelling. Reactions caused by distress are constantly acting factors in reducing the overall life tone and focus on self-development. In the conditions of long-term hostilities, significant changes occur in social relations. Communication is mostly limited to family members and close friends, within whom mutual support is provided. At the same time, there are value differences between gifted people and others, which become deep and often unconscious causes of conflicts. While the majority is focused on survival in the current situation, self-development based on long-term life projects remains a priority value for the gifted. As a result of the war's influence, the life projects of gifted high school students and students have changed. Most of the respondents maintained a focus on the development of giftedness, and their life projects became more specific, patriotically motivated, more variable, and therefore more realistic. Another part of high school students and students with signs of giftedness, under the stress of war and the influence of the environment focused on the values of survival, gradually abandon their life projects and lose their focus on the development of giftedness. The prospects of the research are seen in the study of the peculiarities of assertive interaction of gifted students with their contact environment, which would allow them to preserve and defend their own value autonomy and focus on self-development of giftedness.
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