MAIN DEPARTMENT OF MORAL AND PSYCHOLOGICAL SUPPORT OF

THE ARMED FORCES OF UKRAINE

RESEARCH CENTER
FOR HUMANITARIAN ISSUES OF THE ARMED FORCES OF UKRAINE

ORGANIZATION OF PSYCHOLOGICAL TRAINING

IN THE ARMED FORCES OF UKRAINE
Training and Methodological Manual

Edited by the Chief of the Main Department of Moral and Psychological

Support of the Armed Forces of Ukraine,
Major General V. KLOCHKOV.

КYIV – 2023
UDК 159.96
N 50

Recommended for printing by the Scientific Council of the Research

Centre for Humanitarian Issues of the Armed Forces of Ukraine (Protocol No. 3
dated March 27, 2023).
Reviewer:

V.V. Stasiuk Doctor of Psychological Sciences, Professor, Honoured

Worker of Education of Ukraine, Professor of the
Department of Moral and Psychological Support of the
Armed Forces at the Ivan Cherniakhovskyi National
Defence University of Ukraine.
Authorship Team: Colonel I.V. Neminskyi, Colonel O.M. Lesiuk, Colonel
O.S. Kapinus, Colonel O.B. Roi, Colonel V.O. Oliynyk, Colonel
A.M. Romanyshyn, Captain 1st Rank A.O. Ursul, Colonel V.V. Veser,
Colonel V.V. Mozharivskyi, Lieutenant Colonel H.O. Pshenyshniuk,
Lieutenant Colonel T.B. Zaritskyi, Lieutenant Colonel S.I. Tsipoviaz,
Major L.A. Brodska, Major A.V. Sydorenko
Translation & Interpreting: Major Serhii MAHLOVANYI

"Organization of Psychological Training in the Armed Forces of Ukraine:

Training and Methodological Manual. Edited by Major General
V. Klochkov. – Kyiv: Research Centre for Humanitarian Issues of the
Armed Forces of Ukraine, 2023. – 325 p."
The training and methodological manual present the theoretical
foundations of psychological training, practical experience, and the
peculiarities of organizing psychological activities in the Armed Forces of
Ukraine.

This manual was developed by the Main Department of Moral and

Psychological Support of the Armed Forces of Ukraine in collaboration with
the Research Centre for Humanitarian Issues of the Armed Forces of Ukraine
and the National Academy of Land Forces named after Hetman Petro
Sahaidachnyi. It is edited by Major General V.V Klochkov.

This manual can be utilized in the practical work of unit commanders,

officers in the structure of moral and psychological support, psychologists,
NCOs, and cadets in higher military educational institutions as the primary
methodological material for preparing and conducting psychological training.

UDК 159.96
N 50
© The Research Centre for Humanitarian Issues of the Armed Forces of Ukraine, 2023

2
TABLE OF CONTENTS

TABLE OF CONTENTS................................................................................. 3

LIST OF ABBREVIATIONS ........................................................................... 7

FOREWORD.................................................................................................. 8

INTRODUCTION............................................................................................ 9

CHAPTER 1. GENERAL PROVISIONS ON THE ORGANIZATION OF

PSYCHOLOGICAL TRAINING IN THE ARMED FORCES OF UKRAINE .. 11

1.1. THE ESSENCE AND CONTENT OF PSYCHOLOGICAL TRAINING FOR

PERSONNEL IN THE ARMED FORCES OF UKRAINE.................................................... 11
1.2. THE AIM OF PSYCHOLOGICAL TRAINING FOR PERSONNEL .............................. 13
1.3. THE PRINCIPLES AND TASKS OF PSYCHOLOGICAL TRAINING FOR THE
PERSONNEL .................................................................................................................... 16
1.4. TYPES OF PSYCHOLOGICAL TRAINING FOR PERSONNEL ................................. 18
1.5. PSYCHOLOGICAL TRAINING METHODS ................................................................ 21
1.6. FORMS OF PSYCHOLOGICAL TRAINING OF PERSONNEL .................................. 28
1.7. METHODS AND MEANS OF PSYCHOLOGICAL TRAINING OF PERSONNEL ....... 29
1.8. METHODS OF SIMULATING PSYCHOLOGICAL FACTORS OF COMBAT ............. 31
1.9. TRAINING MATERIAL BASE FOR PSYCHOLOGICAL TRAINING SESSIONS ....... 36

CHAPTER 2. GENERAL PROVISIONS REGARDING LEADERSHIP,

PLANNING, AND ORGANIZATION OF PSYCHOLOGICAL TRAINING .... 37

2.1. LEADERSHIP IN PSYCHOLOGICAL TRAINING OF PERSONNEL.......................... 37

2.2. PLANNING OF PSYCHOLOGICAL TRAINING FOR PERSONNEL .......................... 38
2.3. PSYCHOLOGICAL TRAINING ORGANIZATION IN THE ARMED FORCES OF
UKRAINE .......................................................................................................................... 38
2.4. SAFETY MEASURES DURING PSYCHOLOGICAL TRAINING SESSIONS
(CLASSES) FOR PERSONNEL IN PSYCHOLOGICAL TRAINING ................................. 56

CHAPTER 3. ORGANIZATION OF PSYCHOLOGICAL TRAINING DURING

COMBAT TRAINING SESSIONS ................................................................ 58

3.1. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING TACTICAL (TACTICAL-

SPECIALIZED) TRAINING................................................................................................ 58
3.2. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING OTHER LESSONS ........ 67

3
3.2.1. FIREARM TRAINING .................................................................................................... 67
3.2.2. TECHNICAL TRAINING ................................................................................................. 71
3.2.3. RECONNAISSANCE TRAINING ...................................................................................... 73
3.2.4. ENGINEERING PREPARATION ...................................................................................... 77
3.2.5. TACTICAL MEDICINE ................................................................................................... 81
3.3. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING TRAINING IN
RADIATION, CHEMICAL, AND BIOLOGICAL PROTECTION ........................................ 83
3.4. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING DRIVING COMBAT
VEHICLES ........................................................................................................................ 85
3.5. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING COMMUNICATION
TRAINING......................................................................................................................... 87
3.6. PSYCHOLOGICAL TRAINING OF PERSONNEL FOR PROTECTION AGAINST
INCENDIARY SUBSTANCES .......................................................................................... 89
3.7. PSYCHOLOGICAL TRAINING OF PERSONNEL FOR DEFENSE AGAINST
MISSILE, AVIATION STRIKES, AND PRECISION WEAPONS ....................................... 91

CHAPTER 4. SPECIFICS OF ORGANIZING PSYCHOLOGICAL TRAINING

OF PERSONNEL IN DIFFERENT TYPES (BRANCHES) OF ARMED
FORCE ........................................................................................................ 93

4.1. SPECIFICS OF ORGANIZING PSYCHOLOGICAL TRAINING OF PERSONNEL IN

UNITS OF IN DIFFERENT TYPES (BRANCHES) ............................................................ 93
4.1.1. PSYCHOLOGICAL TRAINING OF LAND FORCES UNITS PERSONNEL .................................. 93
4.1.2. PSYCHOLOGICAL TRAINING OF AIR FORCE PERSONNEL .............................................. 101
4.1.3. PSYCHOLOGICAL TRAINING OF PERSONNEL IN THE NAVAL FORCES .............................. 110
4.2. SPECIAL FEATURES OF PSYCHOLOGICAL TRAINING FOR THE PERSONNEL OF
MILITARY BRANCHES AND SPECIAL FORCES: ........................................................ 119
4.2.1. PSYCHOLOGICAL TRAINING OF AIR ASSAULT FORCES ................................................. 119
4.2.2. PSYCHOLOGICAL TRAINING OF THE PERSONNEL OF SPECIAL OPERATIONS FORCES UNITS
........................................................................................................................................ 124
4.2.3. PSYCHOLOGICAL TRAINING OF PERSONNEL IN LOGISTICS FORCES .............................. 129
4.2.4. PSYCHOLOGICAL TRAINING OF PERSONNEL IN SUPPORT FORCES ................................ 130
4.2.5. PSYCHOLOGICAL TRAINING OF THE PERSONNEL OF COMMUNICATION AND CYBERSECURITY
UNITS ............................................................................................................................... 137
4.2.6. PSYCHOLOGICAL TRAINING OF MEDICAL FORCES PERSONNEL .................................... 140

CHAPTER 5. SELF-REGULATION AND DEVELOPMENT OF STRESS

RESILIENCE IN MILITARY PERSONNEL ................................................ 144

5.1. SELF-REGULATION OF THE BEHAVIOUR OF A SERVICEMAN DURING THE

TRAINING AND COMBAT OPERATIONS ..................................................................... 153
5.2. ANTI-STRESS TRAINING OF PERSONNEL FOR COMBAT OPERATIONS ......... 156
5.2.1. THE PROCEDURE FOR PROVIDING FIRST PSYCHOLOGICAL AID (SELF-HELP) ................... 164
5.2.2. METHOD OF CONTROLLED PSYCHOPHYSIOLOGICAL SELF-REGULATION, SYNCHRONIZED
GYMNASTICS "KEY" BY KHASAI ALIYEV ................................................................................ 168
5.2.3 TECHNIQUE FOR NORMALIZING BREATHING AND MASSAGING ACTIVE POINTS ................... 171

4
5.2.4 GENERAL RULES FOR PROVIDING PSYCHOLOGICAL ASSISTANCE TO A FELLOW SOLDIER ... 173
5.2.5. MEMO FOR MILITARY PERSONNEL IN THE COMBAT ZONE AND DURING THE RECOVERY
PERIOD:............................................................................................................................. 174

GLOSSARY ............................................................................................... 176

LIST OF USED LITERATURE (SOURCES) .............................................. 181

APPENDICES ............................................................................................ 183

APPENDIX А. – EXCERPT FROM THE PROGRAM OF BASIC MILITARY TRAINING ТP 7-00(03).01(FOR

THE PREPARATION OF MOBILIZATION RESOURCES) ................................................................ 183

APPENDIX А.1 – REFERENCE MATERIAL FOR TOPIC 1. TECHNIQUES OF MENTAL SELF-

REGULATION. FIRST PSYCHOLOGICAL AID AND SELF-HELP. .................................................. 184
APPENDIX А.2. – CONDITIONS AND PROCEDURE FOR ACTIONS IN THE SPECIAL OBSTACLE COURSE
........................................................................................................................................ 213
APPENDIX А.3 – ALGORITHM OF ACTIONS OF THE INSTRUCTOR AND SERVICEMEN DURING THE
PRACTICAL LESSON "FORMATION OF PSYCHOLOGICAL CONFIDENCE OF SERVICEMEN IN THEIR
ACTIONS TO DESTROY ENEMY ARMORED VEHICLES"............................................................... 247
APPENDIX А.4. – SCHEME OF VULNERABLE POINTS OF ARMORED VEHICLES .......................... 249
APPENDIX A.6 – ALGORITHM OF ACTIONS OF THE TRAINER AND TRAINEES DURING THE PRACTICAL
TRAINING "PSYCHOLOGICAL SETTING OF THE PERSONNEL FOR SURVIVAL IN THE CONDITIONS OF
ENEMY USE OF ROCKET AND ARTILLERY WEAPONS" ............................................................... 254
APPENDIX A.7 – SCHEME OF THE PREPARED AREA EQUIPMENT FOR PSYCHOLOGICAL SETTING OF
THE PERSONNEL FOR SURVIVAL IN THE CONDITIONS OF ENEMY ROCKET AND ARTILLERY WEAPONS
USE ................................................................................................................................... 256
APPENDIX A.8 – RECOMMENDATIONS FOR THE FORMATION AND MAINTENANCE OF A STATE OF
PSYCHOLOGICAL READINESS OF SERVICEMEN FOR ACTIVE ACTIONS DURING AND AFTER ARTILLERY
SHELLING .......................................................................................................................... 257
APPENDIX A.9 – SIMULATION TOOLS, USED DURING PSYCHOLOGICAL TRAINING CLASSES
ACCORDING TO THE PROGRAM OF BASIC COMBINED ARMS TRAINING TP 7-00(03).01 ............ 258
APPENDIX A.10 – TACTICAL SITUATION (LEGEND OF THE LESSON) .......................................... 264
APPENDIX A.11 – THE OATH OF A WINNER .................................................................... 267
APPENDIX A.12 – THE OATH OF A SERVICEMAN OF THE AIRASSAULT FORCES OF
THE ARMED FORCES OF UKRAINE.............................................................................. 268
APPENDIX A.13 – THE OATH OF A MARINE .................................................................... 269
APPENDIX B – EXCERPT FROM THE PROGRAM OF THE COMBINED TRAINING
COURSE FOR UNIT COMMANDERS OF MECHANIZED, MOTORIZED, MOUNTAIN
ASSAULT, AIRBORNE ASSAULT, AIRMOBILE, AIRBORNE, AND MARINE UNITS TP 7-
01(40).03 ......................................................................................................................... 270
APPENDIX B.1 – ALGORITHM OF ACTIONS OF THE LEADER AND SERVICEMEN DURING THE TRAINING
SESSION "PSYCHOLOGICAL SET-UP OF THE PERSONNEL BEFORE PERFORMING A TASK" ............ 293
APPENDIX B.2 – ALGORITHM OF ACTIONS OF A SECTION (CREW , SQUAD) COMMANDER TO PREVENT
THE NEGATIVE IMPACT OF THE FEAR OF DEATH ON MILITARY PERSONNEL DURING COMBAT
OPERATIONS ...................................................................................................................... 295

APPENDIX C – STANDARD SCHEME OF THE PSYCHOLOGICAL TRAINING COMPLEX

(PTC) ............................................................................................................................... 297
APPENDIX C.1 – STANDARD ELEMENTS OF THE TRAINING COMPLEX:....................................... 298

5
APPENDIX D – TYPICAL LAYOUT OF A PSYCHOLOGICAL TRAINING CLASS ........... 307
APPENDIX E – ASSESSMENT METHODS OF PSYCHOLOGICAL READINESS OF
MILITARY PERSONNEL ................................................................................................ 308
APPENDIX E.1 – EVALUATION CARD OF THE COURSE PERFORMANCE ON THE PSYCHOLOGICAL
TRAINING COMPLEX (PTC) ................................................................................................. 310
APPENDIX E.2 – VARIANT OF THE FINAL WRITTEN CONTROL OF SERVICEMEN ON THE TOPICS
COVERED IN STI 000A.22 .................................................................................................. 313
APPENDIX E.3 – VERSION OF THE QUESTIONNAIRE ON THE READINESS OF MILITARY PERSONNEL TO
PERFORM COMBAT MISSIONS .............................................................................................. 316
APPENDIX E.4 – METHODOLOGY FOR ASSESSING THE LEVEL OF PSYCHOLOGICAL RESILIENCE OF
MILITARY PERSONNEL (BY V. KLOCHKOV) ............................................................................ 318

STRONGLY DISAGREE ........................................................................................................ 319

DISAGREE......................................................................................................................... 319
DON'T KNOW ..................................................................................................................... 319
AGREE ............................................................................................................................. 319
STRONGLY AGREE ............................................................................................................. 319
APPENDIX F – BEHAVIOUROF A SERVICEMAN UNDER THE INFLUENCE OF STRESS
........................................................................................................................................ 324

FOR NOTES .............................................................................................. 325

6
LIST OF ABBREVIATIONs

AAR – After Action Review

MEMP – Military Educational Methodical Publications
HMEI – Higher Military Educational Institution
RM – Reference Material
RSG – Reconnaissance and Sabotage Group
WMD – Weapons of Mass Destruction
AFU – Armed Forces of Ukraine
LFC – Land Forces Command
MPS – Moral and Psychological Support
MPS – Moral and Psychological State
FPA – First Psychological Aid
PS – Psychological Support
PT – Psychological Training
PTSD – Post-Traumatic Stress Disorder
SOF – Special Operations Forces
NATO – North Atlantic Treaty Organization
SIPT – Situational-Image Psychoregulatory Training
ITC – Individual Training Standard
CTS – Collective Training Standard
TB – Tactical Publication

7
FOREWORD

This training and methodological manual presents contemporary

theoretical foundations of psychological training, practical experience in
organizing psychological training in the armies of leading countries worldwide,
as well as the specific aspects of organizing psychological training for combat
operations in the Armed Forces of Ukraine.

This training and methodological manual was developed by the Main

Department of Moral and Psychological Support of the Armed Forces of
Ukraine in collaboration with the Research Centre for Humanitarian Issues of
the Armed Forces of Ukraine and the National Academy of Ground Forces
named after Hetman Petro Sahaidachnyi. It is edited by Major General
Klochkov V.V.

This manual can be used in the practical work of unit commanders,

officers in the structure of moral and psychological support, psychologists,
sergeants, and cadets in higher military educational institutions as the primary
methodological material for preparing and conducting psychological training
sessions.

8
INTRODUCTION

Undoubtedly, the leading role in warfare belongs to the soldier. Their

combat morale, behaviour, and attitude towards military duty are extremely
important aspects. Servicemen must approach their own training
consciously, build psychological resilience, and acquire the skills
necessary for conducting combat operations in complex environments.

The peculiarities of actions during combat, especially during intense

enemy shelling and in the absence of rest, represent a severe test of the
physical and mental strength of servicemembers, their ability to actively
resist the effects of extreme, highly adverse conditions, and maintain the
will and determination to fulfil their assigned combat tasks. At the same
time, there is fierce competition among servicemembers in terms of goals,
motivations, beliefs, attitudes, will, and thoughts. Therefore, only personnel
who are psychologically prepared and resilient to the psychological effects
in stressful conditions are capable of withstanding them and effectively
carrying out their service and combat tasks.

This training and methodological manual cover the specifics of

organizing psychological training for personnel of command staff, military
units, and troops (forces), as well as relevant measures aimed at
developing the necessary knowledge, skills, and abilities that ensure their
psychological readiness for organized, active, and effective actions in
combat, resilience to the effects of combat stressors.

The foundation for building psychological resilience and readiness of

personnel that ensures a high level of stress tolerance and the ability to
maintain combat effectiveness in the presence of psychotraumatic factors
in modern combat is psychological training.

Only through commanders' recognition of the importance of the

human factor in achieving victory, continuous implementation of relevant
exercises for improving communication within the unit, self-regulation,
provision of first psychological aid, and their systematic repetition in all
practical training sessions on combat training for personnel, is it possible to
form psychological readiness for fulfilling assigned tasks.

The relevance of this publication is characterized by the integration of

unified approaches to the commander's work in conducting psychological
training of personnel during practical exercises in the combat training
system. The educational course on psychological training is organized by
unit commanders and conducted by psychological training instructors,
psychologists, and officers of moral and psychological support structures
who possess the necessary level of methodological and professional
9
training. Exercises on psychological training topics, which are considered
in conjunction with core subjects, are organized and conducted by unit
commanders, officers of moral and psychological support structures, and
prepared sergeants (master sergeants).

10
CHAPTER 1. GENERAL PROVISIONS ON THE ORGANIZATION
OF PSYCHOLOGICAL TRAINING IN THE ARMED FORCES OF
UKRAINE

1.1. THE ESSENCE AND CONTENT OF PSYCHOLOGICAL TRAINING

FOR PERSONNEL IN THE ARMED FORCES OF UKRAINE

The moral and psychological state of personnel, their ability to endure

physical and mental stress at the limit of their own body's resources, their
ability to overcome fear in combat, and maintain the will to win are dominant
characteristics of modern warfare. As numerous studies and combat
experience show, the enemy actively seeks to influence the moral and
psychological qualities of servicemembers, their psycho-physical condition,
morale, and combat readiness of the unit, which is a major factor in the
presence of numerous psychogenic losses.
The outcome of a battle will largely depend on which side has better-
formed moral and psychological attitudes that adequately meet the
requirements of modern warfare. This makes the activities of commanders,
officers in the structures of moral and psychological support, and staff in
organizing psychological training for combat actions, overcoming the negative
impact of combat stressors on personnel, highly relevant and practically
significant. Therefore, the question of not only considering the moral factor
but also the qualitative and comprehensive methodology of psychological
training of servicemembers for combat actions, taking into account the
experience of the Russian-Ukrainian war and NATO training standards,
becomes crucial.
Among the priority tasks in organizing moral and psychological support
for unit activities in emergency (extreme) situations are the organization of
psychological training, psychological assistance, and psychological
rehabilitation for servicemembers.
One of the main tasks of moral and psychological support in preparing
for participation in combat actions is the organization of psychological training
for personnel preparing to participate in armed conflicts and wars.
Psychological training of personnel is a comprehensive and
organized process aimed at developing psychological resilience and
psychological readiness for combat actions in servicemembers under
complex and hazardous conditions, in rapidly changing environments, during
prolonged psychological stress, and in overcoming difficulties associated with
fulfilling military duties in peacetime and wartime.
Psychological training is a direction within psychological support that is
implemented by developing in servicemembers the necessary knowledge,
skills, abilities, and cohesion of military teams. These factors ensure their
psychological readiness for organized, proactive, and active actions in
combat (operations), resilience to combat stressors, and negative

11
psychological factors.
The essence of psychological training lies in the formation of
psychological readiness and resilience; transforming combat factors into
familiar, routine, and expected ones (adaptation); equipping servicemembers
with the necessary knowledge to overcome psychological stress; and
developing the ability of personnel to quickly adapt to changing
circumstances.

Scheme 1.1. Psychological Training System in the Armed Forces of Ukraine.

In terms of content, psychological training is a system of measures

aimed at timely forming in servicemembers and military units enduring mental
qualities necessary for performing military-professional tasks. It is conducted
during the preparation phase of servicemembers and military units for combat
actions (task execution) (see Scheme 1.)
The object of psychological training is the servicemember
(consciousness), military teams (collective consciousness).
The subject of psychological training is commanders (chiefs), officers of
moral and psychological support, officers-psychologists (psychologists), the
teaching (instructor) staff of educational institutions (units, centres, cycle
commissions).

12
1.2. THE AIM OF PSYCHOLOGICAL TRAINING FOR PERSONNEL

The aim of psychological training is to develop psychological resilience

and psychological readiness in the personnel for combat actions (fulfilment of
assigned tasks) (see Scheme 1.2).
Psychological training of servicemembers for combat actions

AIM: To develop the psychological readiness and resilience of servicemembers for

combat.

Individual psychological training develops in

Collective psychological training fosters
servicemembers the psychological qualities
motivational factors for the joint execution
necessary for the execution of assigned
of tasks.
tasks.
Targeted psychological
Special psychological
General psychological training is carried out with
training is organized with the
training is conducted in the aim of maximizing the
mandatory consideration of
accordance with the adaptation of the
the main tasks assigned to
specific characteristics of psychophysiological
the military unit, unit of the
modern operations (combat functions of the body to the
respective branch or type of
actions). conditions of performing
armed forces.
future combat tasks.

Work Directions

Developed Qualities

POSITIVE PROFESSIONAL WILLPOWER

(diligence, patience, (ability to understand information, make (determination,
responsibility, loyalty, quick decisions, attention to detail, initiative,
honesty, confidence) coordinate motor skills of legs and arms, independence, will)
capacity for learning)

MORAL SPECIAL PROFESSIONAL NEGATIVE

(a set of voluntarily (endurance, physical strength, nervous (rudeness, aggression,
accepted rules of the system stability, analytical qualities, hatred)
Armed Forces of attentiveness, psychomotor skills,
Ukraine) professional memory)

RESULTS

Psychological readiness and resilience to combat actions

Scheme 1.2. Organization of psychological training in the Armed Forces of Ukraine.

13
 The formation of psychological resilience and readiness to cope with
the psychologically traumatizing factors of modern combat is one of the main
tasks of psychological training for personnel. The military profession falls into
the category of stressors. Even in everyday activities, there are many
stressors that can lead to the development of negative mental states.
Psychological resilience is developed in personnel in advance (before the
start of combat operations).
Psychological resilience is the ability of an individual to maintain the
necessary level of psychological readiness over a defined period in specific
circumstances and to quickly restore their psycho-emotional state after
extreme (crisis) situations.
The content of the psychological qualities being formed is closely
related to the nature of the difficulties that are overcome during the execution
of combat tasks.

These qualities that make up psychological resilience are achieved

through modelling during combat training under conditions that may occur
during combat activities. They characterize the degree of theoretical
knowledge of the servicemember and their practical readiness to overcome
various stressors in combat situations. It indicates their psychological
readiness for combat, for the first combat mission.
The ability of a servicemember to perform their tasks as they know how
(demonstrating combat skills) depends primarily on internal factors: their
beliefs, their ability to act effectively in situations of danger, suddenness,
uncertainty, time constraints, their emotional state at a given moment, their
health, and so on. The combination of all these factors is referred to as
14
"psychological readiness."
Psychological readiness of a servicemember for combat is one of the
main components of a unit's readiness for immediate combat actions. It
includes, firstly, the servicemember's awareness of their responsibility for the
fate of their homeland, relatives, and loved ones, self-confidence in
themselves, their comrades, combat equipment, and weapons. Secondly, it
involves the desire to fight, the aspiration to test oneself, overcome
weaknesses, and achieve victory over the enemy.
Psychological readiness is an interconnected system of motivational
factors, willpower resources, as well as professional competence and
resilience of the personnel, ensuring the implementation of their tasks.
The main indicators of a servicemember's psychological readiness for
combat include absence of confusion or withdrawal, vigilant and composed
behaviour, precise and error-free execution of orders and commands, and
normal physiological conditions (pulse rate, respiration rate, facial colour,
etc.).
There are three levels of psychological readiness for combat: low,
medium, and high.
A low level is characterized by a servicemember's lack of self-
confidence, a lack of desire for confrontation, indecisiveness, excessive
restlessness, or withdrawal. They may make mistakes when executing simple
commands.

For the medium level of psychological readiness, there is a combination

of self-confidence in oneself and others with insufficient willingness to
confront and take decisive actions. The servicemember may make slight
15
mistakes when executing commands, and their physiological state is close to
normal.
A high level of readiness is characterized by a strong desire to fight, the
absence of doubts, a willingness to test oneself, and a determination to
achieve victory over the enemy. At this level of psychological readiness, a
servicemember cannot stay for an extended period. Protective mechanisms
of the individual's psyche come into play.

1.3. THE PRINCIPLES AND TASKS OF PSYCHOLOGICAL TRAINING

FOR THE PERSONNEL

According to the Instruction on the Organization of Psychological

Training in the Armed Forces of Ukraine, approved by the order of the
Commander-in-Chief of the Armed Forces of Ukraine on October 23, 2020,
No. 173, psychological training is based on the following principles:
Correspondence of training goals and content to a list of specific tasks.
Patriotic orientation, the formation of negative attitudes towards the
enemy.
Scientific substantiation of the psychological training process.
Use of elements of psychological modelling during training to closely
replicate the conditions of real combat situations. This involves incorporating
elements of risk and danger during task execution to ensure the development
of necessary mental states in servicemembers;
The use of psychological training standards:
 Military Standard STI
000G(V).58A - Leadership Reaction
Range (Leadership Course),
approved by the Head of the Main
Department of Moral and
Psychological Support of the Armed
Forces of Ukraine on November 18,
2019, No. 140;
 Military Standard STI
101A.26V - Specialized Training
(Professional Training), approved by
the Head of the Main Department of
Moral and Psychological Support of
the Armed Forces of Ukraine on
December 4, 2019, No. 148;
 Military Standard STI
000G.22L - Psychological Training
(Training Course), approved by the
Centre for Operational Standards and
Training Methodology of the Armed
Forces of Ukraine in collaboration with the Main Department of Moral and
16
Psychological Support of the Armed Forces of Ukraine on January 10, 2019,
No. 8;
 Military Standard STI 000A.22A - Psychological Training (Individual
Training System), approved by the Head of the Main Department of Moral
and Psychological Support of the Armed Forces of Ukraine on March 21,
2019, No. 39.
 Military Standard STI 000G.22K.(I) - Psychological Training
(Training Course), approved by the Main Department of Moral and
Psychological Support of the Armed Forces of Ukraine on August 20, 2022,
No. 64.
 Military Standard STI 000G.22L.02 - Psychological Training
(Training Course), approved by the Main Department of Moral and
Psychological Support of the Armed Forces of Ukraine on September 7,
2022, No. 72;
Maximizing the approximation of training conditions to the real combat
situation, naturalizing the creation of combat conditions.
Systematic use of various forms and methods of psychological training
to develop specific professional abilities in servicemen according to training
standards for job performance.
Taking into account the features of both general and situational
(individual) psychological readiness of servicemen in the process of
psychological training.
Personalized approach to each individual undergoing training during the
preparation and conduct of sessions, fostering their ability to think creatively
and work independently.
Ensuring the safety of personnel actions.
The main directions of psychological training include:
Formation of motivational foundations for servicemen's combat
activities.
Informing personnel about training and combat tasks, methods, and
techniques for solving them.
Involving personnel in active practical actions during combat training in
conditions close to real combat.
The main tasks of psychological training are defined as follows:
Formation of psychological readiness and resilience in servicemen to
the psychologically traumatic factors of modern combat operations.
Creating psychological conditions for high combat activity among
personnel.
Building a strong combat spirit, psychological resilience, and physical
preparedness in personnel for performing assigned tasks.
Preparing servicemen for the execution of combat tasks.
Adapting servicemen to combat conditions, teaching them essential
self-defence methods.

17
 Instilling confidence in personnel regarding their abilities to accomplish
assigned tasks.
Preparing servicemen for actions in conditions of detachment from the
main forces.
Teaching personnel methods for preventing psychological trauma.
Acquiring skills in providing first psychological aid (self-help).

1.4. TYPES OF PSYCHOLOGICAL TRAINING FOR PERSONNEL

A type of psychological training is a defined set of goals, tasks, and

means of their solution in the existing conditions.
Depending on the objectives and the extent of coverage of the
personnel, there are distinctions between collective and individual
psychological training. Furthermore, considering the levels of implementation
and the content, psychological training can be categorized as general,
special, or targeted.
Collective psychological training is aimed at shaping and improving the
psychological qualities of servicemen necessary for the effective performance
of joint actions within military units, groups, or teams.
The objectives of collective psychological training include motivating
servicemen for collaborative task execution, developing necessary volitional
qualities, fostering psychological compatibility, and enhancing combat
effectiveness within units.
The implementation of collective psychological training objectives is

carried out during training exercises, drills (command and staff, mobilization,

18
tactical, tactical-special, aviation-tactical, naval, basic), sessions (theoretical,
practical, tactical-special, instructor-methodical), training assemblies, during
shooting and missile launches, conducting training and exercises in
conditions as close to combat as possible. This includes teaching them
techniques of psychological self-regulation, optimizing mental states,
methods of providing first psychological self-help and mutual aid, and survival
skills in extreme conditions.
Individual psychological training is conducted to develop the necessary
psychological qualities in servicemen for their tasks during peacetime and
special periods.
The objectives of individual psychological training include adapting the
psyche of servicemen to actions in conditions of extreme factors, forming a
combat psychological state, and instilling a clear inner commitment to
preparing for combat, along with general military training subjects conducted
during the course of training, assemblies, and sessions outlined by individual
training programs (lectures, seminars, practical and group sessions, group
exercises), as well as control measures.
General psychological training is a type of psychological training for
personnel, the purpose of which is to shape and improve the psychological
qualities that are common to all servicemen in accordance with the
requirements of modern combat actions. The material for planning lessons is
used in accordance with the psychological training standard.
The accomplishment of general psychological training objectives is
achieved through the formation of specific motivation in servicemen, directed
towards teaching them techniques of psychological self-regulation, alleviating
negative mental states, providing themselves and their fellow servicemen with
first psychological aid, survival skills in extreme conditions, cohesion,
coordination, increased social-psychological compatibility, and resilience of
military units.
Special psychological training is a type of psychological training for
personnel, the purpose of which is to develop specific military-professional
qualities in servicemen according to the type (branch) of the armed forces, to
cultivate high combat activity and psychological resilience, as well as to teach
behaviour skills in extreme conditions.
It is organized with mandatory consideration of the main tasks assigned
to the military unit, the relevant type or branch of the armed forces.
A significant portion of the tasks of special psychological training is
accomplished during shooting, missile launches, training, and exercises
conducted under conditions as close to combat as possible. This aims to
promote the development of servicemen's attention, memory, and their ability
to withstand stress specific to their particular type or branch of the armed
forces.
The themes of training sessions and reference materials are developed
by the respective branch or type of the Armed Forces of Ukraine, approved,
and provided to subordinate military units.
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 Targeted psychological training is a type of psychological training for
personnel conducted with the aim of maximizing the adaptation of
psychophysiological functions of the body to the conditions of performing a
future combat task. It also aims to cultivate a combat psychological state and
a clear internal focus on preparing for a specific battle. The themes of training
sessions for targeted psychological training are approved by the respective
commanders or chiefs responsible for organizing and carrying out operations
or combat tasks.
It is conducted in conjunction with tactical (tactical-special) training of
personnel and can be divided into several stages:
1st stage (before performing the combat task) – mobilization of
personnel for the execution of the (combat) task.
2nd stage (during the execution of the combat task) – prevention of
negative mental states, maintenance of combat readiness, initiative, and
motivation;
3rd stage (after the execution of the combat task) – relief of mental
tension, restoration of combat readiness, maintenance of alertness,
prevention of a state of relaxation.

