PSYCHODIAGNOSTICS AND PSYCHOCORRECTION OF STUDENTS' EMOTIONAL STATES IN EXTREME SITUATIONS: A COMPREHENSIVE THEORETICAL AND PRACTICAL REVIEW
Keywords:
extreme situations, university students Uzbekistan, psychodiagnostics, psychocorrection, stress management, educational psychology, emotional stability, emergency psychological assistance, anxiety disorders, depression, mental health prevention, post-pandemic psychological impact, resilience in Central Asia, Avezov O.R. models, transactional stress theoryAbstract
This extensive review article provides an in-depth theoretical analysis of the psychodiagnostics and psychocorrection of emotional states among university students in Uzbekistan during extreme situations. These situations include intense academic pressure (examinations, sessions, thesis defenses), prolonged disruptions caused by the COVID-19 pandemic (extended closures, mandatory distance and hybrid learning), natural disasters (earthquakes, floods, mudflows), socio-economic crises, labor migration leading to family separation, and severe personal traumatic events. The review synthesizes foundational works by Uzbek scholars — especially the systematic models developed by Avezov O.R. (2021–2023) — alongside international theoretical frameworks, national empirical surveys (UNICEF, Ministry of Higher Education), and post-pandemic studies. Extreme conditions provoke acute and chronic emotional dysregulation: generalized anxiety (15–20% moderate-to-severe), depression (9–15%), chronic stress, emotional exhaustion, sleep disorders, motivational decline, and elevated long-term mental health risks. These disturbances significantly impair academic performance, social adaptation, and overall well-being, with particular vulnerability observed among female students, working students, and those affected by parental migration. Recommended psychodiagnostic instruments include the Spielberger–Khanin State-Trait Anxiety Inventory, Beck Depression Inventory-II, Lüscher Color Test, Taylor Manifest Anxiety Scale, Depression Anxiety Stress Scales (DASS-21), and supplementary projective and aggression assessments. Psychocorrection integrates autogenic training, cognitive-behavioral restructuring, visualization, breathing techniques, group psychoeducation, family-inclusive support, and institutional prevention programs. In the Uzbek context, protective factors such as collectivist values, intergenerational family solidarity, religious/spiritual coping, and national resilience traditions significantly buffer emotional distress. The article underscores the urgent need for systemic mental health infrastructure in higher education and serves as a comprehensive theoretical-methodological foundation for policy development and practice in Uzbekistan.
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