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1.5. PSYCHOLOGICAL TRAINING METHODS

Psychological training methods are a systematic set of actions,

techniques, and ways to address specific tasks or achieve specific goals in
psychological training.
These methods can be categorized into:
verbal (persuasion, suggestion (auto-suggestion), psychological
counselling);
practical (psychological exercises and training, emergency situations
and stress management);
emotion and willpower regulation (self-persuasion, self-training, self-
management, self-encouragement).
Verbal methods
From the perspective of individual and group perception, understanding,
and retention in logical memory, verbal (linguistic) methods, including
persuasion, suggestion, and psychological counselling, play a significant role.
These methods are designed to induce desired changes in the psyche of
military personnel and the psychology of the collective, with the aim of
forming stable behavioural habits. Proficiency in using these methods can
benefit a unit commander who is skilled in verbal and written communication,
competent in issuing combat orders, and adept at convincing and demanding
compliance, instilling confidence, and providing psychological support to
those in need.
The persuasion method constitutes a comprehensive system of verbal
and visual influence that the unit commander exerts on the consciousness of
military personnel and the general opinion, which results in voluntary
compliance with orders and the transformation of these orders into motives
for the behaviour of military personnel. The psychological mechanism of
persuasion is closely linked to the worldview and will of the military personnel.
Persuasion directly influences the content of their motives and the formation
of attitudes. Conviction is the basis of such volitional qualities as courage,
determination, loyalty to ideals, and resilience, which help successfully
acquire the necessary skills and overcome the challenges of the combat
situation.
Key conditions for effective persuasion, which a unit commander should
adhere to, include personal conviction and genuine enthusiasm for their
cause, a wide range of knowledge, consideration of individual characteristics
of individual military personnel and the psychology of the collective, the ability
to establish trust and rapport, clarity and simplicity in communication, realism
and truthfulness, sincerity and optimism, the ability to explain, clarify, and
refute, as well as patience, tolerance, and pedagogical tact, and emotional
commitment.
The goal of the suggestion method, which is combined with persuasion
and explanation, is to activate hidden reserves of the human psyche and
shape attitudes of correct behaviour and socio-ethical orientation. Verbal
21
suggestion can take the form of motivated, directive, and negative
suggestion.
Psychological counselling is one of the most important methods of
psychological training and assistance that helps alleviate mental tension
within the collective and in the behaviour of individual military personnel, and
facilitates the search for optimal behaviour models in critical situations.
Psychological counselling, through a specially organized process of
communication, fosters an understanding of the situation by military
personnel, an analysis of its causes, and the mobilization of additional mental
resources to overcome it.

Addressing psychological issues that arise during the training of

personnel requires a commander to have a special mindset and adhere to a
set of requirements:
1. Creating an atmosphere of mutual understanding between the
commander and the subordinate. The unit commander should convince the
servicemember that they want to help and genuinely care. This is achieved
through a skilful approach, establishing a contact that reflects the
commander's interest rather than indifference towards the individual.
2. Providing an environment where a soldier can comfortably discuss
the issues that concern them.
3. Setting the tone for reassurance. Considering emotional distress
or ineffectiveness in the servicemember, the commander aims to help them
re-evaluate the stressful situation.
4. Assessment. When posing questions to the servicemember, the
commander should understand the root cause of the issue bothering them.
22
 5. Informing. Based on the assessment results, the commander
assists the servicemember in defining the situation they are in.
6. Goal setting. Together with the subordinate, the unit commander
explores behavioural options for the situation at hand, but the final choice
remains with the servicemember themselves.
7. Reinforcing the psychological commitment to implementing the
decision made. This can be achieved through persuasion or suggestion,
depending on the individual's personality type.
Practical Methods
Unit commanders often prepare soldiers as specialists in skills such as
marksmanship, operating combat equipment, and working with controls, but
they may not always develop qualities like courage, bravery, self-control, and
resilience that are necessary for combat situations. During training and live-
fire exercises, tactical tasks, group exercises, shooting rules, and other
training components should always be connected to the goal of Psychological
training for servicemembers.
In the process of combat training, the unit commander is obligated to
create a comprehensive set of practical methods for simulating psychological
factors in combat. This includes methods of psychological exercises and
training, emergency situations, and stress actions.
Psychological exercises and training consist of a series of repeated,
progressively more complex actions with the aim of shaping the necessary
personal qualities in servicemembers and increasing the psychological
reliability of the unit.
These include:
exercises and training on special simulators, simulators, training stands.
computer games.
exercises to overcome special obstacle courses, engineering barriers,
blockages, water obstacles, etc.
special sports games and competitions.
psychological exercises for the development of cognitive, emotional,
and volitional qualities.
socio-psychological training, role-playing games, practical exercises for
team cohesion, forming their psychological compatibility and harmony.
When planning the implementation of psychological exercises and
training, the unit commander should consider the following conditions:
psychological warm-up of the personnel is provided before the training.
psychological exercises and training should be replaced with new ones
once or twice a week.
before starting the training, the unit commander informs subordinates
about its intensity and duration.
participants in the training gain both individual and group skills, and the
time allocated for individual exercises and interaction with other
servicemembers should be balanced.
various types of exercises that develop specific or a combination of
23
personal qualities are applied during the training.
exercises gradually become more complex, ultimately simulating a
combat situation.
exercises are designed with consideration for competitive and gaming
activities.
various forms of rewards and punishments are reasonably and timely
applied during the training.
at the end of the training, a general developmental load is provided, and
a summary is given, highlighting mistakes and achievements of
servicemembers.
The commander of a unit is obliged to adhere to rules aimed at
achieving efficiency and quality in psychological exercises and training:
1. Each squad, crew, calculation, or platoon of servicemembers
should have its own most effective exercises and training.
2. Before conducting exercises, the unit commander establishes a
psychological attitude, fosters interest in the training, explains what qualities
and skills will be developed in servicemembers, and outlines which erroneous
actions should not be allowed.
3. The unit commander should demonstrate new exercises with the
help of the most prepared servicemembers and squads, instilling confidence
in the collective that all exercises can be performed.

4. During training, the unit commander is responsible for ensuring a

positive morale and psychological climate, developing servicemembers'

24
activity and independence, caution, and courage.
The method of emergency situations is a set of techniques and tools
that simulate the actions of a unit and individual military specialists in complex
conditions (equipment and weapon malfunctions, communication and power
supply failures, accidents, and potential accident scenarios, etc.).
Simulating emergencies is done using technical and physical devices,
as well as simulation equipment. This allows for envisioning any real situation
and determining optimal courses of action for individual servicemembers and
the entire unit.
One simple form of emergency situation simulation involves creating
obstacles or imitating various malfunctions (e.g., weapon malfunction,
guidance device failure, electrical system short-circuit, etc.).
The method of emergency situations can be implemented through
algorithms based on instructions, guidelines, analysis of erroneous actions,
and engineering-psychological recommendations. In a concise and visual
form, these algorithms should contain the logic of necessary measures and
optimal techniques for resolving failures, errors, malfunctions, or any
unforeseen situation. Algorithms are easier to memorize during psychological
training of personnel and can be quickly recalled when needed to act in a
complex environment
An algorithm consists of two main parts:
the first part, known as the defining algorithm, outlines typical
emergency situations or types of malfunctions (failures).
the second part, the resolving algorithm, contains specific steps or
actions aimed at rectifying the malfunction or addressing the emergency
situation.
During the study of algorithms, a unit commander should focus the
attention of subordinates on developing both motor and cognitive skills.
These skills are crucial for the speed and quality of executing individual
operations within an algorithm, as well as for making the correct decisions at
key points in the logical sequence.
Mastering algorithms and developing professional and combat qualities
based on them contribute to increasing the psychological reliability of a
military unit. To achieve this, military personnel need to acquire
comprehensive and well-understood knowledge that eliminates both
underestimation of potential situations and overestimation of their danger. To
create a positive emotional background for the activities of military personnel,
it is necessary to instil in them a sense of confidence and eliminate fear.
A person who finds themselves in an emergency situation, without
proper training, either acts impulsively or relies solely on direct indicators and
instrument readings. A psychologically prepared servicemember
subconsciously perceives not only direct indicators but also indirect signs.
They can make decisions quickly and act correctly even in conditions of
incomplete or distorted information. This is the advantage of a psychologically
reliable individual over automation, which, in emergency mode, provides a
25
single, sometimes incorrect, decision since the information it receives can be
distorted.
The method of stress influences is a set of techniques and means by
which an officer (sergeant) creates emotional and physical tension of varying
degrees in military personnel with the goal of developing strong willpower. It
expands the possibilities of Psychological training for individual
servicemembers and the military unit as a whole because it creates
conditions for the gradual increase of tension from hypostress to hyper-
stress, and then vice versa, while closely monitoring their mental state.

During the organization of Psychological training using stress factors,

the focus is placed on:
assessing the type of nervous system and the level of stress resistance
of servicemembers.
selecting servicemembers with similar levels of stress resistance for
special training.
analyzing the reasons for various types of fear and stress factors for
each group of servicemembers.
ensuring effective adaptation of servicemembers to different types of
stress.
simulating stressful situations of modern combat and its elements.
actively persuading and inducing servicemembers to identify the causes
of fear, its symptoms, and coping methods.
creating conditions during the Psychological training process in which
the team believes in a real threat and is completely safe, regardless of the
strength of the stress factor.

26
 This method can be implemented during: conducting combat shooting
and hand-to-hand combat training, overcoming obstacles and special
defensive lines, actions in fire and smoke environments, operations in areas
affected by natural disasters (earthquakes, floods), carrying out tasks in
special zones (with high levels of radiation and "contaminated" with chemical
and other substances), organizing march-pitches with simulated enemy
Special Forces attacks, repelling enemy attacks at night and in adverse
weather conditions.
Methods of emotional and volitional regulation
The peculiarity of these methods lies in the fact that officers themselves
must, first and foremost, master the methods of emotional and volitional
regulation perfectly because the personal example of an officer in a combat
situation is more convincing.
Stages:
1 – Tune servicemen to learn about their individual psychological
characteristics, their strengths and weaknesses (questionnaires, testing,
observation, interviews).
2 – Equip servicemen with skills in using methods of self-persuasion,
self-suggestion, imagination control, breathing, and muscle tension, and so
on.
Self-persuasion is the process of convincing oneself of the need to
maintain a high level of readiness.
During the psychological training process the self-persuasion method
can be utilized with the aim to:
self-awareness of the social significance and necessity of military
activity among servicemen.
formation of socially significant motives for military activity.
formation of motives to overcome the challenges of modern warfare.
assisting in self-discovery and achieving self-acceptance, among other
objectives.
Self-suggestion is a process of suggestion addressed to oneself, where
the subject and the object of the suggested influence coincide. It contributes
to the elevation of self-regulation, enabling a serviceman to evoke specific
feelings, enhance memory and attention processes, and manage emotional
and volitional states in combat conditions.
To maintain the alertness and activity of servicemen, military
psychologists recommend clear and succinct self-instructions, such as:
"I am attentive and focused."
"I am calm and confident."
"I am in full control of my behaviour and the situation," and so on.
When practicing self-suggestion, it's important to adhere to certain
rules:
mentally repeat the verbal self-suggestion phrases 5-6 times,
contemplating the meaning of the phrase and visualizing the desired state.
the verbal phrases should be short, clear, and leave no doubts about
27
their attainability in a specific situation. There should be no self-criticism. Only
complete confidence in one's abilities yields immediate results.
verbal formulations should be in the affirmative form, avoiding negations
using the word "not." For example, self-suggestion like "I don't want to sleep"
might cause a contrary reaction since the subconscious often disregards the
word "not." In this case, avoid mentioning sleep altogether, such as using "I
am alert and active" instead of "I don't want to sleep," or instilling focus with "I
am focused" instead of "I am not distracted."

1.6. FORMS OF PSYCHOLOGICAL TRAINING OF PERSONNEL

Forms of psychological training – refer to established patterns, a set of

methods and means used in Psychological training.
According to the Instruction on the Organization of Psychological
training in the Armed Forces of Ukraine, approved by the Order of the
Commander-in-Chief of the Armed Forces of Ukraine on October 23, 2020,
No. 173, the forms of Psychological training of the personnel for combat
actions (task performance) include:

psychological education - systematic and organized dissemination of

psychological information among the military personnel aimed at developing
their understanding of the regularities of human psyche functioning and
behaviour in extreme combat conditions, knowledge of ways and means to
manage their own mental capacities, and providing psychological assistance
to other military personnel.
training in subjects related to combat readiness, focused on developing
28
necessary psychological qualities and states (psychological training,
techniques of psychological self-regulation, utilization of relaxation
techniques, psychodiagnostics of mental/behavioural health).
Conscious, active, and creative application of the principles, methods,
and forms of education and training by military personnel is a fundamental
condition for the effectiveness of Psychological training.

1.7. METHODS AND MEANS OF PSYCHOLOGICAL TRAINING OF

PERSONNEL

In the process of Psychological training of the personnel, the instructors

should simulate various combat situations to acquire basic combat skills. The
closer the simulated conditions of battle are to reality, the closer, in terms of
psychological structure, the training and combat activities resemble real
combat. For a servicemember engaged in training and combat activities,
motives, goals, actions, and operations should closely resemble those
required for the successful accomplishment of real combat tasks and those
that may arise in actual combat. Emotionally, the training and combat
activities should also resemble combat.
The imitation of combat situations and conditions involves creating a
model of a combat environment. However, the creation of this model is not an
end in itself since the main task of psychological modelling in the process of
Psychological training is to reproduce the model of combat activity itself, not
just the external appearance of battle.
Bringing the training conditions closer to the conditions of real combat is
one of the most important prerequisites for the successful formation of the
psychological readiness of military personnel for combat.
While combat conditions can only exist in actual combat, during training
and combat activities, a model of the combat environment or its individual
elements is created, ensuring effective Psychological training of the
personnel.
Modelling psychological combat factors during combat training is
understood as the creation of conditions and an environment that would
induce psychological states in the servicemen similar to those that arise in
real combat.
Modelling psychological combat factors during combat training and
exercises is carried out based on the principles of analogy and similarity,
using techniques that reproduce the most essential factors.
In terms of the degree of reproducing psychological combat factors in
practical sessions of combat training, the following models can be created:
Provisional models of psychological combat factors that reproduce all
the main psychological components of combat.
Specific models of psychological combat factors, where one or several
specific characteristics are reproduced.
When planning combat training sessions, the unit commander or
29
training supervisor must not only define tactical objectives and training topics
but also consider the psychological aspect. The essence of such
consideration is to determine where, when, and in what manner, through
which techniques and means, to create conditions that, when overcome by
servicemembers, would foster decisiveness, courage, initiative, and other
necessary qualities.
Unit commanders, instructors, and training supervisors must avoid
organizing and conducting Psychological training of the personnel by solely
creating external combat-like conditions through the extensive use of
simulation means.
To reproduce psychological combat factors in training and combat
activities, unit commanders are required to utilize a complex of diverse
techniques and means in their practical work.
A method is an integral part of any psychological training, a way
through which the unit commander (instructor) most effectively models the
factors of combat. Various modelling techniques for creating a combat
environment are used to reproduce psychological combat factors. They are
classified based on the following features:

1. Verbal-Symbolic: Influence on servicemembers is achieved

through the second signalling system using words, signs, informative
gestures. This could be a narrative or an explanation about the upcoming
battle, the possibility of injury, etc.
2. Visual: Influence is achieved by showing various objects (e.g.,
after the impact of firearms and other types of weapons).
3. Computer-based: Influence on servicemembers is achieved
through modelling combat factors during task solving and computer games.
30
 4. Simulation-based: Influence is achieved by modelling combat
factors using technical means that contribute to the development of specific
skills and abilities in servicemembers.
5. Imitation: Influence on servicemembers is achieved using means
of imitating external signs of the combat environment.
6. Combat: Influence is achieved by modelling combat factors using
combat equipment, weapons, and tools used to organize and conduct combat
operations.
Based on the modality of influence, the following modelling techniques
of psychological combat factors in the combat environment are distinguished:
influence on the psyche of servicemembers through auditory
perception.
influence on the psyche of servicemembers through the vestibular
apparatus.
influence on the psyche of servicemembers through olfaction.
influence on the psyche of servicemembers through tactile perception.
influence on the psyche of servicemembers through visual perception.
1.8. METHODS OF SIMULATING PSYCHOLOGICAL FACTORS OF
COMBAT

The methods of psychological training depend on the specific

objectives, material base, specific requirements for the training of personnel
of a particular type and branch of the Armed Forces of Ukraine, and the
specifics of task execution.
Some of them include:
skilful simulation of enemy fire: Creating a realistic picture of the battle
by skilfully simulating the enemy's fire.
creating elements of danger and suddenness: Creating elements of
danger and suddenness in the training and field exercises environment.
time-pressured scenarios: Creating conditions where tasks need to be
solved within a limited timeframe, emphasizing time scarcity.
incomplete unit exercises: Performing exercises with an incomplete
unit, insufficiently armed and capable military personnel.
The basis of psychological training methods lies in the principles of
incorporating elements of tension, suddenness, danger, and risk into the
combat training process, characteristic of real combat situations, and
repeated training of personnel in performing techniques and actions under
these conditions.
At the same time, to develop the necessary qualities of mental
processes, especially attention, memory, and thinking, it is necessary to
introduce elements of activity and creativity into all activities, training, and
education. These elements contribute to the development of agility, dexterity,
independence, initiative, and increase the relative importance of practical
actions on combat equipment, weapons, simulators, models, etc., while

31
simultaneously solving intellectual tasks in various environmental conditions.
To cultivate psychological resilience and readiness for war in
servicemembers, it is crucial to provide them with a clear understanding of
the contemporary battlefield and instil confidence in the weapons and means
of protection available to the military.
The psychological training of personnel significantly benefits from the use and
development of various exercise complexes aimed at building psychological
resilience. These include familiarization with tanks (IFVs, APCs), amphibious

training and driving tanks underwater, water jumps, overcoming fire lines,
training in defence against incendiary substances, etc. Additionally, a range
of simulators is used to develop professional qualities such as attention,
memory, and thinking.
intensity in combat training is achieved by increasing physical and
neuro-psychological loads through creating an environment with various
difficulties and deprivations, including:
insufficient information and time.

performing tasks and functional duties in complex weather and climatic

conditions of the actual theatre of war (rain, snow, blizzards, sandstorms,
heat, cold, low atmospheric pressure, etc.).

exposure to light and sound stimuli typical of combat.

32
 prolonged active activities in protective gear.

continuous day and night actions.

conducting training and shooting at night.

continuous opposition from the enemy.

"losses" in personnel and equipment.

witnessing the external aspects of battle (casualties, destruction, fires,
etc.).

prolonged and frequent overcoming of typical obstacles, barriers,

contaminated areas, and fire centres in the theatre of war.

prolonged performance of duties in conditions of isolation from the

team, in complex circumstances, with elements of danger, and more.
Suddenness during training and exercises is ensured through the use of
imitation tools applied unexpectedly and at a short distance from the
personnel, including:
creating "malfunctions" and "breakdowns" of weapons, military
equipment, calculation numbers, crew members, etc.

swift changes in situations and surroundings that require immediate and

active actions from the servicemen.
concealed preparation and unexpected deployment of various obstacles
and barriers during active personnel actions.

active enemy actions.

unexpected conduct of combat alerts.

training and exercises in unfamiliar terrain, and more.

Introducing elements of danger and risk into the combat training process
is achieved through:

Overcoming various complex obstacles under conditions of immediate

physical danger.
Advancing during an attack amid shell and mine explosions.

Throwing grenades during a moving assault without stopping.

Water jumps in full gear and crossing water obstacles afloat and on
makeshift means.

33
 Underwater movement both with and without the use of isolating gas.

Overcoming marshy terrain and water obstacles on ice.

Underwater tank driving and submersion for engineering works.

Firing with standard ammunition and conducting shooting at night.

Active defence against incendiary substances.

Works and positioning under conditions of real terrain contamination

using simulated means or decontamination of contaminated weapons and
military equipment.

Disembarking and dismounting from transport and combat vehicles while

moving.

Familiarization with tanks (IFVs, APCs) and moving with the troop on
vehicles.

Installation and demining of mine-explosive barriers with combat fuses

(blasting devices).

Climbing rocky slopes of significant steepness and areas with negative

inclines.
Creating an environment of activity and creativity during combat training
is achieved through means that encourage personnel to engage in mental

34
work and independence:

Formulating cause-and-effect questions to learners, encouraging

creative use of their knowledge and developing the ability to draw
independent conclusions ("Why?", "How to explain?", "For what purpose?",
"What does it lead to?", "What does this imply?" and so on).
Increasing the volume of practical actions by learners to solve various
cognitive or motor tasks with elements of competition.

Performing standards in conditions approximating combat reality.

Fulfilling functional duties and independent tasks in a rapidly changing

complex environment.
Skilful identification of the enemy.

Constant monitoring of the actions of the personnel and detailed analysis

of the existing positive aspects and deficiencies in their activities.

Providing confidence in weapons and the reliability of individual

protective equipment is achieved through:

Demonstrations of weapons, military equipment, means of protection,

and their capabilities.

High-quality training to study weapons, military equipment, and means of

protection, with the personnel having good knowledge about them.
Conducting firing, manoeuvring, and other activities with well-adjusted
and tested weapons and combat equipment, and training in defence against
weapons of mass destruction using well-adjusted and verified means of
protection.

Initiation of firing, manoeuvring, and actions to protect against weapons

of mass destruction from a personal demonstration by the instructor
(commander) or the most proficient servicemen following the "Do as I do"
principle.
Systematic training in normative actions with weapons (combat
equipment) and prolonged stay in protective gear in conditions of purposeful
activity.

Additionally, building confidence in the reliability of individual protective

equipment with high efficiency is achieved through passing through a gas
chamber (tent) for technical verification of gas masks and performing
functional duties in protective equipment in contaminated terrain, as
simulated by training imitational means, as well as showing appropriate

35
training films.
Creating an environment of tension, suddenness, danger, and risk during
training and exercises is not an end in itself. By sharpening the reaction of
servicemen, it should accustom them to act actively in conditions of
heightened mental stress and thus gain the necessary experience of volitional
actions in overcoming difficulties and negative psychological states, forming
in them a set of volitional qualities such as self-control, resilience,
determination, courage, bravery, which in conditions of purposeful activity
become one of the sources of heroism.
The introduction of various difficulties and hazardous situations into the
training environment should be done according to the specific conditions of
the theatre of military operations and gradually increased as the personnel
gain experience and skills in overcoming fear.

1.9. TRAINING MATERIAL BASE FOR PSYCHOLOGICAL TRAINING

SESSIONS

The training material base is created with:

Training complexes with various types of obstacles (Appendix B).
Buildings, structures, and facilities, educational facilities of military
training grounds, educational material base for combat training.
Weapons and military equipment equipped with the MILES battle
simulation system and its analogy.
Educational, combat simulation, and simulators of situations of various
levels of complexity.
Diagrams, visual aids, various military manuals, educational and
methodological literature, artistic (documentary) films, videos, and other
information carriers.
Psychological training classrooms equipped with automated systems and
programs (Appendix G).

36
CHAPTER 2. GENERAL PROVISIONS REGARDING
LEADERSHIP, PLANNING, AND ORGANIZATION OF
PSYCHOLOGICAL TRAINING

2.1. LEADERSHIP IN PSYCHOLOGICAL TRAINING OF PERSONNEL

In the Armed Forces of Ukraine, the leadership in psychological training

is carried out by:
Commander-in-Chief of the Armed Forces of Ukraine;
Chief of the General Staff of the Armed Forces of Ukraine;
Commanders of branches of the Armed Forces of Ukraine, command
staff, commanders, and chiefs at all levels according to the tasks assigned to
them.
To achieve the set goal in leadership of Psychological training, the
following requirements are followed:
Specific and realistic planning of Psychological training, considering the
level of training of personnel, the tasks assigned to the military unit, and the
resource provision of combat training at the given time;
Timely assignment and communication of Psychological training tasks
to all categories of commanders and personnel;
Systematic control over the methodical preparation of officers and
sergeants for the sessions, conducting psychological training, and providing
effective assistance to subordinates;
Timely and objective summary of the results of combat and
psychological training;
Generalization and implementation of best practices in the training and
education of personnel;
Effective use of training facilities during sessions;
Continuous improvement of the training material and technical base.
The normative-legal and educational-methodical support for
Psychological training is carried out by the Main Department of Moral and
Psychological Support of the Armed Forces of Ukraine in cooperation with the
branches of the Armed Forces of Ukraine and operational commands.
Commanders and chiefs are responsible for shaping and maintaining
the necessary psychological and combat qualities of the personnel. They are
organizers of Psychological training and are accountable for its status.

37
2.2. PLANNING OF PSYCHOLOGICAL TRAINING FOR PERSONNEL

The planning and conduct of psychological training sessions are carried

out in accordance with the Instruction on the organization of Psychological
training in the Armed Forces of Ukraine, approved by the order of the
Commander-in-Chief of the Armed Forces of Ukraine dated 23.10.2020 No.
173.
The psychological training activities for the academic year are planned
for all categories of military personnel.
The number of hours for
working on psychological training
issues is determined by commanders
(chiefs) based on their decision,
taking into account the acquired
knowledge and skills of subordinates,
in accordance with the themes of
training (exercises, war games).
However, it should not be less than
specified in the educational course of
the Basic General Military Training
Program (for the preparation of
mobilization resources) (TP 7-
00(03).01), approved by the Chief of
the General Staff of the Armed Forces
of Ukraine on 21.06.2022, and the
Combined Program for the training of
platoon commanders, senior platoon
sergeants for mechanized, motorized
infantry, mountain assault, airborne
assault, air mobile, and airborne units,
marine units (TP 7-01(40).03),
approved by the Chief of the General Staff of the Armed Forces of Ukraine on
10.11.2022.

2.3. PSYCHOLOGICAL TRAINING ORGANIZATION IN THE ARMED

FORCES OF UKRAINE

Psychological training in military management bodies, military units,

military educational institutions, establishments, and organizations of the
Armed Forces of Ukraine is organized taking into account the performance of
combat tasks and the specific features of preparation for assignment tasks.
Psychological training of military units (subunits) of logistics, medical
support, and support forces is organized considering the execution of
operational (combat) tasks.
38
 Psychological training in higher
military educational institutions, military
educational departments of higher
educational institutions is carried out in
accordance with the training plans for
specialties (specializations).

During practical classes,

accompanying techniques of
psychological training should be
conducted in combination with combat
training subjects and with a specific
focus on the designated topic of the
session, with a duration of up to 15
minutes.

Psychological training sessions

for personnel are conducted as part of
the staff units and their equivalents under the guidance of the unit
commander.

Psychological training sessions should be easy for trainees to

understand, have a general nature with an emphasis on the basic principles,
application forms, and methods of psychological training, and include
practical application of theoretical material.

The organization and conduct of Psychological training are carried out

in accordance with the specified topic of the session, either individually or as
part of a group (subunit).

Practical reinforcement of psychological training skills is carried out

during sessions of other types of combat training (fire, tactical, tactical-
special, etc.).

Working on psychological training issues is carried out with all

categories of military personnel.
The commander of a military unit (hereinafter referred to as the
commander) approves proposals on psychological support for combat
training, the organization and conduct of psychological stress during practical

39
training, with the aim of achieving the professional and psychological
resilience of each serviceman in the unit to the required level of professional
skill, physical and psychological readiness of the personnel to accomplish
assigned tasks, and calculation of simulation means.

Based on the adopted decision, the commander assigns tasks to the

unit commanders, their deputies, heads of services and branches of the
armed forces, which have units under their command, for its implementation
during the preparation for combat training sessions, during their conduct, and
after completion, with the aim of achieving professional and psychological
readiness for combat action for all categories of personnel in the unit:

to the chief of staff – the first deputy commander of the military unit,
regarding the organization of interaction of all position holders in the unit
responsible for shaping the professional training, physical endurance, and
psychological resilience of each serviceman at the stages of planning the use
of simulation means, psychological factors of their professional and combat
activity, and in all types of combat training, during its organization and
conduct, as well as considering them in summarizing the conducted sessions;
to the chief of staff – the first deputy commander of the military unit, and
the deputy commander of the unit for moral and psychological support,
regarding the planning, organization, and conduct of sessions with heads of
services, unit commanders, to study the levels of mental stress of
servicemen, the forms of manifestation of negative mental states when
performing their professional duties under the influence of combat-related
psychogenic factors; mastering the techniques and methods of providing first
psychological aid and psychological self-regulation methods; providing
methodological assistance to unit commanders and heads of services in the
application of specific combat training sessions, considering psychological
techniques, methods, and means for effective training of subordinates;
to the deputy commander of the unit, regarding the study of
methodological support for each planned combat training session aimed at
achieving professional readiness, physical endurance, and psychological
resilience of servicemen in modern combat conditions; organization of control
and assistance to the commanders of these units in preparing and conducting
each session in strict accordance with its methodological intent; the need to
analyze the educational activities of subordinates to achieve the appropriate
level of professional preparedness, physical endurance, and psychological
resilience under the influence of psychogenic factors of real combat;
participation in summarizing the combat training sessions;
to the deputy commanders of the unit, heads of branches and services
directly subordinated to the units, regarding the psychological support of all
types of combat training sessions for the personnel of the unit in collaboration
with the chief of staff, deputy commanders of the unit, heads of branches and
services, aiming to achieve the methodological intent of each session to
40
shape professional preparedness, physical endurance, and psychological
resilience of servicemen under the influence of psychogenic factors of real
modern combat during the execution of their professional duties;
to the commanders of battalions (divisions) of the unit, regarding
modelling the difficulties (psychogenic factors) of future activities for each
category of specialists in modern combat conditions with the aim of shaping
the professional preparedness, physical endurance, and psychological
resilience of servicemen;
to all officers, regarding the analysis of the levels of mental stress of
military specialists in the dynamics of actions during the performance of their
professional (functional) duties in each combat training session; assessment
of their professional preparedness, physical endurance, and psychological
resilience for activity under the influence of psychogenic factors of real
combat (in interaction with other unit officers); acquisition of skills to
independently manage their mental states.

During the training, the commander:

monitors and analyzes the activities of units in the unit (formation)
regarding the formation of professional and psychological readiness of each
specialist (level of development of professional skills, physical endurance,
psychological stability, and readiness to perform assigned tasks);
summarizes the organization and conduct of combat training sessions,
taking into account the level of professional and psychological readiness for
performing combat tasks.

The Chief of Staff - First Deputy Commander of the military unit:

during the planning stage, organizes the interaction of staff officers of
the unit, the deputy commander of the unit, and the deputy commander of the
unit for medical and psychological support when analyzing the main
measures of combat training recommended by the general plan of the higher
headquarters, aiming to encompass all specialists of the unit (formation): from
the unit commander to the soldier and create conditions for the possibility of
simulating psychogenic factors of modern warfare to ensure the psychological
safety of servicemen, the state of protection of their psyche from various
threats;
when planning a specific session, takes into account the simulation of
psychogenic factors of combat;
considers the recommendations of the deputy commander of the unit
for morale and psychological support regarding the planning of activities to
train unit commanders and their deputies on morale and psychological
support to influence subordinates during combat training, combat
psychogenic factors, as well as training the entire personnel of the unit in

41
methods of self-regulation of their states, taking into account the specifics of
their functional duties;
determines the procedure for preparing and filling out the psychological
passport of a combat (training) situational task for unit commanders;
during the conduct of sessions, jointly with the unit staff officers, officers
of morale and psychological support, and with the deputies and heads of
services, controls, analyzes, and corrects the behaviourof those who are
learning. In this case, using psychological analysis, the dynamics of the
development of mental states of specialists participating in each combat
training situation are identified and recorded on special forms. These forms
reveal the causes of difficulties and errors in professional training,
discrepancies in the situation regarding the level of mental states of
servicemen, overloads, and disruptions in their activities.
In the future, these tasks should be taken into account in the
methodology of psychological impact during the training of servicemen of
relevant specialties to develop psychological resilience in similar activity
situations during targeted psychological training.

After each combat training session (or each stage), the level of
knowledge, skills, and abilities in similar situations, in real combat, and the
degree of psychological resilience to the influence of psychogenic factors are
assessed.

Unit commanders are the direct organizers of psychological training,

responsible for preparing the units and the level of training of subordinates.

Unit commanders, deputy unit commanders, heads of services, and

42
branches that have directly subordinate units determine specific situations
and the procedure for actions during their occurrence. Officials responsible
for organizing psychological training plan a set of methods of influencing each
specialist:
during the planning stage (based on the main measures of combat
training plan, taking into account the specifics of different categories of
servicemen and their length of service):

plan a set of methods, ways, and means of influencing each specialist

encompassing all psychogenic factors of modern combat and professional
activity, forecast the dynamics of the development of their states at this level
of mental stress, foresee measures for prevention, cessation, and elimination

43
of possible negative mental reactions of individual servicemen and groups;
select methods of psychological training according to the topics and
purpose of the training sessions;
ensure a combination in the plan of professional activity of each
specialist of physical load and the necessary level of mental stress;
complicate the plan of each subsequent session, supplementing it with
elements of novelty to achieve the specialists' skills in professional activity,
physical endurance, and psychological resilience.

During the training:

train servicemen in professional activities under physical load, the
influence of psychogenic factors of modern combat and the very routine
activities of specialists, record their levels of mental stress, apply methods,
ways, and means to regulate their mental states, and teach subordinates
methods of self-regulation of their mental states in the process of activity;
in the dynamics of the sessions, increase professional and physical
loads that increase mental stress, introduce elements of novelty;
analyze and evaluate the levels of professional training for each
specialist's activity, their physical endurance, skills of self-regulation of their
mental states, and levels of psychological resilience at this time.

During the analysis of the actions performed, assess the professional

training, physical endurance, and psychological resilience of each serviceman
during the actions they perform.

Commanders may conduct other additional measures aimed at

organizing high-quality psychological training.

The above provisions are not exhaustive. They provide a general

understanding of this process and its organization. Therefore, the
commander-organizer of combat, including psychological, training should
treat them as a guideline in his activities, which does not exclude various
variations and justified changes.

The chief of the medical service of a military unit:

analyzes the health status of servicemen during combat training, takes
appropriate actions in case of identification of mental or somatic disorders in
servicemen;
monitors compliance with sanitary norms and hygiene rules in the
conditions of service and everyday life;
during the planning of combat training in special conditions (during
44
breaks between mission assignments, in case of physical and mental fatigue,
decreased mental performance), ensures compliance with medical standards
and clinical protocols in case of mental disorders in servicemen.

The chief of the medical service of the unit coordinates the provision of
qualified medical assistance to servicemen who have relevant
recommendations based on the results of psychological studies,
observations, testing, or require it during combat training.

Deputy commanders for moral and psychological support assist in the

application of modern and effective forms of psychological training, study
psychological resilience and readiness of personnel in accordance with the
specifics of combat training of units.

Before conducting psychological training sessions, deputy commanders

for moral and psychological support, psychologists, instructors from
psychological training cycle commissions, medical professionals (doctors,
paramedics, sanitary instructors), and trained sergeants (master sergeants)
are involved.

The deputy commander of the unit for moral and psychological support:
at the planning stage of combat training sessions, jointly with officers of
the moral and psychological support structures, plans accompanying
activities to enhance servicemen's psychological readiness (states of mental
resilience against various threats of modern combat); organizes training for
unit commanders, heads of services in methods, ways, and means to conduct
psychological training during all practical combat training sessions;
during each session, monitors the level of servicemen's achievement of
psychological resilience and readiness, professional skills, physical
endurance, considering the length of service (prior experience), and the
specific nature of the activity;
analyzes the application of techniques, methods, and means, mastery
of skills to regulate their mental states, trains them in the skills of
psychological self-regulation;
during the analysis of actions performed, analyzes and evaluates the
level of methodological support for sessions with a set of techniques,
methods, and means to develop the necessary readiness in servicemen for
effective performance of professional functions, physical endurance, and
mastery of skills for self-regulation of negative mental states in stressful
conditions, as well as the skills of commanders in managing the mental states
of their subordinates during the performance of professional duties.
The deputy commander of the unit for moral and psychological support
(psychologist officer):

45
 ensures the psychological safety of servicemen, their mental resilience
against various modern combat threats. To achieve this, conducts a
psychological assessment of each planned event (task), allowing to
determine the number of included psychogenic factors from their total for
influencing each military specialist of the unit during combat training;
predicts levels of mental stress that may arise or could arise in specific
servicemen during the dynamics of task execution, the volume of necessary
psychological assistance for them, as well as the levels of possible
professional and psychological readiness after completing training actions,
predicts the effectiveness of future activities of military specialists or their
possible breakdown;
proposes measures for training unit commanders (sergeants) on
managing the mental states of subordinates in case of influence of combat
psychogenic factors on them;
recommends measures for training servicemen of the unit in methods of
self-regulation of negative mental states, taking into account the specifics of
their functional duties;
provides assistance to unit commanders in applying various modern
theories, techniques, and methods of effective training of subordinates in
combat training in practice (considering the patterns of effective functioning of
the human psyche).
During the training sessions:
plans, organizes, and conducts sessions with unit commanders to study
46
levels of mental stress, manifestations of negative mental states of military
personnel under the influence of modern combat factors, degrees of human
psyche disorder, and military collective psychology, as well as measures to
prevent, stop, and, in extreme cases, eliminate the consequences;
educates unit commanders to predict the dynamics of the development
of mental states of military personnel in different combat situations (combat
actions);
identifies the spread of unofficial information that objectively exists in
military collectives, rumours, dissatisfaction, in which one can always identify
the generator of rumours and transmission links for spreading negative
information;
collaborates with the deputy commander of the unit for moral and
psychological support in the methodological support of each combat training
session to benefit the formation of professional and psychological readiness
in military personnel, prepares a set of methods, techniques, and means to
organize psychological training during combat training for each specialist,
considering the specifics of their activities, according to training standards;
assesses the level of mental resilience of military personnel against
various combat threats (combat actions);
educates unit commanders on the basics of combat mental trauma
symptoms, behaviour of individuals belonging to the categories of "temporary
mental losses" and "prolonged mental losses," methods of providing them
with first and subsequent psychological assistance;
analyzes, provides assistance, and corrects the actions of unit
commanders regarding their application of methods to influence military
personnel in order to manage their mental states and teaches specialists
methods of self-regulation in conditions of the influence of the difficulties of
professional activities and psychogenic factors of modern combat;
prepares recommendations for unit commanders regarding the
psychological support of combat training effectiveness of military personnel.
These recommendations should conclude the report of the deputy
commander of the unit for moral and psychological support with an analysis
of any combat training session or the state of combat training in the unit over
a certain period of time;
plans, organizes, and conducts sessions with unit commanders to
master methods of persuasion, explanation, suggestion, activation of
intellectual-professional and motor actions of military personnel: motivational
speaking, calls, using personal example in complex situations, correct
conveying of motivating information, application of incentives, coercion,
diversion of attention from adverse factors, conducting psychocorrective
communication in stressful situations, as well as methods of group and
individual psychotherapy. Teaching methods of self-influence for further
training of military personnel in this regard: self-persuasion, self-suggestion,
self-encouragement, self-coercion, autogenic techniques of self-regulation,
self-correction, meditation, and so on.
47
 Control over the conduct of psychological training includes checking the
extent of personnel coverage by training, checking the organization and
methodology of sessions (training), the level of training of session leaders
and personnel, conducting control and instructor-methodical sessions.

During the organization of the psychological training process in a

military unit, the unit commander, and the session leader (instructor, trainer)
should follow these rules:
Introduce elements that complicate activities only after the military
personnel have mastered the procedure for performing actions under
"ordinary conditions";
The methods and means of modelling psychological combat factors
should correspond, in essence, to the educational elements being worked on
for the respective topic;
Model combat situations (tasks) in a non-standard, sudden, unexpected
manner, without getting accustomed to the modelling sequence and pattern
of actions;
During the modelling of psychological combat factors, the level of
mental stress should allow the majority of the personnel to achieve a positive
result in overcoming tension and achieving success;
If a serviceman did not cope with the combat situation, offer them
simpler tasks on the next training session based on the modelled factors that
caused the complication.
To determine the required level of preparation, a final assessment is
conducted (Appendix 2).
The stages of the psychological training process for personnel have
specific features in various branches of the military and during the training of
different military specialists.
At the first stage, demonstrative methods are used, which reduce the
lack of information about the conditions of real combat and provide a general
orientation in the actions being learned.
At the second stage, conditional-situational methods are applied, aimed
at forming a provisional basis for the professional actions of military personnel
and the unit as a whole. The end of the second stage is the mastery of
professional actions, their clear execution under "ordinary conditions," i.e.,
without modelling various obstacles.
The third stage combines conditional-situational methods with the use
of combat factors simulation, allowing to increase resilience to external
influences and instil confidence in the military personnel in their capabilities.
The fourth stage involves introducing elements of "danger" simulation
with practical methods of "real" situations.

48
 The process of modelling psychological combat factors is divided by the
unit commander and the session leader (instructor) into several stages:
1) Preparation stage (establishment of motivational setting for the
session);
2) Training-combat activities (application of modelling tools in terms of
time and place);
3) Consolidation (psychological justification).

Preparation stage: The main task of the unit commander and the
session leader (instructor) at this stage is to create a specific motivational
setting for the military personnel for the session conducted on the respective
topic. The extent to which psychological combat factors will be adequately
modelled largely depends on the successful resolution of this issue.

Motivational setting is the inclination of a military serviceman to act in a

specific way necessary to achieve the goal of the session, understanding the
purpose of its conduct. It is about preparing the serviceman to face danger.

During the preparatory stage, a certain emotional background is

created, promoting the emergence of a state of mental tension during the
session.

To model the factor of suddenness, it is also necessary to create a

motivational setting, but it will differ from the previous one. Since the factor of
suddenness requires specific actions from the serviceman, they must have a

49
clear and concrete understanding of the algorithm (sequence) of actions they
will perform. The serviceman needs to memorize this algorithm literally. This
intellectually assimilated program of activities must be changed by the
serviceman themselves during combat operations. It serves as a motivational
setting necessary for the successful modelling of the suddenness factor. In
this case, the serviceman will be less inclined to predict the possible nature of
the change in the situation, having a narrow understanding of their task.
However, to train a serviceman, sergeant, or officer to act effectively in
conditions of suddenness, it is necessary to create conditions where they do
not anticipate any change in the situation, requiring rapid restructuring and
the creation of a new action plan.
For successful modelling of the uncertainty factor, a specific
motivational setting needs to be established. It is best to use the method of
contradictory information when, before the start of the session, the military
personnel are given vague instructions. They should be informed in advance
that the situation during the sessions can suddenly become more challenging,
requiring them to act independently, think unconventionally, and avoid
standard approaches.

Setting an uncertain context can be achieved by ambiguously defining

the start and end times of the training and its content. In this case, the military
personnel should be under the impression that something will happen, but

50
precisely what is unknown to everyone. The unit commander, session leader
(instructor) in this case should not clarify the rumours circulating. However,
clarity should not be provided until the beginning of the session.

The main objective of the instructor, unit commander, or session leader

in this case is to evoke a sense of anxious anticipation and mild discomfort in
the personnel due to their uncertainty about what, when, and how they will be
doing. To achieve this, an old technique called the "broken telephone" can be
employed. Both the commander and prepared military personnel can act as
sources of distorted information. This technique, combined with others, will
gradually help the personnel develop the ability to control their state in
uncertain conditions.

In combat situations, the novelty factor is often combined with the

element of surprise. Therefore, creating a motivational setting for modelling
novelty should not differ from how it is done when modelling surprise. The
exception in this case is that during the session, the impact on the military
personnel through a change in circumstances should be not only sudden
(although it should be), but also novel to them.

While modelling factors like increased pace of actions and time

constraints, the same motivational setting techniques for future sessions can
be applied. Before the session begins, the unit commander or session leader
(instructor), during briefing or in any other form, informs the personnel about
the sequence of actions and the pace at which they should perform exercises
or practice actions. This, similar to modelling the surprise factor, requires
forming a specific action plan for the personnel, but this time also considering
the element of time.
A separate issue that always arises during the Psychological training of
personnel is how to model enemy actions. It is important that the enemy does
not simply simulate firing blanks, other simulation means, or supporting
groups. This can and should be done, but the main point is for the enemy to
actively resist. In this regard, it is necessary to pay attention and remember
that:
enemy resistance can only be simulated in a concealed form. In this
case, there seems to be resistance, but there is no actual enemy. For
example, during the imitation of the enemy damaging equipment using a
smoke grenade, etc.;
the combination of enemy resistance with specific external conditions
creates the possibility for the emergence of psychological combat factors,
during training sessions that are close in content to real ones.
In each specific case, a particular technique, means of simulating
psychological combat factors, should be aimed at changing or selecting

51
external conditions, setting and changing combat training tasks, or changing
living conditions. Difficulties, under certain circumstances, may look like
enemy resistance. They can be created using specific psychological training
methods. Each technique that complicates the performance of actions by the
military personnel during training contributes to the modelling of psychological
combat factors. Therefore, the modelling process involves incorporating
various techniques and means of Psychological training over time, location,
and considering the level of readiness of the personnel.

The next stage in the modelling process is the stage of educational and
combat activities. This is the stage during which the military personnel
perform any activity, and the unit commander, session leader (instructor)
exerts influence to model psychological combat factors. The purpose of such
influence is to create complications in the activities, which, in turn, will lead to
the emergence of psychological combat factors.
The unit commander, session leader (instructor) can influence the
personnel through:
1) changing external conditions or selecting them. External conditions
include terrain features and physicochemical environmental conditions. When
organizing sessions, it is expedient to select challenging terrain or create
obstacles, fires, smoke screens, etc. Changes can be made to the
microclimate in combat vehicles by simulating a fire in case of an attack on
the combat vehicle by the enemy using a smoke grenade placed under an
open hatch, etc.;
2) setting, formulating combat training tasks, and changing conditions
during their execution. Combat training tasks are usually set by the unit
commander, session leader (instructor). It can be adjusted or completely
changed during execution. In addition, a specific pace of execution may be
set, leading to increased mental and physical stress on the personnel.
Unexpected intros may also fall into this category. The task setting can be
done before or changed during the sessions in a direct form. At the same
time, conditions can be created where the military personnel, placed in
uncertain conditions (the task is set in a very approximate form or not set at
all), are forced to formulate the task and decide on its execution themselves;

3) changing living conditions. This primarily concerns the sleep and rest
regimen and sometimes the nutrition of the personnel. In this case, difficulties
arise when the military personnel perform combat training tasks at the limit of
their physical and mental capabilities. Naturally, in this case, the
psychological and physical stress should not lead to a complete breakdown of
activity, that is, the loads should be manageable for the soldiers, regardless
of their fatigue (adhering to the principle of adequacy of loads). This action is
most characteristic for multi-day sessions, exercises, night missions, etc.
After them, when the military personnel cannot fully recover due to specially
52
created conditions, additional time for rest should be given and organized.
The process of modelling psychological combat factors does not end
with conducting a session in which various methods of Psychological training
are used. The final stage of this process is the consolidation stage. The main
task addressed during this stage is the task of psychologically justifying the
achieved results. In order for soldiers to develop and consolidate the qualities
necessary for combat, each soldier, overcoming difficulties, must succeed
and overcome oneself. In this case, their self-esteem is increased, and the
individual feels satisfaction. Simple praise, encouragement, or approval from
the unit commander or session leader (instructor) is crucial here. In the event
that a soldier, for any reason, did not manage to overcome the difficulties, but
put in all efforts to overcome them, the soldier should also be encouraged,
but in no case should they be scolded for what happened.

In addition, at this stage, it is necessary to conduct a detailed analysis

of the entire session, pointing out the positive and negative aspects, as well
as the reasons for their occurrence. It is advisable to relate the material of the
session to examples from combat experience, to what mistakes in a real
battle can lead to. The analysis should not be built in a form that intensifies
negative attitudes towards the soldier for mistakes. It is important that during
the analysis, a clear understanding is formed among the personnel of how to
perform a particular action in the given situation and, most importantly, why
this action should be performed in this specific way, and not otherwise.

Psychological training is organized with mandatory consideration of:

the main tasks assigned to the military unit, division;
the existing level of collective and individual professional, physical, and
psychological training of the military personnel;
the theme, overall goal, and objectives of the training (drills);
the need for strict observance of safety measures during the sessions,
preserving the life and health of the personnel.

During firearms training, the main measures are aimed at creating

various conditions, obstacles, practicing exercises in different weather
conditions, time of day, and year. Shooting is conducted with different types
of weapons with different target combinations, creating obstacles and barriers
in the line of fire, increasing the speed of movement for both the shooter and
the targets.

During technical training, the main task is to master different types of

equipment, reduce their preparation and repair time, reduce water
dependence, and ability to overcome obstacles under "fire" and "explosions".

Psychological training sessions should include: overcoming fire lines

with explosive effects, overcoming training complexes, moving through
53
challenging terrain, incorporating mountain training tasks, shooting after
forced marches, providing primary psychological assistance.

For special training, important elements are imitation, training in

unfamiliar terrain with simulated loss of communication, dealing with
poisonous substances, gathering personnel at different times of the day,
performing tasks with reduced personnel with increased psychological stress,
throwing grenades, overcoming water obstacles with weapons as part of units
(groups, crews, teams).
During deployment, the main questions of psychological training that
need to be studied include: organizing psychological training in the overall
system of combat training and daily activities, familiarizing the personnel with
the factors of negative influence on the psyche of military personnel in special
conditions of military-professional activities (combat actions), mastering the
methods of leadership and organization of psychological training by the
commanding staff.

During the movement of units, the main focus is on practicing issues

related to the organization of psychological training for the personnel using
emergency situations, stress effects, performing tasks as part of incomplete
units (crews, squads), practical exercises of self-regulation and auto-training.
Additionally, it covers actions and behaviour of military personnel in case of

54
capture (hostages), organizing psychological training for personnel to perform
tasks as part of a group (unit) when detached from the main forces in
conditions of limited supplies, disruption of activity and rest regimen.

During training on conducting offensive (defensive) battles, the main

issues of psychological training are the patterns of mental manifestations and
their impact on the behaviour of military personnel in battle, combat stress
and its main characteristics, ways and means of supporting psychological
resilience and combat activity of the personnel during combat actions.

The accompanying tasks of combat training in the interests of

psychological training include:
forming a stable worldview system among military personnel,
understanding the internal and external policies of the state, conscious
attitude towards the purpose, mission, and tasks of the Armed Forces of
Ukraine;
constant analysis of the moral and psychological situation, preparation
of proposals and ensuring the implementation of decisions regarding
maintaining the psychological resilience of the unit's personnel and reducing
psychogenic losses;
developing high moral qualities and habits of adhering to the norms of
universal morality, honesty, humanism, collectivism, camaraderie, and mutual
assistance, trust in commanders and leaders, discipline, and striving for
improving military skills;
instilling in officers responsibility for organizing combat, stable
management of units during combat operations, developing high volitional
qualities in them;
conducting psychological support measures for the personnel during
combat operations;
promoting increased combat activity and tension of military personnel
during the execution of combat tasks;
organizing psychological assistance to military personnel and
psychological rehabilitation during wartime;
studying and correcting the socio-psychological climate, consolidating
military personnel in the unit, promoting a culture of behaviour in interactions
between military personnel;
studying individual qualities and psychological characteristics of military
personnel to prevent violations and all forms of inadequate behaviour;
providing methodological assistance to the sergeant staff in the
methodological guidance on providing psychological assistance to
subordinates.

55
2.4. SAFETY MEASURES DURING PSYCHOLOGICAL TRAINING
SESSIONS (CLASSES) FOR PERSONNEL IN PSYCHOLOGICAL
TRAINING

The accomplishment of psychological training tasks entails the

observance of safety measures as stipulated by the requirements of relevant
directives. Adhering to safety measures during sessions should be aimed not
at avoiding risky and hazardous situations but at preventing injuries among
the personnel.

The organization of safety measures is achieved through:

Advanced identification of specific safety measures specified by the

topic of the session and prior preparation on-site.
Proper methodology for conducting the sessions, with confident
guidance from commanders (chiefs).
Proper condition of the equipment and weapons used during the
sessions.
Adherence to military discipline and familiarization of the personnel with
rules ensuring safety in handling weapons and combat equipment.
Systematic monitoring of compliance with established safety rules and
measures by commanders (chiefs) and session leaders.
During the sessions, a combat medic (medical professional) should be
present to provide timely primary medical assistance, with a sanitary vehicle
available if necessary.

Before the start of the session, each serviceman should clearly

understand that firing with blank cartridges and using simulation means
should be immediately ceased upon the command of the leader or
independently in case of:

Appearance of people, animals, or vehicles on the movement route or

low-flying aircraft.
Reports or signals from the surrounding posts about the danger of
continuing firing.
Raising a white flag (appropriate light signals) at the command (section)
post.
Fire outbreak on the training complex and shooting range territory.
Loss of orientation by those who are shooting.
Upon the command "Stop! Cease fire!" the shooters must cease fire.
The weapon is then unloaded and the safety is engaged.

During the preparation and conduct of the sessions, it is strictly

prohibited to:

56
 Load weapons with live ammunition.
Load weapons with blank rounds or inert grenades before the "Fire!"
command (command of the session leader).
Point the weapon at people, whether it is loaded or not.
Fire from malfunctioning weapons, faulty ammunition, or unsuitable
ammunition for the weapon; beyond the dangerous directions of fire; with a
raised white flag at the command (section) post; at structures (towers,
trigonometric points, and decorative installations); when people are on
training facilities, and in the absence of the session leader.
Leave weapons unattended or pass them to other individuals.
Leave personal weapons at the firing position without the command of
the session leader (commander).
Preventing injuries to the personnel during the completion of the
psychological training course on the training complex is ensured by:

Checking the technical condition of the equipment and inventory.

Proper preparation of landing areas (constant digging and filling them
with turf or sand).
Adhering to the established sequence of executing techniques, actions,
and exercises, optimal intervals and distances between those being trained
during the execution of techniques with weapons in motion and in low light
conditions.
Moving the targets for grenade throwing away from the running
direction.
High-quality planning of the session (obstacle overcoming sessions are
planned for warm, rainless months).
Avoiding conducting control and competitive exercises on a wet or
humid obstacle strip.
Adhering to the rules for using simulation means.
Checking the technical condition of training facilities (ropes, stretches,
carabineers, belay devices, etc.).
Properly applying safety and self-insurance techniques.
Using models of knives, infantry shovels, rifles, etc.
Checking footwear, uniform, equipment, and weapons, and constant
monitoring of the state of those being trained.
Considering the level of physical exertion.
Observing those being trained, mutual observation, and providing
immediate assistance (medical, psychological) in case signs of an
unsatisfactory condition are detected.

57
CHAPTER 3. ORGANIZATION OF PSYCHOLOGICAL TRAINING
DURING COMBAT TRAINING SESSIONS

3.1. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING TACTICAL

(TACTICAL-SPECIALIZED) TRAINING

Before the commencement of tactical (tactical-specialized) training with

personnel, methods and techniques of modern armed combat must be
studied, and tactical-specialized sessions should be conducted. These
sessions, in addition to actions in various combat scenarios, include specific
techniques aimed at addressing psychological training objectives.

These techniques include overcoming various obstacles and barriers under

enemy influence, dealing with fires and contamination zones; actions based
on established signals for radiation and chemical contamination, and when
the enemy employs precision weapons; providing self-aid and mutual aid for
burns and injuries; airborne operations; tank familiarization; exiting damaged
tanks (IFVs, APCs) under enemy fire; evacuating the wounded, and so forth.

During these sessions, to ensure that each training issue is assimilated

by the personnel, a tactical environment demanding mental tension and
active, decisive actions is created. The enemy must be marked using targets,
dummies, models of weapons and military equipment, requiring the
necessary personnel and simulation means.

Tactical (tactical-specialized) training represents the highest form of

purposeful development of necessary psychological qualities in the
personnel. All of this allows not only improving the mental state of the
personnel but also testing their psychological readiness for combat actions.
58
 The training should cover a wide range of themes, at a high pace,
during both day and night, in challenging weather conditions (rain, snow, fog,
frost, icy conditions, etc.), in rapidly changing situations, involving live or
simulated artillery and mortar fire, vehicle maneuvers (tanks, IFVs, APCs)
through occupied positions and areas, helicopter and aircraft flyovers over the
personnel, firing from all types of small arms, throwing grenades, water
obstacle crossing, passing through swampy terrain, air assault, overcoming
zones of contamination, destructions, fires, various engineering obstacles,
actions in protective gear, and in conditions of active radio interference.

During the training, the personnel should be able to combat tanks, IFVs,
APCs, low-flying enemy aircraft, his reconnaissance and sabotage groups,
defend against incendiary substances, sustain "losses" in personnel and
equipment, provide assistance to the "injured" and "wounded," and restore
their combat capability.

To intensify the personnel's actions and instill high vigilance during the
training, the practice of conveying false commands and misinformation about
the situation should also be used.

Commanders (instructors) should inject maximum creativity into each

training session to create an environment close to real combat conditions.
The choice and equipping of the training area is of paramount importance,
incorporating unfamiliar and most characteristic terrain for the theater of
operations, with natural obstacles and local objects, facilitating the creation of
a complex learning environment.

Simulating modern warfare and successfully addressing the set goals

and objectives for the training involves the extensive use of various simulation
means (imitation kits of explosives, training formulas of poisonous
substances, imitation of radiation contamination of the terrain, imitation
grenades and shells, explosive packs, firecrackers, smoke bombs and
grenades, signal and illuminating rockets, pyrotechnics, blank rounds and
shots, training mines), broadcasting acoustic (noise) effects of battle (sounds
of gunfire, explosions, moans of the wounded, engine noises, aircraft and
helicopter sounds), as well as the use of various engineering obstacles and
barriers used for sudden actions (simulated minefields, wire and
inconspicuous obstacles, trenches, railway bridges, barriers, blockages,
ruined road and bridge sections), fires, mock-ups of damaged vehicles, and
dummies with imitation injuries and corpses.

The two-sided nature of combat actions of units necessitates the

presence of a real enemy in tactical training, who should be sufficiently
strong, cunning, actively engaging, and armed with modern weapons.
59
 Constant opposition from such an enemy creates an atmosphere of
tension and immediacy, akin to a combat situation, compelling the personnel
to exhibit combat activity and vigilance, fostering ingenuity, initiative, courage,
and determination.

During the conduct of two-sided tactical training, the absence of a

resisting enemy should be compensated by additional measures regarding
terrain preparation, protection against high-precision weapons and mass
destruction weapons of the enemy, simulation, intensive work of the training
leader, and his assistants.

Additionally, engineering measures and obstacle overcoming exercises

conducted on-site contribute to forming a correct understanding of modern
combat in the personnel, fostering self-control, resilience, perseverance in
achieving set goals.

In each tactical (tactical-specialized) training, it is essential to demand

that the personnel fully execute tasks related to equipping the terrain in
accordance with the situation. For this purpose, the necessary time,
resources, and control over their implementation should be allocated.
During training sessions simulating the conditions of employing the
aforementioned weapons and means, the following psychological training
tasks for the personnel must be addressed:

Forming a correct understanding among servicemen about the nature of

60
combat using nuclear, laser, chemical, and other types of weapons.
Instilling confidence in the ability to accomplish assigned combat tasks
under the enemy's use of these types of weapons, as well as in the reliability
of protective properties of equipment, terrain, engineering structures, and
individual means of defense.
Developing skills in overcoming and conducting combat operations in
areas contaminated by enemy radiation, poisonous substances, or fire zones,
without reducing combat activity and pace of advance.
Cultivating skills and abilities in self-help and mutual assistance, rapid
elimination of the consequences of the enemy's use of mass destruction and
precision weapons, and restoring the combat readiness of units and
formations.
Fostering resilience, courage, the ability to act for an extended period in
individual means of protection, conducting engineering equipment of the
terrain, emergency rescue operations, sanitary treatment, deactivation,
degassing, and disinfection.

During training with units, imitation of explosions can be allowed using

imitation explosive charges (referred to as "SHIRAS") or illuminating rockets,
aiming for speed and accuracy in the actions of the servicemen. The imitation
should be accompanied by detonation of explosive charges located at a safe
distance from the personnel.

Imitation of the external appearance of the consequences of using

mass destruction weapons should involve creating fire outbreaks, setting fire
to mock-ups of combat vehicles, rendering personnel, armament, and combat
vehicles "inoperative," destroying defensive structures, mock-up buildings,
bridges, and so on. All of this should be done to create conditions for active
practical actions by those undergoing training, including determining radiation
levels and limits of radioactive contamination; rescuing crews of "burning"
vehicles and "damaged" machines; extinguishing fires and overcoming
blockages and destruction; evacuating and repairing combat vehicles;
providing assistance to the "injured"; restoring the combat readiness of units
and formations, as well as command posts; overcoming contaminated areas
in means of protection; "decontaminating" areas "contaminated" with
radioactive substances and dust; restoring defensive structures; conducting
partial special treatment; countering "enemy" counterattacks using the results
of nuclear strikes in their objectives.

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 The use of signs with inscriptions such as "blockage," "destroyed,"
"contaminated" during training should be kept to a minimum, as this is an
element of conventionality and does not contribute to the formation of
necessary psychological qualities of the personnel.

For quick and accurate determination of "losses," it is recommended to

study in advance the possible ways of using the terrain, combat vehicles, and
engineering structures in the planned explosion area and prepare "loss"
cards. Depending on the actions of those undergoing training, it is necessary
to "render inoperative" the personnel, combat equipment, and assess the
combat readiness of those who were in shelters if needed.

In cases where the imitation of the enemy's use of chemical weapons is

simulated, achieving the objectives of Psychological training is accomplished
by:

Creating a chemical environment approximating reality that has

occurred during combat operations.
Training personnel in actions for protection upon receiving an alert
signal suddenly during the performance of combat tasks by units.
Prolonged use of gas masks and protective gear during combat
operations.
Determining "losses" in personnel considering specific protection
measures performed by the personnel upon receiving the alert signal.
Constantly monitoring the personnel's compliance with protective
measures corresponding to the real situation, with mandatory "rendering
inoperative" of individuals who did not follow protective measures, and
62
evacuating them from the "contaminated area."
Instilling in the personnel faith in the reliability of individual and
collective means of protection, as well as the protective properties of
equipment.
Creating a chemical environment approximating reality during training is
achieved through a well-thought-out system of imitation that allows inducing
psychological tension in those undergoing training at the right moment.

Depending on the type of combat actions, imitation means can be used:

During the unit's stay in concentration and defensive areas - using
helicopters with imitation means;
During a march - by detonating imitation shells or grenades with
simultaneous detonation of explosive charges to simulate aviation strikes and
artillery fire;
During pursuing a retreating enemy - by pre-creating contaminated
areas.

Instilling faith in the reliability of individual and collective means of

protection, as well as the protective properties of equipment with a special
protective system, is achieved through:
Checking gas masks and practicing the use of gas masks in a
contaminated atmosphere the day before the training;
Placing the personnel (for eating, resting, etc.) in areas equipped with
filter-ventilation installations;
Crossing contaminated areas in vehicles with the protection system
activated without gas masks.

During training simulating the enemy's use of incendiary substances,

fire outbreaks are created by detonating imitation means equipped with an
incendiary mixture and treating the surface of training objects with a specially
prepared incendiary mixture.

During training on protection against incendiary substances, the

personnel should be led to the prepared samples (models) of combat
vehicles. An incendiary mixture should be applied in advance to the surface
of this equipment (models), which should be ignited suddenly for those
undergoing training. The burning effect can be intensified by using smoke
grenades (charges).

During training on actions to protect against incendiary substances in

defence, the personnel is placed in a trench (ditch) with prepared fire
outbreaks on coverings, clothes, beds, or parapets. After a sudden ignition of
the incendiary mixture (detonation of imitation shells), they should proceed to
extinguish the fire: smother the fire outbreaks with soil, sand, mud, or snow,
cover the fire with available means, extinguish the flames with freshly cut
63
branches of trees or shrubs, etc.
In all cases, it is necessary to also train the personnel in extinguishing
burning mixtures on dummies and on themselves.
From the military personnel, skilful use of the protective and camouflage
properties of the terrain, slits, shelters, trenches, constant readiness for
protection against mass destruction weapons, repelling ground and air enemy
attacks, and vigilance in guard duty should be demanded.
To fully and qualitatively work on these issues, commanders
(instructors) should provide those undergoing training with the necessary
time, monitor the progress of work, and conduct inspections of the readiness
of units and formations in their deployment areas.

During a march, the personnel should cross water obstacles on

improvised means and built bridges, repel air attacks, diversionary groups,
and airborne assaults, protect against incendiary substances and the
enemy's mass destruction weapons.

On certain sections of the route, it is advisable to simulate the

"disabled" state of vehicles and continue the march on foot using forced
marches.

During training on offensive combat, the personnel should form a

correct understanding of it, foster high offensive impetus, unwavering
determination to actively defeat the enemy by all available means,
brotherhood and mutual assistance in battle, courage and bravery,
determination, and initiative.

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 Depending on the theme and objectives of the training, it is necessary
to practice with the personnel the following training issues:
Conducting fire preparation with extensive use of fire means, firing from
concealed positions, and direct aiming;
Overcoming water obstacles and engineering barriers during combat
operations;
Combat shooting from all types of weapons of mechanized and tank
units, throwing grenades, artillery fire, mortar fire, and aerial bombing during
offensive and defensive operations;
Repelling enemy counterattacks both with live fire and without it;
Fighting against airborne targets of the enemy flying low;
Conducting combat operations in conditions of the enemy's use of mass
destruction weapons and incendiary means and protection against them;
Actions of units in smoke-covered areas and in night conditions;
Actions of mechanized units without artillery and aviation support in the
encirclement of the enemy;
Rescuing crews of damaged vehicles, providing assistance to the
wounded, and repairing combat equipment.
Efforts should be made to ensure that during the march, the personnel
move on the battlefield by running in combination with accelerated marching,
and during combat actions near the base points, by rushing and crawling.
During the training on the fording of water obstacles, it is advisable to
practice the crossing of reconnaissance and mechanized units on improvised
and swimming means.
During the fording on ferries, it is practical to create conditions forcing
the personnel to hurry, not reaching the shore, to jump into the water and
continue crossing on foot or swimming.

Floating means "disabled" on the water and "damaged" before and on

the water can be used as rescue means for the personnel. The fording should
be carried out under the influence of the enemy's fire means and
accompanied by the enemy's fire imitation.

Imitation of shell explosions and bombs in the water is practical by

sequentially detonating electrically explosive charges installed on anchors at
a depth of 10-15 cm from the water surface at 30-50 meters outside the
fording sections, as well as using explosive packets and smoke grenades
dropped from ferrying means or launched downstream from the upper limit of
the fording area.

During fording water obstacles, it is practical to simulate

reconnaissance of low-flying aircraft and helicopters, and when fording within
training grounds, simulate enemy aviation attacks with live ammunition using
radio-controlled targets.
During defensive actions, engineering equipment of positions, repelling
65
attacks of armoured vehicles (aircraft, helicopters), counterattacks, tank
testing, reconnaissance flights by aircraft and helicopters, protection against
incendiary substances, and weapons of mass destruction are carried out.
During defensive combat, extinguishing fires, rescuing crews of
"damaged" combat vehicles, providing assistance to "wounded" and "injured,"
evacuating and repairing combat equipment in field conditions, and delivering
ammunition should be practiced.
The greatest opportunities for psychological fortification of the
personnel are provided during combat shooting exercises. They are saturated
with elements of real danger and allow the personnel to accumulate the
necessary experience of active activity in combat conditions.
Firing from all types of small arms, tanks, BMPs, APCs, using combat
shells, mines, and bombs, throwing hand grenades, and moving the
personnel in close proximity to explosions - all of this triggers combat
excitement in the servicemen, during which their knowledge, skills, abilities,
and basic psychological traits of personality are concentrated and
demonstrated in practice. The actions of the personnel in such conditions
contribute to the development of self-control, determination, courage, bravery,
and courage in the servicemen.
The maximum approximation of combat shooting training to reality is
achieved in cases when it is combined with practical actions of the personnel
on the battlefield. If the training is not limited to combat shooting only, and the
main attention is focused on tactical techniques and actions of those being
trained.

It is advisable to widely practice firing from machine guns and grenade

launchers from the flanks of the combat formations of units, "disable"
individual servicemen and combat equipment for their evacuation.
The suddenness of the counterattack is ensured by the concealment of
its preparation and conduct for those undergoing training.

66
 During the offensive (raid), the personnel should unexpectedly
encounter inconspicuous obstacles, blockages, ditches, surprise mines, traps
for tanks, and combat vehicles, etc. For this purpose, counterattacking
groups, airborne units, reconnaissance and sabotage groups, imitation
groups for creating barriers can be placed in ambush until the moment of their
use and applied at the most unexpected moments for the personnel.
The analysis of the actions of the personnel enhances the sense of
responsibility, self-confidence, and confidence in themselves and their unit,
reinforcing the belief in the effectiveness of using their weapons and military
skills.
During the analysis of the actions of the personnel, commanders
(instructors) should analyze the behaviour of servicemen in tense
circumstances that require them to demonstrate high volitional qualities -
activity, initiative, ingenuity, courage.
Modelling anxiety situations by commanders (instructors) during training
contributes to the rapid activation of all mental processes of the personnel,
accustoms them to overcome unexpected obstacles, and thus forms internal
psychological readiness for immediate combat actions.

3.2. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING OTHER

LESSONS

3.2.1. Firearm Training

During firearm training sessions, alongside developing skills and

abilities in weapon handling, military personnel undergo Psychological
training for performing combat tasks. This includes enhancing reaction speed,
attention, memory, and thinking, as well as fostering determination,
perseverance, independence, decisiveness, and courage.

The main objective of psychological fortification during firearm training

is to instil confidence in the personnel regarding their weapons and its
effective use. It aims to cultivate activity, determination, and independence in
neutralizing the enemy.

Confidence in the weapon is primarily achieved by ensuring a solid

understanding of its tactical and technical characteristics, capabilities, and
equipment. Emphasizing its advantages over similar weapon models,
teaching the elimination of typical delays and malfunctions during shooting in
various conditions, and ensuring a solid grasp of shooting rules to address
firing tasks are essential components.

To achieve this, it is necessary to demonstrate the weapon's

capabilities and effectiveness, organize competitions for accuracy and speed
in meeting standards, train in swiftly resolving malfunctions and delays during
67
shooting within limited time, and practice preparing firing data for adjusting
fire within a constrained timeframe and complex conditions or under obstacle
influence.
Disassembling and assembling firearms, addressing malfunctions, and
loading magazines with ammunition should be performed in various weather
conditions, during both day and night. The disassembling of the firing
mechanism of the gun breech, disassembling and assembling of machine
guns, striker replacement, and magazine loading should be conducted not
only on tables (shelves) but also directly in a tank (APC, IFV) or near
vehicles. Disassembly and assembly of small arms and troubleshooting
during firing should be practiced in trenches, confined spaces of vehicles
(APC, IFV), and while solving firing tasks in darkness and while using
individual protective equipment. The actions of personnel should be time-
limited and evaluated by the commander (instructor) after each exercise.
Continuous control over the actions of military personnel significantly
contributes to fostering activity and speed in solving firing tasks. During
training on shooting techniques and rules, commanders should record the
time of target detection and firing opening for each target and monitor the
correctness of sight adjustments and aiming. Announcing the results
achieved by the military personnel enhances their eagerness to engage fully
in the training.
Confidence in handling the weapon is acquired through repeated
training, and its effectiveness is significantly enhanced if the personnel are
trained in self-monitoring skills. To develop self-monitoring skills during
shooting, it is useful to place individual targets on large wooden (plywood)
68
boards before shooting, allowing shooters to identify their hits and misses.
This approach provides a visual means to instruct personnel on accurate
shooting.
Reports by military personnel after completing shooting, where they
evaluate their actions, are helpful in developing self-monitoring skills. These
reports should be given considerable importance and utilized during after-
action reviews.
Self-monitoring skills should also be developed during training on
simulators, using special equipment and training devices that enable
personnel to monitor their actions.
To foster activity and independence in neutralizing the enemy with
firearm use, patterns of actions in organizing and conducting shooting
exercises should be excluded. Additionally, the simulation of hitting or missing
the target should be widely implemented, allowing military personnel to
directly observe the results of their shooting.
During training of mechanized and tank units, it is beneficial to present
targets in various combinations, enabling personnel to independently address
firing tasks, displaying activity and ingenuity in target destruction depending
on their importance. To eliminate patterns of actions in organizing and
conducting shooting exercises, each shooter should change their position for
shooting, the order of presentation, the location and direction of target
movement, methods of illuminating the targets, and the degree of target
masking. It is essential that before shooting, every shooter is unaware of the
actual target placement. For this purpose, target preparation for shooting
should be done discreetly, concealed from the military personnel. To
achieve

69
this goal, it is advisable to practice shooting in unfamiliar shooting ranges and
firing lines not known to the military personnel.

To develop psychological resilience in military personnel during training,

external obstacles should be created, such as training more often in personal
protective equipment, in conditions of poor visibility and adverse weather,
setting various obstacles and barriers on the path of military personnel,
restricting their actions by time, impacting them with sound effects, and more.
To enhance psychological qualities in subordinates, commanders
(instructors) should increase the intensity of the exercises: change the nature
of the targets, the place and time of their appearance, the method of imitation
or illumination, and the degree of camouflage. During observation and
distance determination exercises, it is advisable to simulate (using acoustic
systems) firing from small arms, artillery shell explosions, and mines, the
noise of moving vehicles, aircraft, helicopters, and periodically illuminate the
terrain with rockets and other light sources, as well as use dummies with
simulated injuries and traumas.
Preparing personnel for shooting in various ways, it is advisable to
gradually increase the speed of movement of military personnel (equipment),
reduce target presentation time, simultaneously present multiple targets at
different distances, change camouflage methods, and present targets at the
moment of "enemy fire" and overcoming various obstacles and barriers.
Training sessions should be conducted in any weather (rain, snow, fog, etc.),
at different times of the day, as well as in smoky and dusty environments.

During the preparation of RPG (rocket-propelled grenade) gunners, it is

beneficial to practice shooting inert grenades at tanks of the training-battle
group moving towards the military personnel. Prior to this, the illumination
devices, ZPU (individual equipment), and equipment attached to the tank's
body should be removed.

Psychological readiness for effective firearm use and an individual

soldier's resilience to firing at live targets are better shaped through the use of
laser fire simulators. Weapons and equipment of military personnel are
equipped with these simulators. During military personnel training, fire is
aimed at live targets using blank cartridges, and the laser beam accurately
replicates the bullet trajectory. In the event of a hit, the soldier's receiving
device on the equipment perceives the laser signal and identifies the hit
target, sending the information to the central computer. Simultaneously, the
laser device on the "victim" disables their weapon, simulating combat
ineffectiveness and, consequently, "death". These devices not only allow the
military personnel to feel the dynamics of battle but also to see the enemy in
their sights and make an accurate shot. Military personnel undergoing this
training quickly acquire shooting skills, taking into account human factors.

70
 Psychological training during firearm preparation significantly enriches
knowledge regarding the effectiveness of using firearms. For instance, semi-
automatic firearm shooting at a distance exceeding 50 m is more effective
compared to automatic fire. At night, and when firing from any distance, short
bursts of fire (three shots) are the most effective. A strip of white film along
the barrel improves night shooting performance. Soldiers accustomed to
adjusting fire based on the trace of tracer bullets show worse results when
using regular rounds compared to those who have never used tracer bullets.

3.2.2. Technical Training

Psychological training of personnel during technical training is achieved

by working on specific psychological elements during each session,
simulating the psychological stress on the military personnel while performing
their duties in combat conditions as part of their unit (crew, team).

During technical training, the following is conducted:

Familiarization of personnel with the unit's combat equipment.
Visual demonstration of the advantages of our equipment over the
enemy's, capabilities of armaments, and combat equipment for protection
against weapons of mass destruction.

Successful accomplishment of these tasks is achieved through the

comparison of the characteristics of the armaments and military equipment of
their unit with those of the enemy, real actions of prepared crews, teams, and
personnel in conditions of using imitated toxic substances; "demonstration"
firing from standard weapons during equipment repair tasks.

The main efforts in addressing Psychological training tasks, particularly

in forming evacuation and repair skills, are concentrated during technical
assistance sessions in tactical actions and fire training (and for mechanics-
drivers - during driving sessions).

The model of modern tactical combat is created using simulation

means, noise, sound, and light effects; the exercise of evacuating equipment
during a real enemy attack is performed after marching to the equipment
evacuation point.

Psychological hardening of repair unit personnel is achieved through:

Conducting sessions on evacuation and repair of equipment in
unfamiliar terrain, under complex circumstances.
Performing various individual tasks in a shortened repair and restoration
composition.
Using simulation means to form a correct understanding of real combat
situations.
71
 Systematic increase of psychological stress during training support.

To provide personnel with an understanding of the weak points of

enemy armoured vehicles, it is necessary to demonstrate evacuated
damaged enemy equipment, presentations with diagrams, and photos.
Vulnerable areas are highlighted with bright colours, and explanations are
provided regarding which weapon is more effective to use.

During training sessions, it is advisable to simulate gunfire, explosions

(blasts), and create obstacles for those involved in evacuating and repairing
equipment using light and smoke effects through acoustic amplifiers and
imitation systems.

It is recommended to apply psychological stress according to the

tactical publication for developing stress resistance in rapidly changing
combat situations (TPP 1-160(31)03.01) during technical training sessions.

During arms and equipment handling, the exercise "Anti-Stress" should

be performed in stressful situations. To alleviate excessive psychoemotional
tension in a complex stressful situation, it is necessary to press the "anti-
stress" point located under the chin for 3 seconds. A slight tingling is felt while
massaging this point. After massaging this point, it is necessary to relax and
imagine a state of fatigue, evoke pleasant images. Yawn after 3-5 minutes.
Tighten, tense, and then relax the muscles of the whole body.

Place of execution: location, classroom.

Equipment: not required.

During emotional tension, it is advisable to use the "Contrast" exercise.

It is performed within the unit during breaks between sessions or at the end of
sessions. Sit comfortably, clench your right hand into a fist. Squeeze as hard
as possible. Hold tightly for 12 seconds, then quickly release the fist. Lower
your arm to your thigh and with your eyes closed, listen to your feelings. Do
the same with the left hand. Then, simultaneously with the right and left hand
for 1-2 minutes. It is necessary to feel the area of muscle tension and without
changing position, mentally send relaxation to this area.

Procedure for performing the exercise: the instructor gives the

command to the personnel to sit comfortably and clench their right hand into
a fist. Squeeze as hard as possible. Hold tightly for 12 seconds, then quickly
release the fist. Lower your arm to your thigh and with your eyes closed,
listen to your feelings. Do the same with the left hand. Then, simultaneously
with the right and left hands.

72
 Place of execution: classroom, terrain area, gym, sports ground.

Equipment: not required.

3.2.3. Reconnaissance Training

The actions of scouts are often associated with being behind enemy
lines. They typically perform combat tasks as part of small mobile groups and
sometimes independently. The need for timely and reliable information about
the enemy and the terrain, the difficulties associated with gathering this
information, and the constant threat of detection and sudden encounters with
the enemy all place special demands on the comprehensive preparation of a
scout's mentality. The successful completion of tasks depends to a large
extent on the scout's morale, mental resilience, the level of development of
mental cognitive processes (especially attention, perception, memory, agility),
physical endurance, courage, and determination.

In addition to forming high moral and psychological qualities in military

scouts, it is essential to explain to them the role and significance of
reconnaissance in modern warfare, honesty, truthfulness, and popularize the
heroic deeds of their comrades during combat operations and the
achievements of advanced reconnaissance training experience in peacetime.

It is advisable to organize viewings of documentary films on military-

patriotic topics, discuss books and historical facts about the feats of scouts,
and skilfully reward reconnaissance military personnel for their initial success
while strongly condemning manifestations of dishonesty, indecisiveness, lack
of initiative, and cowardice.

Most of the reconnaissance data about the enemy and the terrain is
obtained through observation, the effectiveness of which depends to a large
extent on the scout's developed observational skills. At the same time, the
data revealed by observation must be stored in memory for a long time and
accurately and quickly reproduced.

Primary skills in conducting reconnaissance through observation are

formed by special exercises during tactical and firing training on training
grounds equipped with stationary and moving targets.
To develop a scout's sustained attention in conditions of external
obstacles typical of a combat situation during observation sessions, it is
advisable to simulate gunfire, explosions of shells and mines, the noise of
moving vehicles, and periodically illuminate the terrain at night with rockets
and other light sources. Simultaneously, tactical training standards should be
practiced during observation sessions.
Further improvement of visual and auditory perception of scouts and
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training their memory should be developed in tactical and other sessions,
during movement to the training area and back, as well as during breaks
between sessions. During tactical training sessions, in addition to working on
special educational issues (checkpoint reconnaissance, defensive position),
scouts should be required to observe in designated lanes or sectors and then,
after moving to a new area, be questioned about the results of their
observation.
During the movement of reconnaissance military personnel to training
and back, they should be given exercises to test the speed of visual
perception of local objects and their memorization. For this purpose, after
passing through a settlement, a stretch of road, a forest, a ravine, etc., the
session leader (instructor) asks the military personnel questions such as:
"How many houses in the village?", "How many of them are on the right and
left of the road?", "From which attic is the best view of the approaches to the
settlement?", "Which side of the ravine is steeper?", "On which side of the
height are the thicket bushes larger?" and seeks the most complete answers.
To develop the curiosity of scouts, in addition to asking general
questions, it is necessary to clarify specific details characteristic of people
and local objects: "What kind of roof does the last house on the right side of
the road have?", "How many windows are there in the last house on the left
side of the road?", "How are the people working in the garden dressed?",
"What brands of cars and motorcycles were encountered on the road?",
"What tracks of vehicles go into the forest?", "How many shepherds were
grazing the herd of cows in the meadow?" and so on.

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 To train the memory of scouts and develop their skills in quickly and
accurately reproducing the necessary data, it is useful to practice control
quizzes on recalling what was seen (heard). For this purpose, it is advisable
to conduct special exercises: at night, show the scouts several targets and
require them to determine their location and distance to them, and then listen
to the results of the observation after a few hours, and so on.

Before performing combat training tasks with scouts, it is advisable to

study the terrain in the area of future actions on a map or in a verbal
description, after which they should be asked to draw a scheme of the terrain
from memory on a blank sheet of paper. It is useful to practice organizing
competitions among scouts in their ability to identify, memorize, and
reproduce what they have seen (heard).

Conducting reconnaissance, especially in the enemy's location, is

associated with sudden and abrupt changes in the situation, requiring the
military scouts to react quickly, be agile, and show initiative in their actions.

To develop these qualities in military scouts, it is necessary to put them

in conditions during classes and training where the situation changes
abruptly, requiring immediate action from them. For this purpose, it is
advisable to extensively practice setting up ambushes in their path, sudden
"enemy" firefights, and unexpected encounters with personnel using
mannequins.
A distinctive aspect of Psychological training for reconnaissance military
personnel is the cultivation of fearlessness, courage, and decisiveness in
their actions. Special training sessions are conducted to develop these
qualities:

Jumping over a ditch 2.5-3 m wide filled with water;

Grenade throwing, jumping through a window into a burning building,

and engaging in hand-to-hand combat inside it;
Overcoming a stone wall 2 m high and a ditch with water behind it, 0.5
m deep and 3 m wide (the wall is overcome with the help of another scout);

Jumping into the water and crossing a water obstacle 30-50 m wide
while swimming in full gear;
Emerging from the water, digging a trench, and throwing a grenade at a
moving tank;

Overcoming a barbed wire fence on tall poles under the electric current
with the help of another scout lifting the lower wire with sticks;

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 Climbing assault stairs to an observation tower 5-8 m high and
descending from it using a rope or cord;

Walking on a wall or log at a height of 5-10 m;

Overcoming a water ditch using a rope or beam from a destroyed

bridge 30-50 m long at a height of 5-10 m;
Completing a route of 20-30 km through rugged terrain at night,
reaching a designated point using a compass, and so on.

More than two-thirds of all tactical exercises with scouts should be

conducted at night and in conditions of poor visibility such as rain, fog,
snowstorm, blizzard, and heavy smoke.

Improvement of all volitional qualities of scouts, particularly the

formation of their moral and physical endurance, is achieved during training
on the training ground of Psychological training.

The training ground for scouts is a terrain area equipped with obstacles
and barriers that are most commonly encountered in combat situations:
wooden and stone obstacles, brick walls with breaches, a semi-destroyed
building, a building facade, a chimney, a trench, a wire obstacle, a brick wall
with a ditch behind it, a vertical wall 4-4.5 m high, knife-throwing targets, and

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grenade-throwing trenches, as well as rope crossings, communication lines,
grenade-throwing windows, railway sections, water and sewage pipes, water
ditches, sloping stairs, and "enemy sentry" mannequins. The obstacles
should be placed on terrain sections 600-800 m long.

During the exercises, scouts acquire skills in agile and decisive actions
to overcome complex obstacles, learn to act skilfully in trenches and
communication trenches, in ruined buildings, and practice grenade launching
techniques, removing a sentry, and hand-to-hand combat. The exercises
should be conducted in a tactical environment, with a constant threat of
encountering the "enemy." Overcoming obstacles and barriers should be
accompanied by simulated artillery fire, mortar fire, and corresponding
combat noise effects that can be provided by amplifiers and high-powered
acoustic systems. All obstacles and water obstacles are overcome by
personnel under the influence of enemy fire.

The routes of reconnaissance patrols and groups should be chosen

away from roads, where there are dangerous areas of rough terrain (swamps,
dense forests, high mountains, water obstacles), and obstacles, traps, and
surprise mines should be placed on them. To instil in scouts a constant
psychological readiness for action, a sense of responsibility, vigilance, and a
desire for self-control, it is necessary during training to "disrupt" not only the
actions of the scouts themselves but also their means of transportation
(communication, weapons, etc.) due to careless actions and poor masking.

During tactical training, it is necessary to practice performing individual

"survival" exercises, fostering resilience, courage, and self-reliance in actions:
spending the night in the open field, in the forest, preparing food from local
vegetation, game, with camouflage of their location and movement, long-term
staying without movement in one position in conditions of external irritants
(burning sun, mosquitoes and midges, cold and rain, imitation of shell
explosions and mines), providing first aid and self-help, and so on.

3.2.4. Engineering Preparation

The tasks handled by the personnel of an engineering unit are often

associated with danger and risk, requiring significant moral and physical
strength. They must, in challenging combat conditions, set up explosive and
other obstacles, create passages through them, demolish objects using a
large quantity of explosive materials, and additionally, construct routes
through areas of destruction in contaminated terrain, build bridges across
water obstacles, and perform other engineering tasks, displaying endurance,
resilience, courage, independence, and initiative.

The entire content of psychological training for military personnel in the

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engineering forces boils down to instilling confidence in the effectiveness of
their actions, enabling them to successfully execute tasks in complex
situations.

Conducting practical training in specialized preparation, including

demolition work and mine-explosive obstacles, requires thorough preparation
of training instructors, training locations, and material support. The training

grounds must have the necessary equipment, materials, models, and

simulation tools.

To illustrate the impressive effects of the studied tools, it is also

necessary to have examples of damaged equipment, weapons, and specific
objects (fortifications, bridges, roads, etc.).

During personnel training, it is advisable to create conditions that

demand moral and physical stress, determination, and agility from them. To
achieve this, certain exercises should be conducted using combat explosive
materials, creating conditions for each serviceman to independently carry out
the demolition of individual elements of structures, soil, and various objects.
Active models of mines and shells should be synchronized with devices that
replicate the explosion effect.

Training in setting up training mines should be practiced with live fuses.

To ensure the personnel's safety during these actions, it is necessary to
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provide them with more opportunities to practice with training fuses, teaching
them to recognize the characteristic sound of the mechanism setting the mine
into combat mode and the safety pin removal, indicating the accuracy of mine
deployment. This will instil confidence and help overcome fear when handling
combat fuses.

When setting up minefields and preparing passages through them, it is

advisable to create an environment of enemy fire impact (shelling the mined
area with blank shots, simulating shell and mine explosions), and illuminate
the area with rockets and other sources of light during nighttimes. This will
increase psychological stress and contribute to the formation of the
necessary volitional qualities in the personnel.

In engineering training fields, it is advisable to have areas that replicate

destruction and obstacles (tree falls, ruined road sections, disabled bridges,
flooded terrain, etc.).

Training sessions on bridge demolition should be conducted on large

spans of reinforced concrete and metal bridges located over deep river
sections, using various suspension devices and flotation devices for this
purpose.

Training sessions on establishing crossings should be conducted at

different sections of wide water obstacles with a limited number of descents
to the water, steep or rapid banks, weak and loose ground at the bottom and
shores, strong winds and currents, as well as in conditions of flooding, ice
drift, and ice jams.
The training area for water obstacles should include all elements of
various crossings (bridging, ferrying, airborne, underwater). It is necessary to
simulate enemy mine and explosive obstacles, artillery fire, aviation strikes,
and create smoke screens on crossing areas. Additionally, elements that
increase the complexity of performing tasks should be introduced.

It is advisable to practice transitioning from one type of crossing to

another, conduct sudden transfers of crossings to other water crossing areas,
and combat enemy mines and sabotage groups.

During the training of engineering units, elements should be introduced

to complicate the delivery of bridge components to the construction site,
simulate the impact of aviation, long-range artillery fire, and actions of enemy
sabotage groups.

Overcoming "aquaphobia" is of great importance in the practice of

training engineering unit personnel. Bridge builders, pontooners, mechanics-
drivers, and motor vehicle operators of ferrying equipment should be taught to
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swim well, use rescue equipment, provide assistance to victims in the water.
Servicemen should be trained to dive into the water and swim with
equipment, accustomed to jumping into the water from heights and making
"sudden" falls into the water. During exercises on river crossings, it is
advisable to require personnel to immerse themselves in the water near
bridge supports to set charges of explosive materials or in locations of
underwater enemy obstacles to remove mines or shells that have been pre-
installed.

During training on the equipment of crossings and bridge construction,

efforts should be made to encourage the personnel to demonstrate initiative
in using improvised crossing means, striving to ferry the maximum amount of
equipment and personnel.

In fortification training sessions, high-quality and timely execution of all

tasks within a short period should be demanded from the personnel,
regardless of the availability of mechanization means. Skills to cope with
moral and physical overload by repeatedly erecting structures using different
variants with a reduced number of personnel should be cultivated. Unmasked
structures should be considered "out of order" and subject to reassembly in a
different location. The construction work should not be allowed until measures
are taken to ensure the secrecy of work, including the deployment of
personnel and equipment, as well as the procurement and delivery of
materials and structures to the task area.

While preparing engineering and road units, the personnel should be

trained to perform tasks in rugged terrain under conditions of significant
destruction and obstacles, requiring considerable physical stress, endurance,
and skills (making passages wider and creating passages through various
engineering obstacles, establishing crossings through obstacles, laying
column routes in contaminated areas, etc.), as well as a sense of
responsibility for completing tasks within specified deadlines.

At the same time, it is necessary to maintain the psychological

readiness of units for bold and decisive actions in repelling sudden attacks by
sabotage groups and airborne enemy assaults.

During tasks related to Psychological training for manoeuvring, delivery,

and evacuation, time constraints should be introduced, partial "disabling" of
road and bridge-building machinery, road structures, personnel, as well as
simulating artillery shelling, air raids, sudden enemy attacks, etc.

While preparing the personnel of units for water supply, particular

attention should be given to the speed of acquisition, thorough cleaning, and
reliable storage of water.
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 For this purpose, in water supply points during training sessions, it is
necessary to equip them in full in a short time using mechanization means
and conducting deactivation, degassing, and disinfection of water supply
facilities.

During training, it is also necessary to practice equipping water supply

points at open and closed water sources, "disabling" elements of water
supply points and water purification means, demanding rapid restoration from
the personnel and uninterrupted water supply.

3.2.5. Tactical Medicine

The main objectives of Psychological training for personnel during

tactical medicine are as follows:

Awareness of one's own psychological state and mastering self-help

techniques in case of mental disorders.
Thorough acquisition of practical skills in psychological self-regulation
after injury (damage) and during self-help and mutual assistance.
Achieving a state of confidence and psychological readiness for
corresponding actions of self-help and mutual assistance.
To achieve this, during the preparation for tactical medicine training
sessions, commanders (instructors) are recommended to:

Ensure comprehensive provision of training in tactical medicine

(simulated means, visual materials, etc.) in accordance with the relevant
standard.
Integrate the process of tactical medicine into other types of combat
training as a psychological load.
Conduct training in tactical medicine for personnel constantly during
daily activities, participation in exercises, operations, combat actions, etc.
During the training sessions, commanders and instructors in
Psychological training are recommended to:

Incorporate practical consolidation of tactical medicine skills into training

sessions of other types of combat training (fire, tactical, tactical-special, etc.)
as an integral element of comprehensive military training, simulating injuries
(damage).
Study the psychological peculiarities of personnel (collective and
individual) at all stages of combat training and tactical medicine, providing the
psychologist with relevant information regarding the implementation of
appropriate psychological measures among military personnel, and engage
military medical personnel in case of identifying or suspecting mental
disorders.
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 General recommendations for commanders and instructors:

Psychological aspects of training in tactical medicine should focus on

educating military personnel on prevention and first aid for psychological
disorders (fear, panic, aggression, stupor) that may occur during self-help and
mutual assistance.
Inadequately learned techniques and actions regarding self-help and
mutual assistance should be repeated until those being trained learn to
perform them correctly, confidently, and within the established normative
time.
Control the acquisition of military personnel's training in tactical
medicine considering psychological readiness by assessing the acquisition of
adverse psychological reactions and situational actions during them.
To master the methods of managing personal and collective mental
reactions to stress during sanitary losses (physical control, unit work,
replacing negative thoughts with positive ones, ability to listen to oneself and
the military collective, etc.), involve the relevant psychologist specialist.
Responsibility for organizing Psychological training during tactical
medicine training lies with the deputy commander of the unit for moral and
psychological support. The head of the medical service assists in organizing
the training by providing necessary information regarding situations that need
to be practiced during psychological training of the medical personnel of the
medical service.

An officer-psychologist of the unit is responsible for the entry, ongoing,

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and exit assessment of the psychological stability and readiness of the
medical service. They provide psychological recommendations to military
personnel considering: peculiarities of reliability and stability of activity,
behaviour in stressful life situations; peculiarities of perception, attention,
memory, thinking, intellect; state of nervous and mental stability; peculiarities
of adaptation to difficult living conditions revealed during training.
Based on the results of tactical medicine, recommendations are given
to military personnel by the officer-psychologist responsible for the
Psychological training of the personnel, who is involved in tactical medicine
training, taking into account: peculiarities of reliability and stability of activity,
behaviour in stressful life situations; peculiarities of perception, attention,
memory, thinking, intellect; state of nervous and mental stability; peculiarities
of adaptation to difficult living conditions revealed during training.

3.3. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING TRAINING

IN RADIATION, CHEMICAL, AND BIOLOGICAL PROTECTION

During training on the study of modern means of injury and methods of

protection from them, the basics of psychological resilience and readiness for
combat actions are instilled in the personnel. This includes forming a correct
understanding of the peculiarities of conducting combat actions and

confidence in the ability to perform combat tasks effectively, including in the

realm of radiation, chemical, and biological protection (RCB).

Practical training sessions on the study of modern means of injury and

protection should be conducted in specially equipped training grounds and
involve practicing educational topics in the following sequence:
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 Familiarization with the combat properties and capabilities of means of
injury, as well as the means and methods of their delivery to the target.
Studying the external signs of the enemy's use of weapons of mass
destruction (WMD) and means of detection (indication).
Learning the disguising signs and vulnerable points of means of injury,
methods of their destruction using different types of weapons' fire.
Studying the means and methods of protection for personnel and
combat equipment from means of injury.
Training the personnel in the destruction of means of injury and in
protection from them.
To demonstrate the combat properties of the enemy's weapons of mass
destruction (WMD) and methods of protection from them, films about the
combat actions of one's own units, narrations of comrades, and facts of the
enemy's use of poisonous substances should be widely shown. During the
training, personnel should be loaded with tasks related to reconnaissance of
contaminated areas, actions to overcome them on foot and with vehicles,
elimination of specific technical malfunctions in individual means of
protection, and handling of weapons and combat equipment in the conditions
of combat actions using standard tools of the units.

All of this contributes to the formation of resilience, endurance, and

confidence in the effectiveness of weapons and means of protection against
WMD. Initially, confidence in the reliability of individual means of protection
for personnel should be developed by demonstrating the effectiveness of
these means in the atmosphere contaminated by training imitations of enemy
poisonous substances used during combat. This purpose is also served by
demonstrating the effectiveness of antidotes, decontaminating substances,
and means of sanitization.

In psychological terms, significant are the exercises in speed and

accuracy of donning gas masks and the duration of personnel staying in
them. Such exercises should be conducted systematically and at unexpected
moments for the personnel—during breaks between sessions, during
movement in the course of training, practicing other educational topics of
combat training.

Prolonged wearing of gas masks is associated with high moral and

physical stress, actively affecting the psyche of the personnel and developing
self-control and resilience in them. Therefore, training in the duration of
wearing gas masks should be conducted systematically, combined with active
actions of the military personnel during sessions, and gradually increasing the
duration of wearing them, reaching up to 6 hours and more.

Combat experience shows that to psychologically prepare military

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personnel for actions in conditions of the use of WMD, it is necessary to:

Teach military personnel to determine the nature and type of WMD by

external signs and, based on this, quickly assess the size of the threat and
correctly choose the course of action.
Conduct training sessions with personnel in conditions simulating the
affecting factors of WMD. For this purpose, simulation of the use of WMD can
be carried out during military exercises using special simulation devices and
tools (simulators for WMD, tear gases, sublethal doses of poisonous
substances, etc.).
Demonstrate the capabilities of individual and collective means of
protection.
Teach military personnel methods of mental self-regulation and
providing psychological assistance to the affected.

3.4. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING DRIVING

COMBAT VEHICLES

Drivers (mechanics-drivers) of combat vehicles and other crew

members must be physically and psychologically prepared to conduct long
marches in various terrain, weather, and visibility conditions, and to properly
overcome natural and artificial obstacles, contamination zones, destruction,
and fires, as well as crossing tanks through deep fords, underwater, and
afloat.

The main objectives of Psychological training of personnel during

training in driving combat vehicles are as follows:

Overcoming the negative impact of prolonged stay in the specific

conditions of a moving vehicle, maintaining attentiveness and reaction speed
when operating the vehicle.
Forming strong-willed qualities necessary for successful driving of
combat vehicles in complex terrain and situations, as well as for confidently
overcoming various obstacles and barriers.
Overcoming "aquaphobia" in the personnel during driving combat
vehicles through water obstacles.
Successful achievement of these objectives is reached by:

Adhering to the standards for driving combat vehicles, focused and

persistent actions of the military personnel, creating psychological stress in
training that simulates complex combat conditions, and constantly improving
formed skills and qualities during tactical exercises, training, shooting, and
other tactical activities.
Formation of necessary strong-willed qualities in driver-mechanics
during driving exercises is achieved by:
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 Increasing the time spent by military personnel inside the moving
vehicle.
Performing exercises after significant physical exertion.
Choosing routes and sections that require a high level of control while
driving.
Implementing special observation tasks while on the move.
To address these tasks during individual exercises, it is necessary to
have not just one but two or three military personnel inside the vehicle. One
should drive the vehicle, while others should solve tasks related to
observation and actions with weapons. After each ride, the military personnel
should switch places. This allows increasing the time spent inside the vehicle
two to three times during a single session, increase their physical and
psychological load, provide more observation practice during movement, and,
at the same time, take turns performing the duties of each crew member.

Before driving combat vehicles with military personnel, it is advisable to

conduct intense training on simulators, psychological exercises, various
exercises that increase physical load.

It is important to practice driving off-road more, choosing unfamiliar

areas that include various obstacles. This helps to develop self-control and
stability, enhances attention and vigilance. Creating a complex environment
during training that contributes to the formation of necessary psychological
qualities is achieved by:

Equipping driving sections with target situations and conducting most

training sessions as part of the standard or consolidated crew, where all its
members actively perform their functional duties: reconnaissance of targets,
determination of distances to them, solving fire tasks, providing initial
psychological assistance, and practically acting with weapons. Conducting
radio communication under radio interference conditions.
Smoking the driving sections and creating fires on the vehicle's path,
which allows Psychological training for future combat actions.
Including routes with different types and sizes of obstacles and limited
passages to prepare for obstacles.
To overcome "aquaphobia" in the personnel of combat vehicle crews
during driving exercises, it is necessary to psychologically instil in them:

Confidence in the reliability of the isolating gas mask (apparatus) and

the ability to stay in it underwater for a long time.

Confidence in the possibility of rescue in any emergency situation and

the reliability of the evacuation service.

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 Conviction in the reliability of the tank's sealing system during prolonged
submersion and its capabilities to overcome water obstacles underwater and
afloat.

During practical actions underwater, military personnel who are most

susceptible to "aquaphobia" should be immersed in the water in the presence
of experienced military personnel. In cases where a military personnel doubts
the reliability of their gas mask, the instructor should demonstrate this
reliability to them using another, more experienced military personnel, or
demonstrate it on themselves, after which they should demand confident and
decisive actions from the military personnel.

Formation of confidence in the possibility of rescue in case of tank

flooding is achieved through training actions with military personnel on a
hydrotrainer during the flooding of a tank mock-up and exiting it in life jackets
and isolating gas masks. The success of the training largely depends on the
conditions in which the military personnel will operate. The internal device of
the tank mock-up should correspond to the real one and create the same
conditions for the military personnel as in a combat tank. Training should be
conducted until the personnel are confident. Before driving tanks underwater,
the instructor should check the sealing of the vehicle by measuring the
degree of air rarefaction inside its hull. The reliability of this method for
checking sealing should be confirmed by practical "submersion" of the vehicle
in water.

3.5. PSYCHOLOGICAL TRAINING OF PERSONNEL DURING

COMMUNICATION TRAINING

The specifics of the communication service lie in monotonous,

prolonged actions to ensure stable communication in conditions of territorial
remoteness. The tasks assigned to them are carried out as part of a crew
(calculations, units) or independently. Special attention should be paid to
building confidence in communication equipment and one's own skills,
resilience, self-control, independence, attention, memory, and professional
skills.

Building psychological confidence in their skills for the personnel should

be a gradual process. During initial field exercises, radio operators should be
involved in providing communication in the most accessible telephone mode
without psychological stress and intentional radio interference. After forming
the necessary skills, they should progress to providing communication in

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telegraph mode, gradually increasing the level of psychological obstacles.

To foster resilience in radio telegraphists, the duration of combat shifts

at the radio stations should be increased, starting from 2-3 hours per day,
with intensive work in conditions of active radio interference. A radio operator
during a shift must always be ready to receive a signal without prior
knowledge whether it's a training or real signal. During tactical-special
exercises, it's advisable to impose significant psychological stress on
telephone operators and mechanics of special equipment.

To achieve this, on all technical and special training sessions, it is

necessary to demonstrate to the personnel the reliability and high protection
of communication means, teach radio telegraphists to receive signals amidst
intense radio interference, explosions, and shelling, and introduce intentional
jamming, practice broad manoeuvring with antennas, frequencies, and modes
of radio equipment.

To build confidence in the reliability of communication equipment, it is

advisable to appoint less experienced servicemen as backup operators in
crews, alongside experienced specialists. They should be assigned to stand
by in case of stable communication and only after this allow them to
independently provide communication.

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 To develop self-control in communication specialists during the
deployment of antenna-mast installations, mechanics should be trained to
ascend to check its condition and rotating equipment.

For line supervisors, it's useful to practice setting tasks for providing
communication with command posts whose location is only approximately
known, particularly in highly rugged terrain with water obstacles. Checks on
the condition of the cable and repairs should be initially carried out in groups
of two to three servicemen, and then individually, independently, at any time
of the year and day. Damages should be simulated in hard-to-detect areas
(e.g., cable wire damage while preserving insulation). Simulated attacks by
sabotage groups can also be practiced.

To improve auditory memory and attention in radio operators during

special training sessions, they should be trained to receive short signals and
commands by ear without writing them down. For this, the instructor can send
a few signals via Morse code and require the servicemen to repeat them. The
same approach should be used for learning coded phrases and abbreviations
used during communication and operational exchanges.

3.6. PSYCHOLOGICAL TRAINING OF PERSONNEL FOR PROTECTION

AGAINST INCENDIARY SUBSTANCES

During the study of incendiary substances, the primary focus is on

developing psychological resilience to fire, overcoming fear of it, acquiring
skills in extinguishing fires, providing first aid for burns, and, as a result,
fostering psychological readiness and confidence in carrying out combat
tasks in conditions of the enemy's mass use of incendiary substances.

During these sessions, personnel must be convinced that successful

defence against incendiary substances is possible if you know their properties
well, know the methods of protection against them, and can effectively fight
fire. The personnel should develop courage, resourcefulness, ingenuity, and
psychological readiness for active defence against incendiary substances.

The training on incendiary substances and how to defend against them

should start with familiarizing the personnel with the combat properties and
the injuring factors of incendiary substances, especially napalm and termite.
It's necessary to demonstrate to the personnel the nature of combustion of
incendiary mixtures, their ability to generate high temperatures during
combustion, and the resistance of various materials to high temperatures.

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 The properties of napalm should be demonstrated – its viscosity,
burning on water, soil, regular and fire-resistant uniforms, protective cloak,
tarpaulin, and enhanced combustion when rubbed on rubber gloves. To
demonstrate the burning of napalm on water, it is advisable to install
reservoirs filled with water in training areas.

Following this, the combustion of termite should be demonstrated,

focusing on its incinerating ability. Finally, the burning of self-igniting
substances based on phosphorus should be shown.

After studying the chemical properties of incendiary substances and

means, their application, the main attention should be given to soldiers
mastering methods of protection and extinguishing burning mixtures using
various materials and objects – soil, blankets, tarpaulins, fire extinguishers,
etc. It is psychologically important to demonstrate these methods first on iron
sheets, then on mannequins and models of standard equipment (captured
samples of weapons and military equipment). After the trainees are confident
in the reliability of the methods of extinguishing burning mixtures on
themselves and on various samples of military equipment and weapons
under the supervision of instructors, this will significantly contribute to
eliminating psychological "pyrophobia", instilling confidence in handling fire
and actions.

Practical training in practicing methods and techniques for protection

against incendiary substances should be carried out considering the nature of
combat operations.
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 Personnel should be trained in defence during actions on foot, in
vehicles, in trenches, in extinguishing burning mixtures on mannequins and
models of standard equipment (captured samples of weapons and military
equipment), extinguishing sources of fire on various objects and engineering
structures using standard and makeshift means, providing first aid to the
injured, equipping combat positions, engineering structures in terms of fire
safety, and skillful use of the terrain and makeshift means for protection
against ignition of military equipment, weapons, and property.

To consolidate and improve the skills acquired during training and to

enhance psychological resilience to fire, it is advisable to practice training the
personnel in actions in conditions of the use of incendiary substances on
specially equipped fire lanes.

These lanes can have different equipment (trenches, trenches, barriers,

and fences, building mock-ups) and training objects (combat equipment,
weapons, vehicles), allowing not only to overcome burning obstacles but also
to extinguish fires on mannequins and mock-ups of combat equipment and
weapons.

Overcoming fire lanes should also be carried out during tactical training
sessions.

3.7. PSYCHOLOGICAL TRAINING OF PERSONNEL FOR DEFENSE

AGAINST MISSILE, AVIATION STRIKES, AND PRECISION WEAPONS

In training sessions aimed at Psychological training of personnel for

combating enemy air attacks, special attention should be given to eliminating
"fear of aircraft" and instilling confident skills in countering low-flying aircraft,
helicopters, and drones from various positions in conditions of external
obstacles and interferences typical of the combat situation.

The best way to overcome "fear of aircraft" in personnel is through a

solid understanding of the nature and actions of enemy aviation, weaknesses
of aircraft, helicopters, drones, and how to engage them with firearms, heavy
machine guns, and other means. It's also essential to instil confidence in the
real possibility of destroying these targets with standard weapons fire.

Each serviceman should understand that the main danger for them in
battle comes from airborne targets operating at low altitudes. However, they
can be successfully destroyed with good training and high coordination of
small units, with quick reactions, self-control, and determination in each
serviceman.

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 To instil psychological confidence in the personnel's ability to destroy
aerial targets with standard weapons fire, the study of enemy aircraft,
helicopters, drones (quadcopters) should be conducted through the
demonstration using a multimedia projector showing their photographs in
volumetric imaging with illustrations of vulnerable points from different types
of weapons.

Personnel should be trained in visual aerial reconnaissance, shooting

techniques and rules for shooting at aerial targets, and defence against them
in various types of combat (on the march, in the offense, in defence, raid,
etc.).

Training in shooting should be conducted using radio-controlled

unmanned targets and other training targets, allowing demonstration of the
results and effectiveness of shooting to the personnel. During training, it is
necessary to simulate the noise of low-flying aircraft, explosions of bombs,
and projectiles.

Flybys and dives on positions of units and training areas by combat

aircraft and helicopters at low altitudes can greatly benefit in overcoming "fear
of aircraft" in the personnel. These events can be carried out during tactical
exercises or tactico-special training sessions.

The use of these psychological training techniques for troops should be

practiced not only during tactical exercises but also during tactico-special
training sessions.

Flybys and dives onto troop positions should be accompanied by

simulated bomb runs and missile strikes, actions of personnel in repelling
enemy aviation attacks to improve the skills acquired during special training
and to develop a constant combat activity in the personnel under conditions
of emotional tension.

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CHAPTER 4. SPECIFICS OF ORGANIZING PSYCHOLOGICAL
TRAINING OF PERSONNEL IN DIFFERENT TYPES
(BRANCHES) OF ARMED FORCE

4.1. SPECIFICS OF ORGANIZING PSYCHOLOGICAL TRAINING OF

PERSONNEL IN UNITS OF IN DIFFERENT TYPES (BRANCHES)

4.1.1. Psychological Training of Land Forces Units Personnel

The organization of special psychological training for the personnel of

Land Forces units for combat actions should be based on the principle of
incorporating elements of tension, abruptness, danger, and risk into the
training process, which are inherent in real combat actions.

In this regard, relevant measures should be aimed at developing

psychological resilience in subordinates (acquainting the personnel with
tanks, overcoming fire and water barriers, practicing protection measures
against weapons of mass destruction (WMD), poisonous substances, etc.)
and professionally necessary qualities: attentiveness, memory, and flexibility
of thinking through the reproduction of elements of tension, abruptness,
danger, and risk during the preparation of the personnel. These elements are
characteristic of real combat situations.

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 To foster psychological resilience and readiness in commanders and
officers of the morale and psychological support units (instructors) during
combat training and combat coordination sessions, elements of danger and
risk should be created by overcoming complex obstacles in conditions of
immediate physical danger; conducting combat actions amidst simulated
explosions and mines; launching an attack under enemy fire behind tanks
and armoured infantry fighting vehicles; moving by airborne assault on tanks;
throwing grenades while on the move; overcoming water barriers using
insulating gas masks and without them; overcoming swampy terrain and
water obstacles by moving along thin planks; performing underwater
engineering works; active protection against incendiary substances;
organizing combat positions in contaminated areas; acclimatization to tanks
and clearing mine-explosive obstacles, etc.

The main types of combat training in the Land Forces are tactical, fire,
technical, special, formation, and physical training. All of them impose
extremely high demands on the moral and psychological and physical
qualities of the personnel and require well-organized and content-rich moral
and psychological support. At the same time, each of the main types of
combat training in the Land Forces, under good organization, provides
enormous opportunities for forming high moral qualities, psychological
resilience, and the ability to endure all the loads and hardships and act
confidently and decisively in battle.

Significant tasks of psychological support are addressed during fire

training. During firing and combat shooting, the personnel acquire proficiency
in handling weapons, aiming, and delivering fire at the enemy.
Simultaneously, the development of the soldier's personality and his
psychological qualities take place, forming psychological resilience.

When organizing moral and psychological support, it is taken into

account that the impact of fire training on the psyche of the serviceman
significantly intensifies in conditions of qualitative modelling of the real battle
situation, combat actions of the troops in general. This is achieved by
complicating training conditions and exercises, explanatory work that
mobilizes the consciousness of the servicemen for successful execution of
fire tasks. To achieve this goal, firing is organized in unfamiliar terrain, in any
weather, and in individual protective equipment. During firing, imitation of a
real battle situation takes place, and soldiers overcome various obstacles. At
the same time, in addition to firing and in the breaks between them, training
on

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simulators is organized, training in assembling and disassembling weapons,
eliminating damage, and solving various fire tasks.
To create a situation during firing that is as close as possible to combat,
several target variations are set up at different distances and directions on the
firing lines. Targets are camouflaged, and the field with targets is prepared
secretly from those who are training. Various obstacles and barriers that limit
the visibility of targets are placed on the path of movement of the military
personnel. Methods of imitation and lighting of targets are changed, and
external stimuli affecting the personnel are used.

Equally important in troop training is the analysis and review of the

results of shooting and missile launches. This work should be carried out in
such a way that the servicemen who failed to perform the exercises
successfully do not feel insecure in their abilities. On the contrary, they should
be encouraged to correct the mistakes identified through a deeper study of
weapons and intensive training.

Training in technical skills also offers significant opportunities for

fostering a morale advantage over the enemy and building high psychological
resilience. Well-organized training on combat equipment instils justified
confidence in its reliability and effective use in battle among the personnel.
Technical equipment requires proper maintenance, which contributes to the
development of the servicemen's commitment to organized performance of
their duties and timely completion of regulatory and repair work. It is crucial to
convince and show the personnel that the main element in the "man-

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machine" relationship is the human being. The outcome of the battle depends
on the knowledge, skills, and abilities of the personnel to use equipment and
weapons correctly, apply them effectively in battle, and utilize all the
possibilities inherent in tactical and technical characteristics.

Working with combat equipment toughens the military personnel under

conditions of prolonged and intense marches in various terrain, weather,
visibility conditions, crossing natural and artificial obstacles, contaminated
zones, fires, destructions, during swimming and underwater activities.

During the organization of technical training, special attention must be

paid to adhering to safety measures, preventing injuries, mutilations, and
fatalities due to careless handling of weapons and combat equipment, as well
as negligence and indiscipline of the personnel. At the same time, it is
necessary to consider the circumstances that have arisen in recent years,
related to the aging of equipment and weapons, significant reduction in the
supply of new models to the troops due to insufficient funding, and
deterioration in the provision of troops with material and technical means.

Significant influence on the morale and psychological state of the

military personnel is exerted by formation and physical training. For instance,
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during formation training, military personnel develop important qualities such
as the ability to understand and precisely execute the commander's orders,
coordinated actions within units, endurance, coordination of movements,
improvement of discipline and neatness, and the desire to be tidy and orderly
in any situation. During physical training, servicemen strengthen not only their
physical health but also their nervous system, which determines a person's
wilful behaviour. Well-organized physical training develops strength, speed,
agility, endurance, and contributes to the manifestation of qualities such as
courage and determination.

Tactical training is the main type of combat training that encompasses

all the previous types of preparation. It is the culmination of the military
personnel's combat training. It is during tactical training, at company,
battalion, regiment, brigade exercises, that the comprehensive preparation of
military personnel, units, and military formations is achieved. In exercises
conducted in conditions as close as possible to combat, qualities necessary
for modern warfare are consolidated and improved. Simultaneously,
commanders, staff, and officers of units from the morale and psychological
support gain experience in organizing and conducting morale and
psychological support in the complex and tense environment of modern
warfare.
Successful completion of training tasks is achieved when an
environment that closely resembles combat is created, requiring high physical
and psychological stress, active thinking, high combat training, initiative,
courage, and bravery from the military personnel. To achieve this, elements
of suddenness, danger, and risk are introduced into combat training, and the
time required to perform combat tasks is limited, making the tasks more
complex. Skilful use of simulation tools, creating various obstacles, sound,
light, and other effects, plays a significant role in training.

Military training exercises that involve live fire, grenade throwing,

advancing through minefields, obstacle zones, and ruins, as well as
simulating bombings and missile strikes on objects near their own forces,
have a significant impact on servicemen and their psychological resilience.

Special psychological training zones are created for this purpose,

equipped based on obstacle courses with elements of a combat environment
(in a settlement, in the enemy's defence zone, on a march). Sound, light, and
other combat factors are superimposed on the created combat environment
using flammable mixtures, smoke grenades, explosive packets, signalling
(illuminating) rockets, and sound recordings of gunfire.

In the psychological training zone, servicemen practice anti-tank

combat techniques. They fire at approaching tanks using firearms and
grenade launchers, throw anti-tank grenades, learn to place a mine under a
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tank's track and detonate various explosive devices on its hull. This is also
where the personnel undergoes training with tanks. For more successful
training, in some units, sectors, and fields are combined into a psychological
training town, which includes a beginner's training area for anti-tank combat
techniques, a single comprehensive training area, a training ground for
psychological training as part of a unit, and a zone for psychological training
of military specialists (reconnaissance, sappers, communications, tank crews,
and others).

One of the forms of combat training for the Land Forces is tactical
exercises. The content of morale and psychological support for tactical
exercises is determined based on the tasks of the exercises, the morale and
psychological state of the personnel, the socio-psychological situation in the
country and the exercise area, taking into account other factors that
significantly affect the morale and psychological state of the exercise
participants.

During the preparation for exercises, the main attention is focused on

explaining the tasks to the personnel and forming psychological readiness for
combat (combat actions). The selection of psychological loads, means of
protection, and testing of the personnel with tanks is carried out. Special
attention is given to the military personnel prone to nervous and mental
instability. Additional training and discussions are conducted with them.
Experienced soldiers and sergeants provide assistance to less experienced
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military personnel. The personnel are briefed on wartime legislation,
compliance with safety measures, rules of interaction with the local population
in the exercise area; they are warned against damaging roads, bridges,
agricultural land, and more. The personnel is provided with information
through a system of communication using radio, television, newspapers,
official internet resources. Facilities are organized for meals, medical
services, and rest.

During the exercises, the work is aimed at: promptly informing the
military personnel about the situation and tasks; mobilizing the personnel for
active and decisive actions; further development of moral qualities and
psychological resilience in the military personnel; preventing relaxation and
simplification during the exercises; ensuring the preservation and proper
operation of combat equipment and weapons; ensuring organization,
discipline, vigilance in complying with safety requirements, timely satisfaction
of material and household and cultural needs of the personnel; maintaining a
spirit of collectivism and mutual assistance.

An important task during the exercises is to maintain the morale of the

personnel, utilizing any opportunity to organize rest, warming during the cold
season, drying their clothes and shoes in rainy weather, and arranging the
delivery of hot food to combat positions. To overcome physical fatigue, relieve
morale and psychological tension, restore combat spirit and performance, it is
essential to skilfully use all available opportunities – from individual and group
discussions to listening to entertaining programs on the radio and watching
movies. In every unit, there will always be a soldier, sergeant, or officer
capable of using jokes, funny stories, and good songs to boost the spirits of
their comrades.
Working with personnel should not stop after training. During this time,
moral and psychological support is directed towards the organized placement
of units in permanent locations and ensuring the proper condition of weapons
and military equipment. As experience shows, this period is always
associated with a decrease in emotional tension among the personnel, a
decrease in attention, and accumulation of physical fatigue, which, in the
absence of necessary control and psychological influence on the servicemen,
can lead to a breach of discipline, safety requirements, reduced vigilance,
accidents involving equipment, and injuries to military personnel. Therefore,
the main task is to use all forms and means of influencing the consciousness
and behaviourof the military personnel to prevent a decline in their morale
and psychological state and, based on this, ensure the preservation of high
activity and successful return of units to their permanent locations.

During the evaluation of training results, an analysis of the content,

organization, and methods of moral and psychological support is usually
carried out in accordance with the main stages of training. The effectiveness
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of this support and its impact on military personnel is determined, the
effectiveness of the organizers of this work is assessed, positive experience
is summarized, and recommendations for its implementation in the practice of
training and education are developed. Great attention is paid to identifying
deficiencies in the content and organization of moral and psychological
support, as well as determining ways to eliminate them.

During the organization of moral and psychological support for combat

training, it is very important to take into account the specifics of the daily
activities of military personnel in various branches of the Land Forces, the
nature of the tasks they perform.

For example, in mechanized units and formations, special attention is

given to building confidence in the abilities of the military personnel, their
comrades, and commanders, developing a sense of collectivism and the
ability to perform coordinated actions as part of a unit, mastering the skilful
handling of weapons, and delivering accurate fire on the enemy. The
personnel are prepared for long and strenuous marches in various conditions
of terrain, weather, the presence of natural and artificial obstacles,
contaminated areas, fires, and ruins.

In tank units and formations, which are the main striking force of the
Land Forces, priority is given to fostering initiative in the personnel, the ability
to conduct active and decisive independent combat actions to destroy the
enemy. It is crucial to instil in the military personnel the psychological
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readiness for prolonged stays in the specific conditions of a moving tank and
for delivering accurate fire from it on the enemy. Special attention is paid to
training tank crews to overcome water obstacles through deep fords,
crossings, swimming, and diving.

The specifics of combat training for artillery personnel impose special

requirements on the formation of endurance, dexterity, self-control, the ability
to perform coordinated actions as part of a gun crew. Significant attention is
given to preparing artillerymen for delivering accurate fire, psychological
readiness for engaging in combat with tanks and other enemy armoured
vehicles.

In the training of rocket troops and units, significant importance is

attached to building confidence in the strength and reliability of their weapons,
the need to maintain it in good working and combat-ready condition,
developing technical thinking, resourcefulness, and initiative, the ability to
deliver effective fire on the enemy under various obstacles.

In units (formations) of the anti-aircraft defence of the Land Forces,

moral and psychological support for combat training is aimed at developing
confidence, attention, operational memory, and quick thinking in the operators
of combat calculation numbers. Great importance is attached to developing in
military personnel the ability to be in a state of readiness for the immediate
application and immediate execution of a sudden order, quickly process the
received information, and communicate it to the performers.

4.1.2. Psychological Training of Air Force Personnel

Content and organization of psychological support for the main types of

combat training for Air Force personnel.
Features of psychological training for aviation units.
The combat training of aviation units and formations includes two
closely related structural elements - ground and flight training.

In aviation, there is always a fundamental rule: the foundation of

success in the air is laid on the ground. The organization of work on the
ground allows achieving high quality of flight training, full understanding
among crews in the air, methodological consistency during the practice of
exercises, ensuring the integration of learning and education.

For the flight crew, each flight, each flight day or night is a step, a stage
of moral and psychological hardening, and aerial training. This obliges all
commanders (chiefs), officers responsible for moral and psychological
support, on the eve and on the day of flights, to actively participate in the
comprehensive conduct of these measures to organize the successful
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execution of flight tasks during the flight day or at night.

The activity of pilots belongs to the most complex types of labor activity
in society. Aviation activities require a person to skillfully manipulate a large
number of instruments, switches, buttons, and other control elements of
various aircraft systems, as well as a special type of operator work with
limited time to make decisions.
During flights, pilots are influenced by flight factors such as noise,
vibration, low temperature, atmospheric pressure variations, and low O2
pressure.
The noise factor, when acting for a long time, adversely affects the
pilot's body, specifically the state of the auditory analyzer, the central nervous
system, and causes general fatigue.

Barometric pressure changes occur during ascents to altitude and

descents in aircraft. The mechanical factor during pressure changes affects
the entire body, but subjectively it is most clearly (and sometimes acutely)
perceived with unilateral pressure on the tympanic membrane. Therefore, it is
crucial to know your level of ear barofunction and have devices to equalize
pressure in the middle ear. This will significantly improve well-being.
Acute oxygen deprivation can occur during flights at high altitudes if:
incorrect use of the onboard oxygen-breathing system;

disregard for the onboard oxygen-breathing system at high altitudes;

exceeding the altitude tolerated by the pilot.

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 Vibration during flights in adverse weather conditions is primarily
associated with individual features of the vestibular apparatus.
Nervous and Mental Strain: A state of the organism associated with
past or upcoming events that contain elements of threat and risk. Particularly
critical stages include takeoff and landing.
Psychological training of flight personnel is based on professional
training, which is provided during flight training. The completeness and quality
of Psychological training depend on the clear organization and conduct of
necessary activities by officers of the morale and psychological support
structures, the methodological skill of commanders and chiefs, pilot
instructors, and their ability to prepare the pilot for the flight considering the
knowledge of psychology laws.
A responsible stage of the flight day (night) is the pre-flight preparation
of flight personnel, aviation equipment, weapons, equipment, control means,
and flight support. Pre-flight preparation consists of setting tasks for flights,
independent preparation of crews for airborne task execution, preparing
calculations of command posts, flight management groups, flight support
means, aviation equipment, flight crew simulators, monitoring the readiness
of crews for flights, and personnel rest.

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 The main goal of psychological support on the day of pre-flight
preparation is to help the personnel deeply understand the tasks assigned to
the flight shift and mobilize them for a comprehensive and qualitative
preparation for flights.
In all cases of flight task execution, the presence of solid and diverse
skills in aircraft control in pilots is crucial. Therefore, before flights, significant
attention is given to pilot work on simulators. The importance of this activity is
explained to them, and care is taken to organize and conduct high-quality
simulator sessions. Special emphasis is placed on conducting exercises with
young pilots.
During the pre-flight preparation period, one of the central roles of
morale and psychological support is given to organizing high-quality
monitoring of the health status of flight personnel, their moral and
psychological state, and conducting pre-flight medical examinations. This task
is solved through joint efforts of morale and psychological support officers
and the medical service.
The flight period is characterized by high dynamics and tension.
Therefore, special attention is paid to achieving promptness and specificity in
moral and psychological support. Its level and effectiveness are largely
determined by clear informing of the personnel about changes in the situation
on the ground and in the air, positive examples in the activities of crews,
shortcomings in work, and ways to eliminate them.
The final stage of each flight day (shift) is the debriefing of flights. Flight
debriefing is an effective form of training and education for flight and
engineering-technical personnel. It serves as a kind of school for further
improving the quality of flight training and the psychological readiness of
aviators.
A well-prepared and organized debriefing of flights will allow the
commander to determine the actual level of combat training and
psychological stability of the personnel, outline specific ways, forms, and
methods for further improving the psychological training of aviators.
During the Psychological training of flight personnel, attention should be
paid to:
Building confidence in their actions and the reliability of combat
equipment;
Adaptation to the variability and rapid changes in the flight situation;
Mobilization of the mind and body to solve combat tasks;

Purposefulness of actions in various circumstances;

Ability to work under high load with time constraints;

Formation and consolidation of a certain motivation to achieve the set

goal;

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 Overcoming phobias and moving past previous failures.

The peculiarity of the Psychological training of flight personnel lies in

restoring the functioning of their bodies after being in extreme situations. It
involves post-stress, post-depressive, and post-traumatic preparation. The
processes of training under functional, mental, and moral complications play
a crucial role in the successful adaptation of pilots to extreme conditions.

Significant attention in the targeted psychological training of flight

personnel should be given to performing complex exercises to prepare for
operations in occupied territory in case of aircraft downing.

The specifics and direction of Psychological training measures in

aviation branches are as follows:

Bomber aviation units: forming a constant readiness in flight crews to

deliver rocket and bomb strikes on the enemy, focusing on overcoming all the
difficulties of the flight to the target and efficiently hitting it, improving skills in
conducting combat operations during the day and night, in simple and
complex meteorological conditions using various means of attack under
active counteraction from the enemy's air defence and electronic warfare;
practicing tactical techniques and accurate targeting, the ability to quickly
detect and hit the target on the first attempt, as well as the ability to perform
anti-missile, anti-aircraft, and countermeasures manoeuvres.

Assault aviation units: fostering creativity, courage, and determination in

flight personnel during combat operations to overcome or break through the
enemy's air defence, the ability to detect and destroy small and slow-moving
targets immediately, as well as conducting air target destruction.

Fighter aviation units: enhancing the responsibility of pilots, command

calculations, and radio-technical means for timely detection and destruction of
each air target, providing reliable air cover for important state facilities and
their own forces, improving skills in searching and destroying targets at low
and extremely low altitudes in complex meteorological conditions, fostering a
constant desire in pilots to timely detect and eliminate the aerial enemy.

Reconnaissance aviation units: improving tactical techniques for

conducting aerial reconnaissance during the day and night in conditions of
the enemy's air defence, the ability to fully utilize all technical reconnaissance
means during enemy electronic countermeasures, timely obtaining reliable
data about the enemy and providing them within specified timeframes.

Transport aviation units: uniting combat-ready crews and flight units

ready to carry out transportation tasks, delivery of weapons, and other
materials to the troops in any combat conditions, as well as airborne landing.

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 During the implementation of Psychological training measures for
aviation specialists of ground specialties, attention should be paid to the
qualitative implementation of the established morale and psychological
support system for flights and performing tasks on equipment, cohesion and
interaction of group personnel; use of psychological support methods by
leaders and team members to support colleagues in stressful psychological
situations, enhancing stress resistance while performing tasks in extreme
conditions.

Active work with engineering and technical personnel is carried out on

the eve of flights. It is aimed at ensuring the flawless operation of the
equipment, increasing the organization of specialists from all services. For
this purpose, individual and collective discussions are conducted, combat
leaflets are issued, explaining the tasks of technicians and mechanics in
connection with the planned flights.

The features of training the personnel of anti-aircraft missile units are

determined by the specifics of their combat activities: constant high combat
readiness, the decisive dependence of training and missile launches on the
actions of individual performers, the complexity of the technical execution of
missile preparation and launch operations by all specialists, requiring
increased demands on their attention, perception, memory, thinking, and self-
control.
The psychological readiness of anti-aircraft missile units' servicemen for
combat is fostered as a readiness to execute the order to deliver missile
strikes on the enemy at any cost. Special attention should be paid to training
decisive actions in the event of a sudden enemy attack, his sabotage actions,
fostering inventiveness and initiative, independently making decisions in case
of losing communication with senior commanders. To develop technical
thinking, solid knowledge of the structure and operation of the equipment
being operated is necessary. To work on the stability of operational memory
and technical thinking during training and exercises, the number of tasks is
increased, the time for their execution is limited, and the numerical
composition of calculations is reduced. Hindrances and irritants are
introduced: noise, explosions, loss of communication, adverse conditions for
work. The feeling of confidence in personnel is formed: in concealing actions
from the enemy's reconnaissance, dispersion of combat orders, engineering
equipment of position areas, and camouflage, missile launches from trenches
and shelters, minimizing the time spent by units outside shelters during
preparation and after missile launches, organizing protection and defence in
position areas, during marches, and during movements. Conducting training
for missile units in the conditions of the "impact" of enemy sabotage and
reconnaissance groups aimed at destroying the calculations of missile
systems contributes to the development of vigilance, habituation to clear
organization of defence and protection, and work of reduced-composition

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calculations in performing tasks in the conditions of an "attack" on the
position.
The main objectives of the psychological training of personnel are to
achieve stability of skills for operators and calculation team members,
develop their mental endurance, enhance attention, operational memory, and
thinking speed. Mental endurance is achieved through systematic training
under high stress conditions. To achieve this, a complex air environment is
created, prolonged stay of servicemen in individual protective equipment and
elevated temperatures in the vehicles, changing firing positions, overcoming
obstacles during marches, and repelling ground enemy attacks.

To strengthen confidence in their weapons, it is advisable to involve the

entire personnel of combat crews in training, checks, routine, and other
maintenance and repair works related to equipment, if possible.

The sense of confidence in the resilience of anti-aircraft missile units'

personnel is formed through practical training in the following areas:
Concealment of actions (during marches, movements in positional
areas, during preparation and missile launches, etc.) from detection by the
enemy reconnaissance (special, aviation, space, etc.);
Dispersion of combat formations and their elements in positions;
Engineering equipment of positional areas with skilful use of the
defensive properties of the terrain and camouflage;
Minimum time spent by personnel outside shelters during preparation
and during anti-aircraft combat;
Organization of defence and security in positional areas, during
marches, and during other movements.

It is advisable to show the personnel on aerial photographs (satellite

images) how their unit looks from the air (space). This will help build
confidence in the effectiveness of camouflage methods.

During the Psychological training of anti-aircraft missile troops'

personnel, it is necessary to develop personal psychological readiness for the
destruction of aircraft, missiles, and drones.

A distinctive feature of the training of radio technical troops specialists is

training the personnel under significant stress by creating a complex air
environment; forming resilience for prolonged stays outside protected areas;
neutralizing the effects of negative psychological states and fatigue; teaching
special relaxation measures to relieve stress during monotonous performance
of duties; psychological overcoming of environmental irritants, noise effects,
mechanical vibrations, and adverse conditions.

In the shifts of the radio technical troops, the focus shifts to increasing
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the responsibility of the command posts and control points personnel for the
reliability of radar and visual reconnaissance of the aerial enemy, continuous
and precise management of units and calculations, prompt collection,
processing, display, and provision of reliable radar information on the air
situation to command posts.

The specific nature of the professional activities of radio technical

troops' servicemen includes pronounced mental stress throughout the entire
duty period. The most typical causes of its occurrence are: high responsibility
for the work being performed, lack of time and information (or excess) to
make a decision, obstacles, adverse living conditions in the presence of a
large amount of modern radio-electronic equipment, interpersonal
incompatibility, social-psychological and sensory isolation.

Significant influence on the efficiency of the professional activities of

radio technical troops specialists is exerted by technical factors, which
determine, first of all, the living conditions: microclimate at combat posts,
noise, vibration, mechanical vibrations, electromagnetic radiation, etc. Long-
term exposure to noise is dangerous to human health and reduces work
capacity.

During psychological training of personnel, the following tasks are

addressed:
Developing a sense of personal responsibility for improving professional
skills and performing tasks with high quality;
Fostering confidence in the effectiveness of equipment and one's
professional skills;
Forming determination, resourcefulness, precision, and clarity of
actions, self-control during work;
Training readiness to provide command posts and anti-aircraft missile
units with reconnaissance and combat information, both in terms of gathering
and processing, under enemy fire, with protective equipment, with reduced
calculations, in harsh natural and climatic conditions, during the day and
night;
Forming skills of effective use of equipment in heavily rugged terrain
with sharp temperature changes, in conditions of strong radio interference;
Fostering confidence in one's own capabilities, the ability to maintain
mental balance and control over actions when receiving unexpected
information;
Developing skills and abilities for quick fixation, quality processing,
reliable storage, and rapid transmission of received information;
Cultivating moral resilience, developing physical strength, and
endurance, and more.
Skills are formed and developed during the work of military personnel
on simulators and combat equipment during special training sessions, as well
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as during tactical exercises. In order to develop resilient skills in personnel,
gradual complication of combat work conditions and the aerial environment is
necessary.

During the training of radar specialists, it is essential to develop their

attention, operational memory, and thinking speed. To develop attention
resilience, tasks involving monitoring a group of targets, simultaneous
observation of targets and instrument readings are performed. Attention
distribution is formed during tasks using six or more instruments. The
development of memory skills is built during training with real (simulated)
targets with increasing complexity, as well as tasks involving repetition,
reproduction, and comparison of radar situations. For the development of
professional thinking skills of operators, the development of thinking speed is
crucial. The foundation of this is training in assessing the aerial situation,
choosing target tracking methods, and so on.

One of the effective forms of psychological training of military personnel

is testing their readiness for sudden events. Elements of surprise should be
present in all training sessions, classes, and tactical exercises. Target
manoeuvring in height, speed, and course, their separation and consolidation,
the appearance of obstacles, and changes in their intensity are foreseen.
Various "errors" are introduced into the equipment, one specialist is replaced
by another, commands to activate radar equipment are given simultaneously
with the appearance of training targets in the detection zone, and so on. All of
this teaches military personnel to be independent, firm, and able to act under
established conditions, promotes conducting classes and training with
incomplete information, i.e., insufficient data on targets and the aerial
environment.

Psychological training of communication unit personnel.

The duty of communication personnel is to ensure stable
communication in conditions of territorial remoteness when tasks are
performed as part of a crew or independently.

During the training of communication specialists, it is necessary to instill

in them:
A sense of personal responsibility for the operational and qualitative
provision of communication.
Determination, resourcefulness, accuracy, and precision of actions,
self-control while working with communication equipment.
The ability to maintain mental balance and control over actions in case
of receiving unexpected information.
Skills and abilities for the rapid transmission of received information.

Instilling confidence in their competence in personnel is advisable

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gradually. Communication support should be provided without deliberate
reception obstacles, and after forming the necessary skills, obstacles should
be gradually increased. To develop the resilience of radiotelegraph operators,
the duration of shifts during intensive work in conditions of active radio
interference is increased. The radio operator should be prepared to receive a
signal without knowing in advance whether it is training or real. During
training, it is advisable to create a high load for telephone operators,
mechanics of special equipment, by installing additional devices for
educational purposes, requiring telephone operators to connect with various
subscribers within a limited time. Confidence in the equipment is achieved
through solid knowledge of its structure and capabilities to ensure stable
communication in any environmental conditions. To develop self-control in
military personnel during the deployment of antenna-mast installations,
mechanics should be trained to climb to a height to check its condition. Initial
sessions should be held in good weather, and subsequent ones in rainy,
snowy, and windy conditions. Additionally, everyone should be accustomed to
working under high voltage, demanding compliance with the necessary safety
measures. Line supervisors should practice setting tasks to ensure
communication with command posts located approximately in difficult terrain
with water obstacles. Checks on the cable status and troubleshooting should
initially be performed at any time of the year and day. To develop
independence in personnel during training, junior commanders should be
given the opportunity to choose deployment locations for equipment, select
types of antennas, choose cable laying routes, and so on. Calculations
regarding personnel in a crew, questions of material and combat support
when the crew is acting independently or separated from the unit should also
be resolved independently.

4.1.3. Psychological training of Personnel in the Naval Forces

Performing military duties on ships, boats, and vessels requires a high

level of tension, attention, memory, thinking, complex analytical work, speed,
and accuracy of motor operations from every serviceman of the Naval Forces
of the Armed Forces of Ukraine. The experience gained from carrying out
combat duty in the Mediterranean, Black Seas, Atlantic and Indian Oceans,
and engaging in combat operations and performing combat tasks in the Black
and Azov Seas underscores the necessity of Psychological training for the
crews to act under combat stress, to develop psychological resilience, and
readiness for action in battle and in complex and rapidly changing situations.

During the implementation of Psychological training for naval personnel,

it is recommended to use exercises and techniques outlined in the military
publication VP 1-(18-21)160(13).01 "Methodological Recommendations on
Psychological training of Naval Personnel of the Naval Forces of the Armed
Forces of Ukraine for Developing Resilience to Action under Rapid Changes
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 in Combat Conditions," approved
by the Commander of the Naval
Forces of the Armed Forces of
Ukraine on March 26, 2021.

The unit commander, during

the planning of Psychological
training, should be guided by three
main principles of training: phased
approach (gradual preparation of
servicemen, taking into account the
specifics of their service and
combat tasks, the level of
adaptation to stress factors); clarity
and practicality. During planning, it
is necessary to select and
determine the appropriate methods
of Psychological training in
accordance with the themes and
objectives of training for combat
training subjects.

In the process of training on a

particular combat training subject, servicemen perform certain actions that
they are required to perform in real combat situations. The whole set of these
actions (operations) can be conditionally divided into two types:

actions that have already been mastered and are performed during
training (what the servicemen already know how to do);
actions that are being studied (what the servicemen do not yet know
how to do).
Psychological training is most effective when the training and exercises
closely resemble emergency situations. For this purpose, the educational and
material base for psychological training is created based on the training
complex with various obstacles; special compartments and simulators,
various simulators, models, diagrams, visual agitation, educational and
methodological literature, artistic (documentary) films, videos, and various
information carriers. The practice of Psychological training exercises is used
during the crew's preparation time at the home port, with an assessment
conducted before each ship's departure to sea, followed by pre-deployment
training of the personnel making active use of the educational and material
base.

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 To ensure the proper morale and psychological state of naval
personnel, the formation and functioning of a comprehensive psychological
support system for naval servicemen during the execution of combat and
combat training tasks at sea are of utmost importance. Special attention
should be paid to the requirements of professional and psychological qualities
of personnel, as well as the readiness of the crew for action and immediate
response in case of emergency situations.

The likelihood of errors by a naval serviceman in the human-machine-

environment system increases with the improvement of modern technical
equipment. In most cases, improper actions and mistakes during the task
execution occur due to the lack of psychological readiness for non-standard
situations and the inconsistency of the serviceman's psychophysiological
capabilities with the requirements imposed on him during the activity.

Increased mental stress on naval servicemen is also associated with

the peculiarities of performing combat tasks at sea (confined space, constant
readiness for fighting for the ship's survivability and technical means,
restrictions on obtaining information, inability to shelter from enemy weapons,
missile attacks, limitations on crew's rescue capabilities after an enemy attack
on the ship, the influence of maritime conditions, high interdependence
among crew members, etc.).
Psychological resilience in naval servicemen, as well as in all military
personnel, is formed as a result of transforming cognitive, emotional, and
volitional processes into relatively independent and stable mental states.
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Their integrity, autonomy, and stability depend largely on the perception of
the environment, the nature of the tasks being solved, personal and collective
responsibility for their execution, and prevailing views, thoughts, and
evaluations within the ship's crew. Unlike other conditions of activity, the
autonomy, integrity, and stability of mental states of sailors manifest most
clearly and distinctly during long voyages, reflecting the complexity and
entirety of defined educational and combat tasks.

The service activity of naval servicemen takes place in complex and

non-standard conditions associated with significant spatial limitations
(resulting in the risk of hypodynamia), performing service duties in complex
climatic and physical conditions that change sharply, with an increased risk of
accidents, especially during prolonged (long-distance) voyages. The psyche
of naval servicemen is influenced by the limitation of external social
connections and, as a result, the risk of social deprivation (a serviceman
faces a situation of insufficient receipt of social, sensory, and sensory stimuli,

finds himself in conditions of certain group social isolation, leading to various

moral and psychological deviations in behaviour and activity).

Among the main stressors of naval servicemen's activity, it is necessary

to highlight:
1) stressors related to natural conditions:
changing weather and climatic conditions during the voyage;
changing time zones during long voyages;
ship and roll motions;
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 2) stressors related to working conditions:
constant noise and vibration;
electromagnetic radiation;
chemical air pollution;
increased intensity of ship operations;
adverse temperature conditions;
3) socio-psychological stressors:
unity of the recreation area and job performance;
the need to be constantly ready to perform tasks professionally and
act in stressful conditions;
monotony of activity;
information deficit;
group isolation and loneliness;
reduced physical activity;
the need to make decisions in conditions of time deficit;
the threat of being in life-threatening situations (ship accidents, falling
overboard, compartment flooding, capture, missile attack, etc.);
4) combat stressors:
the inability to take cover from enemy weapons;
the need to be constantly ready to perform combat duties at the
battle station, considering the high probability of performing one's duties and
the duties of other combatants in case of their loss due to death, injury, or
fulfilling survivability measures, etc.;
high interdependence among crew members, the vital need to
perform duties in a team;
readiness to perform duties in an isolated compartment at risk to
ensure the ship's survivability;
features of search and rescue support in combat conditions,
readiness for independent rescue actions of the crew in stormy seas, combat
ship damage, the inability to receive assistance;

The successful achievement of professional activity goals and the

effectiveness in performing military duties of servicemen depend not only on
the characteristics and specifics of the military activity and the military's
experience but also on his characterological features and personal qualities.
Therefore, psychological resilience of a naval serviceman in the course of
service should be understood as a qualitative professional characteristic of
his personality determined by a system of interrelated personal qualities,
professional-activity, and socio-psychological factors, the generalized
functioning mode, and the inclusion of cognitive, emotional, and behavioural
components that should manifest at all stages of performing the professional
task of naval servicemen.
The stages can be conventionally divided into preparatory, main, and
final.

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 The preparatory stage involves receiving a danger signal. The
peculiarity of the preparatory stage is the suddenness and uncertainty of the
information. The main task of a naval serviceman at this stage is to prevent a
state of anxiety and bring the level of nervous and mental tension to an
optimal level - a state of combat readiness.

The main stage includes the immediate professional actions and honed
skills of military personnel during the execution of the combat task. The
characteristics of this stage are danger, uncertainty of the situation, and a
severe time deficit. The situation places increased demands on the cognitive
abilities of the naval serviceman, manifested in an objective assessment and
analysis of the situation, searching for unknown or conflicting information, and
decision-making. In the behavioural sphere, psychological resilience at this
stage is manifested in active actions aimed at changing the situation using
non-specific forms of activity that provide the most effective result in a
particular emergency situation, flexibility, and quick transition from one task to
another. Therefore, the main task of military personnel at this stage is to
mobilize their resources to perform their professional duty.

At the final stage, an important task is to restore emotional balance

through self-regulation techniques and constructive coping strategies.

Based on the above, the structure of psychological resilience is

proposed to include the following components: emotional component,
volitional component, intellectual component, communicative component,
physiological component, motivational component, and behavioural
component.

It is known that psychological resilience is the result of an adapted

reaction formed under the influence of external and internal factors.

The general components of psychological resilience include:

Self-assessment of the individual, determining the degree of adequacy
in perceiving activity conditions and one's abilities.
Level of socialization of the naval serviceman, determining the sense of
own significance for others and self-hierarchical self-determination, and
personal experience of social interaction.
Equilibrium (control), determining the ability to maintain tension at an
acceptable level (without reaching destructive stress).
Inclusiveness, characterizing self-definition and the definition of the
surrounding world, as well as the nature of their interaction and the ability to
fully dedicate oneself to their cause, regardless of its nature, in other words,
the meaningful and targeted orientation of a person.

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 Resistance, the ability of an individual to maintain freedom of behaviour
and choice of lifestyle, as well as freedom from any kind of dependence.
In the professional activity of military psychologists, it is very important
to have indicators that would allow for assessing the existing level of
psychological resilience of each naval serviceman and the crew as a whole,
as well as predicting the success of their military-professional activity.
Indicators of psychological resilience are divided into objective and
subjective. Objective indicators of psychological resilience of a military
serviceman include the aggregate result of achieving the main goals in the
combat process, i.e., throughout the entire period of combat operations,
military servicemen actively perform their combat mission, avoiding gross
errors and violations in their military-professional activity. Each combat task is
performed with high quality according to the assessments of the command
and the materials of objective control.

Subjective assessments of psychological resilience include personal

psychological and physiological indicators that can be determined by external
signs.

Psychological indicators include: maintaining an optimistic mood,

combat excitement, absence of confusion, depression, apathy, negative
emotions, maintaining self-control, endurance, attention functions, memory,
and so on. The emerging state of psychological instability during combat
activity is consciously suppressed, reduced to a minimum, not significantly
affecting the course and results of the battle.

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 Physiological indicators of psychological resilience include the absence
of significant tremor tension, stiffness in movements, coordination
disturbances, loss of strength, and a deterioration in well-being in military
personnel. During extreme situations, especially in the initial stage, military
personnel experience slight changes in pulse, voice tone, breathing rate, skin
colour, and skin moisture. This is an absolutely normal reaction to a non-
standard situation. However, it is essential to know how the boundaries and
the scope of psychological resilience of a naval serviceman are determined in
this situation. The emergence of complex, non-standard conditions during
battle causes increased mental and physical tension, thereby reducing the
scope of psychological resilience of military personnel. The boundaries of
psychological resilience for each military serviceman are highly individual and
depend on military-professional training, preparedness, personal
characteristics, motivation, and commitment to performing the combat task.

The professional capabilities of military personnel determine the

subjective boundaries of psychological resilience. These boundaries are
individual and depend on military-professional training, preparedness,
personal characteristics of military personnel, as well as the nature and depth
of motivation to carry out the combat task.

Supporting psychological resilience and combat activity of the

personnel during combat actions is ensured through psychologically
substantiated organization of professional training and practical activities,

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creating favourable socio-psychological conditions, and using special
methods of psychoregulation and psychoeducation.

In light of this, the formation of mental resilience of naval personnel for

activities in extreme conditions is one of the leading tasks for military
psychologists. This involves instilling qualities such as a sense of personal
responsibility and discipline, courage, determination, sometimes composure,
and rational initiative in military personnel.

It is also necessary to note the peculiarities of forming psychological

resilience in marine infantry military personnel, who, according to the tasks
they perform, encounter psychotraumatic factors inherent to servicemen of
assault forces and naval personnel during task execution at sea.

Due to the fact that performing tasks as part of the marine corps with
practical sea operations as part of ship (boat) groups occurs episodically and
is not a fundamental component of the use of marine corps units, the psycho-
physiological features of service on ships (vessels) cause an increased
psychotraumatic factor for ship crews.

Another feature is the necessity of specific psychological training of

personnel for carrying out measures to ensure the ship's survivability. This
training is aimed at forming, consolidating, developing, and maintaining
psychological qualities that will ensure independent, decisive, confident,

competent actions during the fight against fire, water, damage to the ship's
technical means.

The main tasks of psychological training for ship personnel can be

determined as follows:

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 Preparing military personnel to perform combat tasks.
Building the confidence of the personnel in their abilities, readiness, and
capacity to fulfil the tasks.
Forming cohesion among the crew.
Ensuring the manageability of the crew, conscious readiness of
personnel to follow orders and instructions from the command.
Cultivating psychological resilience to psychotraumatic factors during
service.
Adapting naval servicemen to extreme (combat) conditions, training
them in basic self-defense methods.
Creating psychological prerequisites for decisive and competent actions
in conditions of prolonged maritime missions.
Teaching military personnel self-assessment methods to prevent
psychotrauma.
Maintaining the mental health of the personnel.
The implementation of psychological training tasks is carried out by ship
commanders, boat commanders, vessel crews, and units through a set of
measures, including:

Building confidence among personnel in their abilities and readiness to

fulfil their tasks.
Simulating combat actions that correspond to the real combat situation.
Cultivating psychological resilience during exposure to psychotraumatic
factors and organizing psychological education to learn methods for
overcoming psychological reactions, such as fear, panic, aggression, fatigue,
tremors, apathy, stupor, and hysteria.
Teaching group interaction methods, conflict resolution, acquiring skills
in psychological self-regulation, and the ability to provide psychological
assistance to military personnel.
Therefore, the work of junior commanders and officers in forming
positive mental states in their subordinates requires increased involvement of
personnel in successfully solving training and combat tasks.

4.2. SPECIAL FEATURES OF PSYCHOLOGICAL TRAINING FOR THE

PERSONNEL OF MILITARY BRANCHES AND SPECIAL FORCES:

4.2.1. Psychological Training of Air Assault Forces

Air assault forces are designed to carry out combat tasks behind enemy
lines through airlift and airborne assault, as well as to conduct assault
operations to capture and hold fortifications, fortified areas, and populated
areas. Therefore, the psychological characteristic of the combat training of
these troops is psychological resilience to extreme actions and conditions.
This resilience is achieved through the extreme nature of combat training
processes (airborne landing, survival in the forest, urban combat, etc.),
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shaping clear perceptions of their specific military activities, and confidence in
weapons, equipment, and actions in extreme conditions.

Air assault forces are the most mobile rapid reaction forces and are in
constant combat readiness. Hence, the psychological feature of the combat
training of these troops is constant mental tension, achieved through greater
than in other branches of the military, constant physical and mental stress
during combat training, and constant anticipation of combat missions
(encounters with danger).

Air assault units are intended for operations deep within the enemy's
combat formations or in territories threatened by enemy occupation. They are
also tasked with performing general combat missions that cannot be
effectively accomplished by other forces and means. All airborne assault units
can conduct airborne operations or operate as part of an air assault. Air-
mobility and airborne assault units are deployed by helicopters and
subsequently operate jointly with them, while airborne units are deployed by
airplanes and operate independently. These are versatile forces of high
mobility capable of moving over long distances using all available means of
transportation, from air transport and airborne operations to even maritime
transport. Storming enemy positions, fortifications, objects, lines, and holding
them until the arrival of main forces are typical combat tasks for Ukrainian
airborne troops. These are the very troops that always engage in battle first –
2014 was a vivid confirmation when Ukrainian air assault units were the first
to participate in the most intense battles of the russo-Ukrainian war and
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carried out a unique raid behind enemy lines in modern military history. These
are the troops that perform tasks significantly different from the tasks of other
branches of the Armed Forces of Ukraine and other military branches. Air
assault forces fight where no one else does, although at the same time, these
troops perform tasks not only during offensive and manoeuvring actions but
also in defence.

Scheme 4.1. Fear of battle.

This imposes certain physical, moral, and psychological requirements

on the military personnel serving in this elite branch of the Armed Forces of
Ukraine. The essence of the combat use of the Air Assault Forces (AAF) is
contained in the name itself, i.e., the implementation of air assault actions in
the context of conducting an offensive - one of the two main types of combat.

The offensive is precisely the type of combat actions in which Ukrainian

paratroopers strive to participate; it is their natural element, the meaning of
their general combat training. However, the offensive is a very complex type
of combat actions and therefore requires thorough comprehensive
preparation, including Psychological training, which, in turn, is determined by
a combination of moral and psychological factors.

The psychological peculiarities of offensive combat actions depend on

the goal, methods, and means of armed struggle, and the achievement of the
ultimate goal depends on the combat activity of the military personnel and
understanding among them, on motivation, a healthy psychological
microclimate in the collective, competent command, and moral and
psychological influence from the commanders, physical resilience, the state
of health of the personnel, and the level of combat training of an individual

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paratrooper, a unit, and the forces as a whole. To create a combat mood in
the military personnel and maintain their self-control, it is necessary to
constantly analyze the tactics of the enemy's assault groups and take them
into account during practical exercises with mandatory psychological stress.

During war, cities turn into a specific "battlefield" and create a huge
number of problems for the regular armed forces. Urban warfare, in addition
to the characteristics of length and width, includes height and depth. The
urban combat space, in addition to objects common to all, includes roofs of
buildings, their interiors, underground communications, and objects. Combat
clashes in cities usually take on a fierce character. They can even take place
in a single building on different floors and stairwell areas.

For example, the enemy's assault actions in a populated area are

carried out by groups of 15-25 individuals, divided into 2 subgroups - light and
heavy. The light subgroup advances first, consisting of two three-man rifle
squads and a machine gunner. The machine gunner advances behind the
first squad, and the second squad is equipped with disposable rocket
launchers.

The group commander is behind the second squad or as part of the

heavy subgroup. The heavy subgroup (the second) consists of riflemen
armed with disposable rocket launchers, and they must have a grenade
supply. When the assault group approaches an intersection, it does not
occupy it but bypasses it through yards and gardens, thus encroaching into
the rear of the forces controlling the intersection.
Snipers work separately from assault groups, armed with Vyhlop or
Vintorez rifles, operating at distances of 400-600 m.
The main factor that needs to be taken into account during combat
operations in cities is the presence of the civilian population in the immediate
combat zone, as well as historical, cultural (civilizational), religious, and
demographic characteristics, and the degree of its hostility in case of combat
operations on the enemy's territory.

The presence of the civilian population directly in the area of military

operations makes operations in urban areas unlike "normal" combat actions.
The specifics of combat in a populated area require military personnel and
commanders to have the ability and skills to act as part of assault groups
consisting of various units of military units. Typically, these units are forced to
conduct combat operations independently and isolated from the main forces

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 In these conditions, the role and significance of junior commanders
capable of correctly assessing the situation and making necessary decisions
instantly increase, and the success of their implementation can have strategic
importance. A crucial question arises about the psychological readiness of
junior commanders for actions detached from the main forces without the
assistance of senior leaders. The personnel of assault groups must have a
high level of professional and psychological training, skills for decisive
individual actions in close combat or hand-to-hand combat.

Representatives of various military specialties serve in the "winged

infantry," such as signalmen, artillerymen, scouts, snipers, anti-aircraft
gunners, sappers, and even tankers, each of which has its own specifics,
requirements, and peculiarities in training. One of the main subjects of
combat training, alongside physical training, which all military personnel of
combat units and support units of the AAF undergo regardless of age, military
rank, position, and gender, is airborne training. Its main task is to prepare
military personnel for parachute jumps from aircraft and helicopters in any
conditions and circumstances: under different weather conditions, seasons,
times of the day, with or without weapons, in any terrain, from heights of 200
m to 800 m, with a descent stabilization of 3 seconds or more, which also
includes preparing equipment and cargo for landing and their airborne
landing. The performance of parachute jumps, especially the first and second
ones, is preceded by thorough Psychological training. When making a
parachute jump, each paratrooper must independently confront risk and
danger, which is the fundamental psychological feature of combat training of
AAF military personnel that shapes the individual psychological qualities of a
paratrooper necessary for him in further combat participation. The main
drawback of Psychological training of military personnel for combat is the
ability to model only the external picture of combat, maximally close to the
real one, but the naturalization of combat conditions, even with the inclusion

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of elements of risk and danger, still does not provide the effect and, most
importantly, the result that performing parachute jumps does. It is airborne
training, as a basic component of Psychological training of AAF military
personnel in the general system of combat training and in the context of
regular parachute jumping, that affects the paratrooper's body with a complex
of stress factors and requires significant moral and volitional efforts, develops
specific military-professional qualities necessary for conducting primarily
offensive actions, adapts the psyche to the conditions of performing combat
tasks, and as a result, builds resistance to fear and stress, forming
psychological resilience and readiness.

4.2.2. Psychological training of the personnel of Special Operations

Forces units

The process of forming high psychological qualities in the personnel of

Special Operations Forces units should begin with explaining the role and
significance of conducting special operations (special actions) in modern
warfare, popularizing honesty and truthfulness in relationships and
behaviourof military personnel, highlighting the heroic deeds of Special
Operations Forces operators, and the main conditions for success in
performing combat tasks. For this purpose, it is advisable to organize
discussions on the heroic deeds of military personnel, skillfully encourage
subordinates, especially for their initial results, condemn dishonest actions,
cases of indecisiveness, lack of initiative, and cowardice in actions.

To develop a stable focus of attention in military personnel under the

conditions of external obstacles typical of the combat situation, with the aim of

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qualitative moral and psychological readiness of the personnel to perform
tasks in real conditions, during combat training sessions and combat
coordination, it is advisable to simulate enemy fire, explosions of shells and
mines, engine noise, and periodically illuminate the area at night with rockets
and other light sources.

To train memory, develop their skills of speed and accuracy in

reproducing necessary data, it is worth practicing questioning - "memories of
what was seen (heard)" in a specific area during the movement of units
(groups), conducting training a day before or a few days ago. For this
purpose, it is necessary to organize exercises with the personnel: at night,
show several targets to military personnel to determine their location and
distance to them, and then, after a few hours, listen to the results of
observations, and so on.

In general, it is advisable to carry out training for performing tasks

according to the assignment in unfamiliar terrain. During training in unfamiliar
terrain, in addition to overcoming various obstacles, barriers under enemy
fire, ambushes, sudden encounters with the enemy, it is worth widely
practicing tactics that foster audacity in actions: sudden attacks on important
targets (command posts, communication nodes, radio stations, enemy
columns, etc.).

To psychologically prepare military personnel for performing a combat

mission, it is necessary to practice their execution of both specific special
exercises and their complex, teaching methods of providing first aid and
psychological assistance, self-help, etc. By shaping the professional skills,
psychological resilience, physical endurance, courage, and independence in
actions of the personnel, commanders (instructors) will be able to form in
subordinates the overall psychological readiness to perform combat tasks.

The actions of Special Operations Forces personnel are often

associated with being behind enemy lines as part of small groups, sometimes
alone. The need for timely receipt of reliable information about the enemy and
the terrain, the difficulties associated with its extraction, constant threat of
exposure, and sudden face-to-face encounters with the enemy far from the
main forces all impose special requirements on forming the appropriate
moral-psychological state and psychological readiness of Special Operations
Forces personnel.

The formation of proper psychological qualities in the personnel of

special purpose groups should begin with explaining the role and significance
of the Special Operations Forces in modern warfare, popularizing honesty
and truthfulness in relationships and behaviour, highlighting heroic deeds,
and the main conditions for success in performing combat tasks during the
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war with the Russian Federation. For this purpose, it is advisable to organize
discussions on the heroic deeds of Special Operations Forces operators,
skillfully encourage subordinates, especially for their initial results, condemn
dishonest actions, cases of indecisiveness, lack of initiative, and cowardice.

To develop a stable focus of attention in military personnel under the

conditions of external obstacles typical of the combat situation, and for the
qualitative Psychological training of the personnel to perform tasks in real
conditions during combat training sessions, it is advisable to simulate enemy
fire, explosions of shells and mines, the noise of vehicle engines, and
periodically illuminate the area at night with rockets and other light sources.
At the same time, it is important to verify compliance with tactical training
standards.

Subsequently, it is necessary to improve visual and auditory perception

and train memory during movements, for example, to and from the training
location. During preparation, in addition to working on specific educational
issues (e.g., reconnaissance of a checkpoint), it is necessary to require
military personnel to develop observation skills in the assigned zone or
sector, and after moving them to a new area, question them about the results
of their observations.

During the movement of special operations groups and actions in the

field, it is necessary to train the personnel to quickly visually perceive local

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objects and memorize them.
For memory training and developing skills for quick and accurate recall
of necessary information, it is worthwhile to practice questioning (recalling
what was seen or heard) in a specific area of the terrain while the units
(special operations and special actions groups) are moving, conducting
training the day before or a few days later, organizing exercises with the
personnel: at night, showing military personnel several targets and requiring
them to determine their location and distance, and then, after a few hours,
listening to the results of their observations.

Conducting special reconnaissance behind enemy lines is associated

with sudden and sharp changes in the situation, requiring operators to react
quickly, be agile, and take initiative. To work on these qualities during the
training of military personnel for task execution, the personnel are placed in
conditions where the situation changes rapidly and demands immediate
actions from the military personnel: setting up ambushes along the group's
route is practiced, simulating sudden enemy fire, and unexpected encounters
with enemy units (personnel, individual military personnel, etc.).

One of the main tasks of special psychological training of the Special

Operations Forces is to cultivate courage and determination. For this
purpose, special exercises are conducted to overcome obstacles
corresponding to the theater of operations. Training of operators is mainly
carried out at night, as well as in conditions of poor visibility: during rain, fog,
snowstorms, and in heavy smoke in the terrain.

Improving the willpower of operators, shaping their moral resilience,

psychological and physical endurance is advisable in specially equipped
terrain (lanes) during training for actions in destroyed buildings – simulating
fires, and inside the premises – simulating mine surprises and traps.

In general, preparing operators for task execution should be done in

unfamiliar terrain: teaching them to overcome various obstacles, barriers
under enemy fire, ambushes, and how to behave during sudden encounters
with the enemy, fostering audacity in operators' actions, conducting sudden
attacks on important targets (command posts, communication nodes, radio
stations, enemy columns, etc.).

The routes of movement for special operations and special actions

groups are advisable to choose away from roads, in hard-to-reach areas
(swamps, dense forests, mountains, water obstacles), placing anti-personnel
and anti-tank obstacles, traps, and surprise mines. To instill responsibility,
vigilance, and a desire for self-control in operators during training, attention is
drawn to awkward, clumsy, and incorrect actions, poor camouflage, and
soldiers are duly corrected.
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 To psychologically prepare the operators of the Special Operations
Forces for task execution, the execution of specific special exercises and
their complex, teaching methods of providing first aid and psychological
assistance, self-help, etc. is practiced. By forming professional skills,
psychological resilience, physical endurance, courage, and independence in
actions of the personnel, commanders can shape in subordinates the overall
moral and psychological readiness to perform combat tasks.

A list of typical exercises for the Psychological training of the Special

Operations Forces includes:

exercises on the "scout lane";

overcoming the training and training complex of psychological training

under gunfire;

mountaineering exercises;
exercises from the paratrooper training course;
crossing a water obstacle with a fast current;

crossing a water obstacle by underwater means (in a diving suit using

underwater means of movement);

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 overcoming an obstacle under electric current;

grenade throwing in an open area;

controlling psychological states under conditions of counteraction to

heavy-armoured vehicles;

covert movement over rugged terrain with shooting (2-3 lines), orientation on
terrain with a map and compass;

combat using a combat knife, entrenching tool, and other makeshift

means;

evasion of knife attacks;

endurance against blows with heavy objects;

resistance to painful and strangling exercises;
applying wounds, adapting to cuts;

visiting a morgue, observing an autopsy;

throwing grenades into a building window, engaging in combat in a

burning building with the enemy;
overcoming a distance of up to 30 km through rough terrain at night;
overcoming obstacles under conditions of psychological stimuli
saturation using simulation means of combat conditions;

overcoming the contact line between the parties by land under mine
action and periodic illumination of the terrain, engaging in two-way artillery
and gunfire in different ways (on foot, on vehicles).

All psychological stress should correspond to the future combat actions

of the special operations and special actions groups.

4.2.3. Psychological Training of Personnel in Logistics Forces

Military units of the Logistics Forces require comprehensive

psychological training. Methods of simulating danger factors include:

creating a realistic, multidimensional, multimodal picture of modern

combat or its individual fragments during training sessions and exercises;
throwing live grenades, including during attacks, on the move;
conducting live fire exercises and fire training at night;
familiarizing the personnel with tanks, teaching embarkation and
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dismounting maneuvers from combat vehicles and transport on the move;
setting up and demining explosive obstacles;
overcoming challenging obstacles with life risk, strictly adhering to
safety measures, etc.
Creating physical and mental tension is achieved by:

conducting training and exercises in conditions similar to the future

operational region, in a complicated ergonomic environment (intensive noise,
structural vibrations, poor lighting, flickering lights, sharp, unpleasant odors,
prolonged action without rest in personal protective equipment);
simulating active and unconventional actions of the enemy (sabotage,
ambushes, raids, extensive use of snipers, etc.), counteracting the local
population;
managing the information necessary for decision-making and combat
actions, "building up" the situation by simulating technical failures, weapon
malfunctions, and performing assigned tasks with reduced forces, simulating
prolonged delays in column movement, etc.
In practice, the following means of simulating modern combat factors
can be used:

comprehensive combat situation simulation systems, computer

simulators for controlling unit combat actions, laser shooting simulators,
computer simulators using virtual reality effects, etc.;

means of simulating the use of modern weapons and ammunition

(explosive substances, imitation mines, shells, grenades, explosive packs,
smoke packs, signal and illuminating rockets, incendiary mixtures, single
shots, intense light sources, audio devices with soundscapes of combat,
imitation minefields, etc.);
means of simulating the results of using weapons and ammunition
(ruined objects, road sections, and bridges, models of damaged equipment,
mock corpses, debris, audio recordings of cries of the wounded, concussed,
panicked individuals, etc.);
means used in real combat (barbed wire obstacles and inconspicuous
barriers, anti-tank ditches and traps, barricades, railway bridges, etc.).

4.2.4. Psychological Training of Personnel in Support Forces

Special psychological training for military personnel in engineering units

is essential to effectively demonstrate the impact of the equipment they have
on hand. It is advisable to demonstrate the potential real-life consequences of
using their equipment to the personnel of engineering units in practice (on
personnel, enemy equipment, fortifications, bridges, roads, etc.).
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 During the preparation of personnel to perform their tasks, it is
appropriate to create conditions that require psychological and physical
tension, determination, and agility from them. For this purpose, specific
exercises are conducted using explosive substances, allowing each military
service member to practice independent demolition, demining, and mining of
various elements of structures, ground, and different objects.

During training on setting up minefields and creating passages through

them, it is appropriate to create an environment of enemy fire impact
(shooting at mined areas, simulating shell explosions, and detonations).
During nighttime exercises, lighting up the area with illumination rockets and
other sources of lighting is beneficial, increasing the psychological load on the
personnel and contributing to the development of necessary individual
psychological qualities.

For the training of personnel in crossing possible obstacles, it is

beneficial to simulate enemy explosive obstacles, enemy artillery fire, air
raids, and create smoke screens. Additionally, for quality preparation for
crossing water obstacles, transitioning from one type of crossing to another is
practiced, changing the crossing points.

In the process of forming morale and combat qualities of the personnel

of engineering units, overcoming fear of water is vital. Personnel designated
for bridge construction and pontoon crossings, mechanics-drivers, and drivers
of crossing means are trained to use rescue equipment and provide
assistance to those in need in water.

During training on equipping fortifications, emphasizing the importance

of high-quality and timely task execution, even in a limited time frame and
regardless of the availability of mechanized means, is necessary. The ability
to endure moral, psychological, and physical overloads and repeatedly
construct structures using various variants or with a reduced number of
personnel is instilled.

If it is necessary to equip paths, approaches to objects, and organize

roads, training is organized to prepare the personnel for working on the
terrain and creating maximum obstacles. This requires significant physical
exertion, endurance, and the ability to make paths through various

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engineering obstacles, as well as fostering a sense of responsibility for
completing the task within the set deadline.

Thus, the effectiveness of organizing special psychological training for

engineering units is determined by the content and application of forms and
methods that correspond to the combat situation and the nature of the tasks
being solved. The main focus is on psychologically and physically hardening
military personnel, developing endurance and the ability to overcome any
obstacles while performing engineering support tasks, demonstrating
resilience to the negative effects of combat factors, courage, independence,
and initiative.

Psychological training of sapper personnel for actions in combat

conditions is aimed at developing and enhancing the mental functions,
professional skills, and abilities necessary for them to effectively perform
specific tasks dictated by the peculiarities of their combat specialty. For
example, sappers need to have developed powers of observation, be able to
detect and disarm improvised explosive devices, apply explosive substances
to mines with primed fuzes, control anxiety before demining, control hand
tremors during demining, correctly mark mined areas, and possess good
memory, dexterity, developed hand coordination, and finger sensitivity,
among others. The main task of special psychological training for sappers is
to develop these qualities.

Conducting special psychological training for sapper personnel is

advisable to begin by determining the level of real preparation of each
individual for the performance of combat tasks. During interviews, it is
important to ascertain how well the sapper is familiar with the challenges of
future combat tasks. It is essential to determine how well the sapper has
mastered the combat training program and how well-developed they are in
psychomotor terms. Sappers who are found to be the least prepared should
be placed under special control, with further consideration of the expediency
of involving them in the engineering unit to perform combat tasks related to
demining and neutralizing explosive devices.

In the conditions of the russian-Ukrainian war, work on demining and

neutralization of explosive devices was quite effective, especially when
sappers operated as part of combat trios.

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 The main task of targeted psychological training for sappers is to
maximize the detailing of the dynamic cognitive image of future combat tasks,
comprehensive mental preparation for active combat task performance,
prevention of psychological trauma using various groups of methods (Table
1.1).
Table 1.1
Groups of Methods of Targeted Psychological Training for Sapper
Servicemen
Methods Content of the Targeted Psychological Training
Cognitive Psychological education. Modelling of a future minefield. Simulation of sapper actions in a
mined area with subsequent group discussion of their correct and incorrect actions. Modelling
controlled minefields using computer systems.
Perceptual Psychotechniques for adapting sensory organs to the conditions of future combat tasks
(reducing auditory sensitivity thresholds).
Affective Psychotechniques for group emotional influence and motivation. Self-persuasion and self-
encouragement. Methodology of verbal-visual emotional-volitional control. Active and passive
muscle relaxation. Express methods of mental self-regulation.
Operational Ideomotor training. Tactical-specialized training with simulation of mine and shell explosions.
Comprehensive Situational-imagery psychoregulatory training. Placement of sappers considering:
psychological compatibility, combat experience, dynamics of fear experiences.

Clearing mines is one of the most dangerous tasks in the professional

activities of a sapper servicemember. Performing a combat mission as a
sapper requires exceptional concentration. There have been cases where the
enemy placed mines not only in the ground but also on trees, with tied and
hanging fishing hooks. While moving through a forest path, it's practically
impossible to detect them, but if the hook catches on clothing, an explosion
will immediately occur. During demining, a sapper must constantly observe
the enemy because focusing solely on the mines can make them an easy
target for a shooter. The analysis of the stories told by sapper
servicemembers indicates that setting up a mine is a creative task. Each
installed mine can tell the story of its "author," and even the smallest detail
characterizes the sapper as a specialist.

Typically, terrorists mine everyday objects, ammunition crates, power

lines, packages, bottles with drinks, and so on. They create improvised
explosive devices disguised as pens: when pressed, it detonates and can
sever the hand.

To develop the necessary psychomotor and sensory-intuitive skills for

regulating their actions during the execution of combat tasks in a minefield, it
is advisable to conduct the psychological training "Minefield" for sapper
servicemembers.

The essence of the training: a kind of corridor is outlined in the middle

of the area, 1-1.5 meters wide and 5-7 meters long. Along the entire corridor,
the instructor places so-called "mines," which can be matchboxes, matches,
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paper scraps, cones, and other objects. Depending on the training goals and
the specific situation, it is considered sufficient to have 10-20 "mines" that are
evenly spaced from each other. The distance between the "mines" should be
such that the "sapper" can easily place their foot between them.

Before starting the training, the "sapper" is blindfolded tightly with a

piece of fabric and is directed forward along the corridor. The main task of the
group is to correctly guide the "sapper" through the "mined" corridor. At the
same time, the sapper should not step on the mines since this will lead to the
conditional "death" of the sapper and bring a negative result to the group.
Accordingly, the participants in the training (the group) must provide the
correct prompts to the sapper, without entering the minefield or touching the
sapper, so that the sapper does not step on a mine and "does not die."

During the training, the correctness of task execution is monitored, and

the number of mistakes made is recorded. There can be several variants of
conducting such a game:
1) In case the sapper steps on a mine and "dies," he/she exits the
training, and the next sapper attempts to pass through the minefield. If two
groups are competing, the winner is considered to be the one in which the
least number of sappers "died." If only one team participates in the training,
the game task is considered completed when the number of "deceased"
equals zero or does not exceed a predetermined number (for example, no
more than two participants).
2) Any case of a "detonation on a mine" indicates that not only the
sapper who stepped on it but also all those who successfully passed through
the minefield return to the starting position. That is, even if the entire group
successfully overcomes the minefield but the last sapper "explodes," the
group returns to the starting point and goes through the minefield again.
3) The participants themselves can decide who is considered
"deceased" and who can "resurrect." Such a variant, on the one hand, has
significant psychodiagnostic capabilities and the potential to develop
constructive relationships within the group. However, on the other hand, it is
associated with significant psychological risk and can lead not only to
conflicts within the group but also to more serious personal problems.
Therefore, when organizing the game, one should be confident in the
expediency of conducting this variant.
4) After each passage of the minefield, the "mines" are rearranged to
different locations to ensure that the next sapper does not see them.

The criteria for effectiveness can vary and depend on: a) the speed of
passing through the minefield; b) the number of casualties; c) the
effectiveness of interaction between participants; d) the originality of ways to
pass through the minefield, and so on.

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 The main goal of the "Minefield" training is to develop constructive
relationships within the group (mutual understanding and support, attention to
each other, reflective listening, friendliness, and goodwill, leadership,
patience). The training game also effectively develops the vestibular system,
coordination of movements, spatial orientation, physical endurance, mental
resilience, and inventiveness.

The main directions of the specialized psychological training for the

personnel of units specializing in radiological, chemical, and biological
protection:

The performance of the brigade's RCB (Radiological, Chemical,

Biological) protection unit in combat conditions is associated with a constant
threat of exposure to radioactive and toxic substances. The main goals of
organizing specialized psychological training include: psychological hardening
of personnel; instilling confidence in performing their tasks in conditions of the
enemy's use of weapons of mass destruction, reliability of personal protective
equipment and special equipment; instilling self-control, psychological
resilience, courage, and bravery in subordinates.

Knowledge of the combat properties and effects of nuclear, chemical,

bacteriological weapons, and incendiary devices provides servicemembers
with awareness and thoughtfulness, helping them confidently manage their
behaviourin the conditions of modern warfare. The skills and training of
personnel in sheltering, skillful use of individual and collective protective
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equipment, the protective properties of standard equipment, fortifications, and
terrain, maximum automation of servicemembers' actions will enable them to
act confidently, prudently, appropriately, and actively in any situation. This
positively affects the moral and psychological readiness and resilience of
servicemembers to the negative effects of modern combat and reveals the
best personal qualities.

When organizing special psychological training events with the

personnel of RCB protection units, it is important to remember that having
skills in self-help and mutual assistance in extreme conditions has a calming
effect on the subsequent behaviourof servicemembers and contributes to
coordinated actions of the military team as a whole.

The personnel of the RCB protection unit must have a thorough

knowledge of technical means of radiation and chemical reconnaissance,
special treatment, imitation, smoke agents, and communication tools. Since
the equipment will have to be used in complex and life-threatening conditions,
the actions of the personnel must be automated. Only in this case, the
personnel, finding themselves in a difficult non-standard situation, will cope
with excessive psychological and physical stress and will be able to perform
the assigned combat task.

Clear organization during the practice of meeting the standards of

special training with the personnel of the RCB protection unit in conditions as
close to combat as possible is one of the main areas of activity of the
command and officers of the educational work units. The result of working out
the corresponding standards in servicemembers should be a formed
comprehensive confidence in the effectiveness and reliability of weapons and
special equipment.

During training, it is necessary to vividly demonstrate the possible

nature of contamination of the terrain, weapons, military equipment, the state
of poisonous substances at the time of their combat use, the effectiveness of
antidotes and decontamination solutions. The purpose of demonstrating the
action of antidotes and decontamination solutions is to develop
servicemembers' confidence in the effective neutralization of poisonous
substances used by the enemy.

During training servicemembers in radiation reconnaissance

techniques, special psychological training focuses on fostering courage,
endurance, and the ability to act according to the received combat task. For
this purpose, personnel practice skills in careful execution of decontamination
and neutralization of weapons and military equipment.

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 One of the ways of Psychological training of the personnel for the high-
quality performance of the assigned task is to train servicemembers in actions
to eliminate malfunctions in the special equipment of machines and devices
within a limited time.

To form military-professional skills, clear and coordinated actions of

servicemembers, psychological resilience of the personnel assigned for
special treatment of terrain, equipment, and weapons, comprehensive
adaptability to actions in extreme conditions, and working out the entire
complex of actions in the conditions of the enemy's use of weapons of mass
destruction, confidence in the reliability of individual protective equipment and
special equipment are trained at the preparation stage for combat operations.

4.2.5. Psychological Training of the Personnel of Communication and

Cybersecurity Units

The specifics of combat service for communications personnel manifest

in monotonous and prolonged actions to ensure resilient communication
under conditions of territorial remoteness, where they perform their tasks
either as part of a crew (team, unit) or independently. Alongside the
development of qualities common to personnel of all branches of the military,
particular attention must be paid to instilling confidence in communication
equipment, proficiency, resilience, self-control, autonomy, attention, and
professional memory.

Instilling confidence in their proficiency in the personnel is advisable to

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be done gradually. In the initial field exercises, it is necessary to involve radio
operators in providing communication in the most accessible telephone mode
without intentional radio interference reception, and after they have acquired
the necessary skills, involve them in providing communication in telegraph
mode, gradually increasing the level of interference.

To foster resilience in radiotelegraph operators, it is necessary to

increase the duration of combat shifts at radio stations, starting from 2-3
hours per day with intensive work under conditions of active radio
interference. It is also appropriate to prohibit them from leaving the equipment
during this time, provide food using dry rations, and conduct training sessions
on working with radio stations when the airwaves are most congested, and
message reception is complicated.

During their shift at the station, the radiotelegraph operator must be

constantly prepared to receive a signal without prior knowledge of whether it
is a training or combat one. For this purpose, the supervisor should have a
radio transmitter from which periodic signals are transmitted, demanding an
immediate report from the radio operators regarding their reception.

During tactical-specialized exercises, it is expedient to create significant

workload for telephone operators, mechanics of special equipment. During
their shifts, artificial maximum loads can be created by installing additional
devices, and for educational purposes, demand from telephone operators to
connect with different subscribers within a limited time.

Confidence in communication equipment is achieved primarily through

a solid understanding of its structure and capabilities to ensure resilient
communication in any environmental conditions. To achieve this, on all
technical and specialized training sessions, it is necessary to demonstrate to
the personnel the reliability and high jamming immunity of communication
means, teach radiotelegraph operators to listen in conditions of intensive
radio interference, introduce measures to suppress interference by carefully
adjusting frequencies and operating modes of radio equipment.

The high effectiveness of communication personnel is directly related to

their confidence in communication means and equipment. Therefore, the
training of the personnel for combat tasks is focused on mastering knowledge
of their structure and capabilities to ensure resilient communication in any
environmental conditions.

To achieve this, it is necessary to demonstrate to the personnel the

reliability of communication means, teach radiotelegraph operators to listen in
conditions of intensive radio interference, and introduce measures to
suppress interference by maneuvering with frequencies and operating modes
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of radio equipment.

In combat conditions, communication personnel have to ensure

communication over significant distances, which can cause feelings of
insecurity in their ability to establish communication. To foster confidence in
the reliability of communication equipment, it is advisable to assign less
experienced servicemembers to act as backups to experienced specialists. At
the initial stages, they should be allowed to manage communication only in
the presence of stable communication and only then be allowed to provide
independent communication.

Fostering confidence in their proficiency in the personnel should be

done gradually. In the initial stages, inexperienced communication
servicemembers are involved in providing communication in favorable
conditions, and only after gaining the necessary experience and in the
presence of significant interference should they be engaged. To develop
psychological resilience and physical endurance, communication personnel
are prepared for possible combat shifts (combat activities) lasting two to three
days with intensive work under conditions of active radio interference.

At this stage, for educational purposes, during training, it is beneficial to

create significant physical load for telephone operators and mechanics of
special equipment by maximizing the utilization of communication channels.

All communication line specialists should be accustomed to acting in

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conditions of contaminated terrain, under intensive enemy fire, etc. Training
the personnel, especially sergeants and senior commanders, in independent
actions involves training in terrain orientation, reconnaissance of the terrain,
choosing locations for equipment deployment, selecting antenna types,
choosing cable routing paths, and so on. The personnel within a crew or unit
are composed with consideration for their moral, military-professional
qualities, and psychological compatibility.

To develop the listening memory and attention of radiotelegraph

operators during the preparation stage, training sessions are conducted on
receiving short signals and commands by ear without recording.

Therefore, the quality performance of combat tasks by the personnel of

communication units is possible based on pre-formed psychological skills and
confidence in the ability to establish stable and continuous communication
under the conditions of modern warfare, and the presence of an adequate
level of morale and psychological state among subordinates who consciously
approach the execution of the assigned task.

4.2.6. Psychological Training of Medical Forces Personnel

The peculiarities of military medical training in the aspect of

psychological readiness of military personnel. In this regard, the
psychological aspects of military medical training should focus on the
attention of military personnel to prevention and first aid for mental disorders.
Medical personnel and psychologists are involved in mastering the methods
of managing personal and collective mental reactions to stress during
sanitary losses (physical control, teamwork, replacing negative thoughts with
positive ones, ability to listen to oneself and the team, etc.).

During psychological training, one of the main issues that military

personnel should grasp is the provision of assistance for psychotic reactions.
Psychotic reactions are a group of mental disorders that occur during
participation in operations, combat actions, and lead to the impossibility of
military personnel to participate in activities or operations. These reactions
include states of hallucinatory delirium, depressive, and manic agitation.

Hallucinatory Delirium State

Diagnostic criteria: The range of clinical manifestations of delusional
experiences and perceptual disorders can be quite wide. Delusions can have
different content (persecution, guilt, jealousy, grandeur, etc.). Perception
disorders manifest through auditory, visual, and other hallucinations. Patients
feel fear, anxiety, confusion, and sometimes follow hallucinatory commands
and are potentially violent. They are often malicious, tense, uncommunicative,
frequently speaking with "hallucinatory voices" or listening to something. In
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case of a sudden exacerbation, patients under the influence of delusions and
hallucinations attack imaginary persecutors or flee to escape them.

First Aid in the Form of Mutual Assistance:

Maintain calmness, avoid haste, act carefully, without abrupt

movements.
Hide objects that the patient may use to inflict harm.
Neutralize stimulating factors.
Do not leave the patient alone, call for help from friends.
Allow the patient to speak, do not argue, do not criticize.
Inform the doctor (paramedic), refer to a higher level of medical care.
Transportation:
In case of relative stabilization of vital functions, continue the above
measures and immediately hospitalize to the nearest psychiatric hospital.

Depressive Agitation State

Occurs in patients with depression with a sudden exacerbation of
depressive experiences. Diagnostic criteria: catastrophic increase in the
feelings of unbearable anxiety, hopelessness, despair; patients are restless,
screaming, groaning, howling, and actively show suicidal tendencies.

First Aid in the Form of Mutual Assistance:

Maintain calmness, avoid haste, act carefully, without abrupt

movements.
Hide objects that the patient may use to inflict harm.
Neutralize stimulating factors.
Do not leave the patient alone, call for help from friends.
Allow the patient to speak, do not argue, do not criticize.
Inform the doctor (paramedic), refer to a higher level of medical care.
Transportation:
In case of relative stabilization of vital functions, continue the above
measures and immediately hospitalize to the nearest psychiatric hospital.

Manic Agitation State

Diagnostic criteria: elevated mood; speech and psychomotor agitation;
significant irritability, hostility towards others; patients may express ideas of
persecution; the speech of the patients is fast, incoherent due to numerous
ideas, phrases are often unfinished, they jump from one topic to another.

First Aid in the Form of Mutual Assistance:

Maintain calmness, avoid haste, act carefully, without abrupt

movements.
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 Hide objects that the patient may use to inflict harm.
Neutralize stimulating factors.
Do not leave the patient alone, call for help from friends.
Allow the patient to speak, do not argue, do not criticize.
Inform the doctor (paramedic), refer to a higher level of medical care.
Transportation:
In case of relative stabilization of vital functions, continue the above
measures and immediately hospitalize to the nearest psychiatric hospital.
In modern armed conflicts, the relative weight of sanitary losses caused
by the influence of non-psychotic disorders, namely combat stress, sharply
increases. Unpredictable medical risk factors, hostility of the host country
(during peacekeeping, humanitarian missions), constant threat of enemy
attacks, possibility of the enemy using weapons of mass destruction, actions
of suicide bombers with various explosive devices, accumulation of
psychological tension from prolonged stay in the conflict zone, during the
liquidation of the consequences of natural disasters and technological
catastrophes, the society's rejection of war significantly affects the psyche of
military personnel, significantly reducing their combat capability.
Importance of Medical Assistance for Non-Psychotic Reactions
The first premedical medical-psychological assistance is just as
important psychologically as it is physically, and it involves providing
appropriate help to individuals with emotional disorders. Emotional disorders
are not always visually noticeable, unlike injuries, fractures, or reactions to
physical pain. However, excessive agitation, anxiety, panic fear, deep
depression, unwarranted (unmotivated) irritability, anger, and the like are
symptoms indicating a person's inability to control stress. First aid measures
in the medical-psychological aspect are simple and intuitively understandable,
allowing for improvisation in decision-making.
First medical-psychological assistance should be provided for both
physical injuries and stress reactions. Physical injury, as well as the
circumstances of its occurrence, can cause emotional trauma, which is
potentially more dangerous than the physical one. A person who has
experienced pain, been in a state of shock, had fears of severe injury or
death, reacts inadequately to jokes, indifference, or a subdued attitude. Fear
and anxiety can negatively affect a soldier's combat capability as much as, for
example, bleeding.
Failure to give proper attention to stress reactions can lead to severe
illness or long-term complications. Sometimes in dangerous situations,
people continue to function normally (perform their duties) but suffer from
emotional memories in the long term (considered a normal reaction) that may
occur from time to time. In cases where they become so intrusive that the
person has to avoid all situations that remind them or when they become
withdrawn, do not communicate with others, or cases of anxiety, depression,
sleep problems (nightmares), feelings of guilt for committed or uncommitted
acts, various abuses, then the person is ill and requires treatment.
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 The most dangerous situations are when other comrades-in-arms are
subjected to the influence of a person with an emotional disorder. Their
"psychological contamination" negatively affects the combat spirit of the unit,
jeopardizing the execution of combat tasks. Therefore, special attention
should be paid to early identification of such patients. This task should be
solved in close cooperation between commanders, other officials, and
medical personnel of the units. In particular, the commander must issue strict
but well-thought-out orders, act quickly, authoritatively, set a personal
example, and not show pity. The medical instructor (paramedic) must be able
to quickly recognize emerging cases with manifestations of combat stress
and provide appropriate immediate assistance.
Thus, special psychological training of personnel involves simulating the
impact of probable factors of modern combat on the psyche of military
personnel. Simulating combat can be done by the following methods:
Visual (showing personnel relevant fictional and documentary films,
videos, photographs, drawings depicting the negative consequences of the
enemy's use of their firearms, precision weapons, etc.; demonstrating ways to
overcome minefields, obstacles, contaminated areas, etc.);
Training simulators;
Computer-based;
Imitation;
Real use of combat equipment and weapons;
Organizational.
Modelling combat actions involves stages: planning, organization,
control, analysis, and correction. At the planning stage of a specific event, the
commander (deputy commander for moral and psychological support)
conducts an examination to determine the number of included psychogenic
factors of future combat in the plan from the total possible number. This will
allow predicting the level of professional and psychological training of
individual military personnel and crews, units later on.
During the actual conduct of the event, deputy commanders for moral
and psychological support (psychologists) monitor and analyze the general
course of activities to gain practical experience of actions in combat
conditions, and directly correct the behaviourof military personnel.
In general, simulating combat from the point of view of Psychological training
of personnel for combat actions allows predicting the possible dynamics of
military personnel's actions and changes in their morale and psychological
state in real combat conditions.

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CHAPTER 5. SELF-REGULATION AND DEVELOPMENT OF
STRESS RESILIENCE IN MILITARY PERSONNEL

Currently, servicemen of the Armed Forces of Ukraine have been

participating in continuous combat operations under special and extreme
conditions for an extended period. Continuous operations are combat actions
that persist at a high level of intensity for an extended period. During
continuous operations, unit commanders and soldiers must think, make
decisions, and act faster than the enemy. Unit commanders are required to
understand the intentions of both higher-ranking and junior commanders
(sergeants). They must be capable of acting directly and synchronously, even
though the situation and circumstances may change rapidly, and
communications may break down. This continuous cycle of day and night
operations will be constantly influenced by combat factors and factors that
may reduce the effectiveness of the actions of unit commanders and their
subordinates for a certain period. Commanders must take measures to
mitigate this impact.
Currently, continuous combat operations compel commanders and
soldiers to perform their duties under adverse conditions, shape their
behaviour accordingly, and lead to errors in combat activities, ultimately
resulting in combat stress (see Appendix E.1).
Stress (from the English word "stress" - pressure, tension, effort) is a
state of psychological and physiological tension that arises in a person during
activities in the most complex and challenging conditions, both in everyday
life and under special circumstances, in response to various extreme
influences (stressors, psychogenic factors).
This is a nonspecific response of the organism to any active stimulus
that exceeds a certain threshold. This threshold is strictly individual for each
person and depends on a range of external and internal conditions.
Consequently, different servicemen react differently to the influence of the
same stimuli. These stimuli can originate from both the external environment
and a person's psyche. Even words can play the role of a stimulus.
By a nonspecific response of the organism, one should understand the
stereotypical reaction of the organism regardless of the nature of the
stimulus. The formation of the organism's response to a stimulus begins with
the reception of a corresponding signal in the central nervous system. Under
the influence of a stressor, the impulse from the cerebral cortex reaches the
hypothalamus (the centre of emotions). Then, the nervous system is
stimulated, resulting in the irritation of the adrenal medulla, which increases
the release of adrenaline into the blood. This stimulates heart activity, leading
to a stage of anxiety when, after a certain decrease in the body's resistance,
the mobilization of its resources begins. If the load continues to increase, a
breakdown (breakthrough of the adaptation barrier) may occur.
Stress can exert both positive and negative influences on performance,

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potentially leading to its complete disorganization. Therefore, commanders
are faced with tasks related to studying the adaptation of servicemen to
complex, so-called extreme conditions, as well as predicting their behaviour
in similar circumstances.
This is a general set of adaptive and protective reactions of the body to
any action that causes physical or mental trauma in a person. Stress is a
systemic response of the body to chemical, physical, mechanical, biological
and mental stimuli (stressors). It involves physiological mechanisms that
prepare a person's body and mind for combat or professional activity.
Examples of these mechanisms in humans include the stimulation of
the nervous system, the release of adrenaline into the bloodstream, and
changes in blood flow in different parts of the body, among others. However,
stress affects arousal or anxiety differently. It engages physiological and
psychological processes that sometimes inhibit arousal and anxiety. During
stress, emotional reactions, automatic processes of perception and cognition
also manifest in humans, aiming to detect and evaluate uncertainty or threats.
These processes can be instinctive or developed through training.
Stress can trigger both conscious and unconscious perceptions of
threat in a person. The magnitude of stress depends on how well an
individual can assess the impact of stressors and their context, even if this
assessment is incorrect. The process of stress elicits psychological defences
in a person. Thanks to this, an individual can determine the perception and
evaluation of the level of threat they can endure.
Moderate stress promotes the mobilization of physical and mental
capabilities, the body's defensive forces, activates intellectual processes,
creates optimal combat arousal, and intensifies the purposeful activities of
servicemen.
Prolonged and intense exposure to negative stressors, their high
significance for servicemen of combat units, can give rise to unproductive
stress states (distress). Distress occurs in scenarios of stress where feelings
of helplessness, incapacity, hopelessness, and depression are present. It
often accompanies disturbances in mental processes - perceptions, cognition,
memory, thinking - and the emergence of negative emotions (fear,
indifference, aggressiveness, etc.). It may manifest as coordination problems
in movements (restlessness, tremors, freezing, etc.) and temporary or
prolonged personal transformations (passivity, loss of the will to live,
confidence in success, trust in comrades and commanders, tendencies
towards stereotypical actions and primitive imitation, excessive manifestation
of the instinct for self-preservation, etc.). Distress can lead to various
psychogenic pathological reactions and psychological disorders. Subjectively,
stress is experienced as feelings of fear, anxiety, anger, resentment,
sadness, euphoria, despair, extreme fatigue, and more.
Stress resilience and stress management skills enable a serviceman to
carry out effective activities while under stress, preserving their health and
performance when performing new or challenging tasks in conditions of high
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uncertainty, danger, or intensity, even when they are in resource-depleted
states (fatigue, discomfort, emotional arousal, or apathy, etc.).
For successful stress management of servicemen, commanders must
understand that:
1) stress is a universal adaptive response of a serviceman to a
dangerous or uncertain but significant situation for them, in the absence of an
adequate behavioural stereotype or the inability to apply it;
2) stress most often arises in complex or new situations for the
serviceman, in cases of pronounced risk, intensity, or actual or potential
conflict;
3) stress is a protective mechanism for managing a serviceman's
behaviour with the aim of preserving their survival. Objectively, stress
manifests in the mobilization of the nervous, immune, cardiovascular, and
muscular systems. Subjectively, stress is primarily experienced as a state of
tension;
4) stress is an effective mechanism for managing a serviceman in
simple (instinctive) situations but complicates the execution of complex, goal-
oriented activities, primarily by reducing the accuracy, speed, and creativity of
thinking;
5) the advantages of stress for servicemen include: the release of
additional energy to address problems; the body 'suggests' what to do -
avoid, escape, attack, or hide; and it trains the nervous, immune, and
cardiovascular systems;
6) the downsides of stress for servicemen include: there can be an
excess of energy; the body primarily prompts primitive reactions that
contradict conscious choice; with strong stress, the immune system can
become depleted, and the nervous and cardiovascular systems can become
strained;
7) stress "compels" a serviceman to act not for development but for
survival. Therefore, until the serviceman has developed their consciousness
to a level close in strength to their unconsciousness, stress management
techniques are a necessary condition for their effective performance,
especially in new circumstances and domains.
There are four groups of stress symptoms that are typically identified:
physiological (muscle tension, trembling of limbs, disrupted breathing and
digestion processes, increased fatigue, sweating, elevated pulse and blood
pressure, vague pain sensations, etc.), intellectual (frequent calculation
errors, difficulty in concentration and maintaining attention, impaired memory,
logical reasoning problems, impulsive thinking, difficulty in decision-making,
etc.), emotional (anxiety, heightened nervousness, depression, irritability,
reduced life satisfaction, personal self-esteem, feelings of insecurity,
alienation, etc.), and behavioural (loss of appetite or overeating, rapid or
slowed speech, increased conflict, loss of interest in appearance, sleep
disturbances, decreased work productivity, increased smoking and alcohol
consumption, etc.).
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 The serviceman's body, as a complex and highly organized system,
responds to various intense influences with adaptive-defence reactions, the
totality of which can be referred to as an adaptation syndrome.
Stress is characterized by the presence of three phases:
1. Alarm phase: During this phase, the serviceman's body mobilizes to
face the threat. Biological reactions occur that enable fight or flight responses.
From a physiological standpoint, this involves blood thickening, increased
blood pressure, and liver activity, among other responses.
2. Resistance phase: The serviceman's body attempts to resist or cope
with the threat if it continues or cannot be avoided. The body adapts to stress
and returns to a normal state.
3. Exhaustion phase: If stress continues and the individual is unable to
adapt, it can deplete the body's resources. Exhaustion leads to vulnerability
to fatigue, physical problems, illness, and even organ failure. The same
reactions that allow resistance to short-term stressors (increased energy,
muscle tension, pain suppression, digestive inhibition, high blood pressure)
become harmful when stress persists.
Illness can be caused not only by biological conditions but also by the
individual's appraisal of an event. Some may perceive a particular event as
unpleasant, while others may see it as pleasant or neutral. Additionally, the
way an individual copes with stress is a crucial link between the stressor and
its consequences. Not everyone responds to stress in the same way—some
may become ill, while for others, stress may even be perceived as a pleasant
challenge.
If the stress factor continues to impact the body or the stress load
continues to increase, it can lead to pathological processes—
psychophysiological disorders. Such psychosomatic illnesses as arterial
hypertension, gastric ulcer disease, non-specific colitis, and several other
conditions are the consequences of prolonged psychological stress.
By reducing the stressfulness of a situation and managing one's mental
state, it's possible to effectively control the level of stress. However, in a real
combat (extreme) situation, the complexity of tasks that are periodically
encountered doesn't even allow a trained serviceman to effectively manage
stress. To prevent this from happening, another element of stress
management is required - recovery.
Managing the stressfulness of a situation, one's mental state, and
recovery after stress are the main components of effective stress
management.
The potential of any situation to induce stress in personnel is referred to
as its stressfulness. The degree of stressfulness of a situation is determined
by the quantity and intensity of individual stressors at that moment. For
commanders of units to effectively manage the stressfulness of a situation,
they need to:
be able to distinguish typical stress factors (combat, physical, mental,
etc.);
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 be capable of determining the intensity of their impact on oneself and
the personnel;
know a sufficient number of effective and convenient methods for
reducing the intensity of these stress factors and be able to apply them.
We can conditionally identify the following common stressors that affect
the activities of military personnel during training and the actual performance
of assigned tasks:
1. Significance of the situation. The main criterion is the cost of refusal.
What valuable thing will a servicemember lose if they refuse to perform this
activity or be in this situation?
2. Novelty and uncertainty. The main criterion is the absence of
sufficient knowledge, skills, abilities, and information necessary for the
successful completion of the activity or safe presence in this situation.
3. Load. The main criterion is the amount of expenditures (time,
resources, means, effort, etc.) and the level of discomfort experienced by the
servicemember when performing tasks (activities) or during their stay in this
situation.
4. Risk. The criterion is the cost of a mistake. What valuable thing will a
servicemember lose if they act incorrectly?
5. Zeitnot. The criterion is the lack of a time reserve sufficient for calm
and deliberate consideration of behaviour options, or for transitioning to a
more resourceful state, or for repeating actions in case of a mistake.

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 In order to better understand the impact of these stressors on the level
of stressfulness of the situation, the unit commander can use the "five fingers"
rule. The rule is as follows: in order to grasp any object with the heel of the
hand, you need the effort of the thumb and at least one of the remaining four
fingers. In the "five fingers" metaphor, the main stressor is the "significance of
the situation", which corresponds to the thumb, and all other stressors
correspond to the remaining fingers. Thus, if the significance of the situation
is close to zero, then even with the maximum strength of the other stressors,
the stressfulness of the situation will be insignificant. And vice versa: even a
high significance of the situation will not cause stress if the serviceman is
competent in this activity, feels comfortable, knows about all the expected
changes, has the right to make a mistake and has an unlimited amount of
time.
The most effective approach to reducing the stressfulness of a situation
is to reduce its significance following the principle of "Handle big tasks with
ease, and small tasks with attention."
The general algorithm of actions of the unit commander to reduce the
stressfulness of the situation
Preliminary:
to help the serviceman take an inventory of his life values, to rank all his
values on a 5-point scale;
describe the current or future stressful situation, "get used to" it;
analyse or calculate the situation using the stressfulness formula, select
priority areas (the strongest stressors).
Reducing the significance:
identify options and the cost of failure. What are the ways to avoid this
situation and what losses can be incurred in each of the cases under
consideration? What consequences will this lead to (negative, positive)?
how can a unit commander (serviceman) reduce the objective and
subjective cost of failure? How can the unit commander (serviceman) reduce
the probability and/or negative consequences of failure at the objective and
subjective level, and increase the positive ones?
what can a serviceman (unit) lose (gain) if he/she starts operating in a
stressful situation? Is it possible to get out of a stressful situation? At what
cost?
The unit commander (serviceman) needs to draw up a comprehensive
plan to reduce the significance of the situation and implement it.
Reduce novelty and uncertainty:
model and analyse the future situation;
"play out" possible scenarios, determine what information is missing;
collect the necessary information. If there is a lack of information,
prepare psychologically;
create a profile of your competence in this area;
compare your profile with the required (reference) profile;
analyse ways to improve your competence and/or reduce the
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complexity of future activities. Find non-linear, non-standard (psychological)
options.
The commander (serviceman) needs to draw up a comprehensive plan
and implement it.
Reducing stress and risk
Acts similarly to the significance stress factor, but with the exception
that losses due to discomfort occur during the activity, and losses due to risk
occur in the event of a mistake.
Lack of time
Use realistic and accurate time estimates and common sense.
The commander is obligated to organize effective activities for
servicemembers in case of stress. When the personnel begins any activity
under stress, the unit commander must take into account two tendencies:
1. The focus on the activity (actions) effect - with proper organization,
the mental state of the servicemember will improve.
2. Reducing the stressfulness of the situation - with proper organization,
the number and intensity of stress factors will decrease.
In case a servicemember experiences stress, the unit commander
should follow this sequence of actions:
General principles:
1. Begin with less significant actions, then proceed to more significant
ones.
2. Start with simpler tasks, then tackle more complex ones.
3. Begin with well-learned tasks, then move to those less well-learned.
In case of overexcitement:
1. Begin with more energy-consuming actions, then proceed to less
energy-consuming ones (the principle of energy conservation).
2. Start with individual actions, then engage in interaction with a partner
(to avoid unintentionally harming the partner).
In case of apathy (a mental state in which a person becomes passive
and indifferent to everything):
1. Start with less energy-consuming actions, then move to more energy-
consuming ones (the principle of mobilization).
2. Begin with interaction with a partner (the "recharge" principle), then
switch to individual actions.
In case of a strong unwillingness to do something - act chaotically.
Directly studying the service activities of the personnel by the

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commander in extreme conditions is not always possible from both a moral-
ethical and a practical perspective due to the difficulties of documenting the
results of their actions. Therefore, the primary methodological approach for
the commander to study the service activities of the personnel in this case is
to simulate such activities, primarily focusing on simulating stress.
Models of stressful situations must meet three conditions:
1) They should have a certain motivational focus that is adequate to the
conditions of real service activity.
2) They should be subjectively perceived by military personnel as reality.
3) They should adhere to moral and ethical norms.
The main techniques used by the unit commander to recreate a
stressful situation during combat training sessions include:
1. Stress created by the difficulties of task execution, such as simulating
stimuli at a fast pace, worsening task conditions, and standards.
2. Stress induced by electrical shock or the threat of electrical shock.
This can be a significant stressor for individuals with a heightened sensitivity
to electric current.
3. Stress due to time constraints.
4. Stress as a reaction to the appearance of strong unexpected stimuli
designed to elicit an immediate emotional response from military personnel
(flashes of light, loud noises, gunfire, explosions, shouts, etc.).
5. Stress created by introducing special, unique obstacles that are
closely related to the activity being performed. This includes any situation that
requires the military personnel to perform multiple actions.
6. Stress of failure, where tension is created by providing military
personnel with incorrect information about the results of their actions or
assigning them overly complex or impossible tasks. In other words, conditions
are created where the results of the activity no longer depend on the effort
and personal achievements of the military personnel, among other factors.
7. Stress created through a combination of methods that increase the
significance of the work and tasks being performed by military personnel. This
takes into account complex psychological factors such as motivation, the
attitude of military personnel toward the task, as well as the consideration of
penalties, punishment, the inability to rectify mistakes, the hazardous nature
of the situation, and more.
The unit commander should remember that recreating (modelling)
stressful situations during combat training sessions will be effective only when
the personnel are properly motivated, perceive the tasks as significant, and
carry them out responsibly. To achieve this, the unit commander can use the
following techniques:

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 1. Creating a sense of failure. To impact an individual's self-esteem, it is
convenient to present challenges as tests to determine mental or physical
abilities. Experience shows that such prior instructions from the instructor
inevitably lead to increased activity among military personnel.
2. Involving psychological preparation and teaching elements of
competition in the training process.
3. Utilizing methods of regulating human behaviour, such as praise,
positive or negative evaluations of actions by the instructor, their tone,
persuasiveness, communication style, and more.
One of the important and fundamental conditions for creating a stressful
situation is the formation of motivational focus in military personnel. The main
types of motivations (in addition to those discussed earlier) and examples of
possible situations include:
1. Self-preservation and responsibility for each military service member
for the entire unit (and vice versa) - simulating a fire, evacuating a crew from
damaged equipment, etc.
2. The desire to achieve set goals - assigning very difficult and
unsolvable tasks, disabling equipment, weapon systems, or vehicles, etc.
3. Self-assertion - deliberately provoking conflicts in interpersonal
relationships with colleagues in the service.
It is necessary to constantly invent new stressful situations to introduce
them into the system of psychological training. Examples of situational
modelling:
HQ exercises and training that simulate a particular situation of warfare;
emergency training, which simulates the actions of military and
emergency response specialists;
role-playing games with personnel using weapon systems (crews,
calculations, etc.), where actions of military personnel to resolve a certain
negative situation are modelled;
tactical games, situational tasks for tactical groups, two or three
servicemen performing a mission (tactical task) determined by the leader, etc.

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5.1. SELF-REGULATION OF THE BEHAVIOUR OF A SERVICEMAN
DURING THE TRAINING AND COMBAT OPERATIONS

Self-regulation is a trait of all living systems that ensures their

appropriate functioning. Psycho-emotional self-regulation is a method of
regulating the psycho-emotional state aimed at forming internal means of
controlling the subject's psyche and emotions to change their characteristics
in the desired and expected direction.
Self-suggestion is a self-directed process. Self-suggestion allows the
subject to evoke certain feelings in themselves, control processes of
attention, memory, emotional, and somatic reactions.
Self-suggestion can be involuntary and voluntary. Involuntary self-
suggestion is typically mediated by additional reinforcing factors and carries a
powerful emotional charge. Voluntary self-suggestion is possible when one
concentrates their thoughts and attention on any particular mental image.
Methods of self-regulation are divided into the following groups:
1. Methods aimed at optimizing the psychophysiological functions of the
body (voluntary autosuggestion (E. Coué's method), self-hypnosis, autogenic
training (J. Schultz's method), psychoregulation training, ideomotor training,
rhythmic concentration of attention method (by O. Sokolov), meditation,
special methods - psychophysiological training according to O.V. Alexeyev;
combat trance psychotechnique (by O.E. Taras).
2. Methods aimed at controlling muscle tone (progressive muscle
relaxation (E. Jacobson's method), active muscle relaxation, passive muscle
relaxation, influence on biologically active points).
3. Physical methods of mental self-regulation (self-massage, influencing
biologically active points, breathing exercises) (Appendix M).
4. Mixed methods (psychophysical gymnastics methodology (by O.L.
Groysman), comprehensive exercises).
The principle of selecting most self-regulation methods follows the
principle of "internal - external - internal." Any parameter of a soldier's
behaviour that reflects the internal state of a person but can be controlled by
voluntary efforts is identified (breathing, facial expressions, the character of
movements, the sequence of actions, etc.). Afterward, this parameter is
intentionally changed in the desired direction through voluntary efforts to
modify the state.
The main forms of self-regulation include movement, breathing,
meditation, verbalization, visualization, external influences. Additionally,
negative mental states can be regulated by changing the context, shifting
attention, and so on. Another method to mention is the use of anchors, which
are cues associated in one's consciousness with desired states.
During the correction of initial (starting) mental states, as with any self-
regulation, it is advisable for military personnel to follow this algorithm:
1. Determine the nature and degree of manifestation of your mental
state.
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 2. Evaluate the nature of your current or future activities.
3. Identify your optimal mental state.
4. Choose from your arsenal or devise a self-regulation method that is
appropriate for the task and situation (mental state, time available,
circumstances).
5. Apply the chosen self-regulation method, monitoring the effect. If
necessary, make corrections to the method or replace it with another.
Commanders should remember: if a servicemember is in an exhausted
physical or mental state, or if they are ill, or going through a period of
depression, it will be difficult to quickly change their mental state. However,
this is possible by implementing self-regulation into their daily life. This will not
only improve the effectiveness of operational self-regulation but also enhance
the overall emotional (moral and psychological climate) background of military
service and activities.
Preventing negative mental states in servicemembers consists of two
main approaches:
a) Strengthening psychophysiological health.
b) Rational organization of professional (life) activities.
The main components of this part of the self-regulation of the mental
state of servicemen are:
physical activity;
rest and sleep;
nutrition
special procedures;
improvement of environmental conditions of service (life);
psychohygiene.
A serviceman needs to adjust his mental state when he has failed to
control his condition. And the sooner a deterioration in mental health is
detected, the less effort it will take to restore it. Mild irritation and deep
depression require different efforts to resolve. At an early stage of mental
deterioration, it can be regulated by a mere effort of will. Later, in the
"advanced" phase, the process of "thinking about" the state - reflecting on the
current state and analysing the reasons for its deterioration - can help. But if
this is not done, then the negative state will stabilize, and special techniques
will be needed to regulate it.
Improving the baseline mental state of servicemembers follows the
principle: "Do well - not bad, and it will work out!" The recipe is simple:
servicemembers not only need to maintain the necessary mental state but
also improve it. There are two main directions in enhancing the baseline
mental state of servicemembers:
1. Improving the quality of the mental state: Progressing from simpler
and less resource-intensive states to more complex and resourceful states.
Naturally, to set and achieve this goal, it's necessary to have a scale of
mental states.
2. Increasing the stability of the servicemember's mental state: It is
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essential to reduce situational and emotional fluctuations or the so-called
mood swings.
In managing the stress of servicemembers, the system of recovery
plays an essential role. Recovery measures can be divided into two types.
The first type of recovery can metaphorically be called "a complete reset,"
while the second type is "a second wind." The first type involves fully
restoring the body from the effects of a negative stressful situation, while the
second type involves partial recovery, sufficient to continue the fight.
The choice of the type of recovery depends on personal preference, but
factors such as the degree of recovery, circumstances, individual
characteristics of the servicemember, and more should be taken into account.
It's important to remember that during stress resilience training, too much
attention should not be devoted to recovery methods. The body should be
able to handle stress independently.
The main means of recovering a servicemember's body from the effects
of negative stress factors include:
Psychological Means: This includes techniques like autogenic training,
muscle relaxation, music and light therapy, psycho-regulation, and hypnosis,
among others.
Psychohygienic Means: These involve engaging in enjoyable leisure
activities, watching positive videos and movies, spending time in nature,
maintaining comfortable living conditions, and having positive social
interactions.
Organizational Means: Establishing a balanced level of activity,
maintaining a proper daily routine, and effective activity planning are part of
this category.
Medical and Biological Means: Utilizing methods such as massage,
water treatments (sauna, steam bath), maintaining a balanced diet, ensuring
adequate rest and sleep.
Pharmacological Means: Sometimes, medications like ginseng, rhodiola
rosea, vitamins, minerals, dietary supplements, essential oils, green tea, and
non-narcotic stimulants may be used to aid recovery.
To minimize the commander's efforts in managing the stress of
servicemembers, it's essential to emphasize the most effective method of
recovery - analysing the situation that caused stress.
In the case of energy overload, this is a great way to channel this
energy to benefit the mental state of the servicemen. In the case of a lack of
energy, this is a way to mobilize it. This activity should be directed from the
past to the future.
Along with learning stress management skills, servicemen need to
develop stress resistance, which will allow them to successfully withstand at
least moderate levels of stress for a short time. This is the only way for a
serviceman to analyse and evaluate what is happening, choose an effective
way to correct the situation, his behaviour or state, and successfully apply this
method and get out of the state of stress.
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 The primary approach to developing resilience involves voluntary,
conscious, regular, and controlled exposure to stress factors while engaging
in purposeful activities. The methodology for developing resilience aligns with
general training principles (consciousness, purposefulness, regularity,
systematicity, etc.). The challenge lies in selecting appropriate exercises.
Since stress is characterized by tension and discomfort, these aspects can
guide the selection of exercises for building resilience in servicemembers.
The main means and methods for enhancing the stress resistance of
servicemembers include:
Physical Exercise: Performing exercises to the limit, pushing through
discomfort and pain.
Temperature Exposure: Both cold and hot exposure can be used. In hot
water, gradually increase the temperature and the duration of exposure (5-10
minutes). In cold water, increase the duration of the procedure while keeping
the temperature at a minimum.
Breath Holding: Practice breath holding to the fullest extent, focusing on
sensations while sitting in a still and relaxed posture.
Intermittent Fasting: Incorporate fasting into the routine 1-2 times a
week while continuing with daily activities.
Painful Stimulation: This can include using a venik (birch or oak broom)
in a sauna, massage with the feet, and the use of applicators.

5.2. ANTI-STRESS TRAINING OF PERSONNEL FOR COMBAT

OPERATIONS

The most effective way to combat stress is considered to be

enthusiasm for work (activity, service).
Here are some strategies to minimize vulnerability to the negative
effects of stress for servicemembers:
Maintain Focus: Continually direct your attention toward pleasant
experiences and actions that can improve your well-being and mental state.
Distract Yourself: Try to forget about hopelessness and difficulties, as
deliberate distraction is one of the best ways to alleviate stress.
Success Boosts Confidence: Nothing is more uplifting than success.
Even after a devastating setback, fighting off thoughts of failure is best done
by recalling past achievements.
Intentional Recall: Purposefully recalling positive memories can
effectively restore self-belief, which is essential for future victories.
Leadership and Followership: Understand that leaders are only needed
as long as followers require their assistance.
No Universal Recipe: Keep in mind that there is no one-size-fits-all
recipe for success; people are different, and so are their problems.

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 To neutralize stress, a servicemember can:
Share their feelings with a family member.
Talk about them with friends.
Shift their attention or engage in enjoyable activities, including getting
enough rest.
Help someone who is weaker.
Perform self-care procedures like taking a shower, going for a walk,
listening to music, reading, or watching a movie.
Recall something pleasant, such as good news or keeping a promise.
Close their eyes, imagine a book describing the unpleasant situation,
and mentally close that book, saying, "I've read this, didn't like it, put it away,
and will forget it forever."
Repeat a poem multiple times during stress to block it.
Engage in drawing.
Recommendations for servicemembers on stress management:
1. Try not to think of past events as failures.

2. Approach stress as a source of energy. Consider every challenge life

presents as a call to action.

3. Ask yourself, "What can happen in the best-case scenario?" rather

than "What will happen if everything goes wrong?"
4. Breaks are necessary, so make sure to rest during the struggles of
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life.

5. You cannot control the actions of others, but you can control your
reaction to them. The ultimate victory is conquering your emotions.

6. Don't try to please everyone; it's impossible. Occasionally, you need

to please yourself.
7. Paint a picture of your future and compare it to the small crisis you're
going through today.

Overcoming stress involves flexible mental and behavioural efforts that

a person makes in response to the demands imposed by stressors. There is
no one-size-fits-all strategy for overcoming stress that can be applied under
any circumstances and at any time. People cope with stress differently. An
effective stress response that leads to adaptation is the use of an interaction
strategy with the stressor that significantly reduces stress experiences.

Ineffective ways of coping with stress are those that do not reduce the
level of stress over time. When there is no reduction in the state of stress, a
person becomes fixated (stuck) and continues to react in the same way to the
same stressor. Fixation is rarely an adequate response to stress. However, it
does not mean that one should immediately change their way of reacting. If
you're not successful, keep trying again and again, but not for too long. At
some point, a person should be willing to step back, abandon the old
sequence of actions, and try something else. Procrastination, putting things
off "for later," is a form of fixation.
If a servicemember does not change their behaviour or does nothing at
all, one of two common reactions to stress occurs: aggression or anxiety.
Feelings of anxiety and nervousness hinder normal adaptation to life. The
more anxiety, the more discomfort, and pain. Strong and prolonged anxiety
can lead to mental illnesses and depressive neurotic conditions.
Successful ways to cope with stress include:
Active engagement with the stressor or influencing the problem itself.
Changing one's perspective on the problem, altering their attitude
towards it, or providing a different interpretation of the problem.
Acceptance of the problem and reducing the physical effects of the
stress it generates.
Comprehensive approaches that combine all of the above strategies.
Many people under stress do not see any way to get rid of it. They
reduce everything to only two alternatives: stay and suffer or run away and
lose everything.
Focusing on working with the problem has great psychological benefits:
it helps to increase a person's self-esteem, the effectiveness of their actions,
and control over external situations.
The second group of ways to overcome stress is a different

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 interpretation of the problem, which means perceiving the problem in a
new light. There are several strategies to achieve this:
1. New Interpretation of the Problem: This involves reevaluating the
nature of the problem in such a way as to shed new (positive) light on it. How
we feel about the situation largely depends on our cognitive assessment or
approval of this situation.
2. Social Comparison: This strategy is based on the belief "I'm better
than others."
3. Avoidance: This strategy is based on beliefs like "It's not a problem!",
"There's no need to worry!" or "I should limit my worrying."
4. Humour: Using humour as a mechanism for coping with stress, with
convictions such as "It's funny!" or "A cheerful heart is good medicine."
5. Medications: Using medication (antidepressants) is a well-known
method of reducing harmful stress.
6. Relaxation: Simple relaxation methods are used to reduce stress
symptoms, including high blood pressure and rapid breathing.
7. Physical Exercises and Activity: Engaging in physical exercises such
as running, dancing, or cycling (physical exercises), as well as actions
accompanied by laughter and crying (physical expressions), is essential for
maintaining health and reducing stress.
8. Fresh Air and Water: Being in nature and having contact with fresh
air and water can contribute to effective stress reduction.

First aid to a servicemember in an acute stress situation:

1. In this situation, avoid making any decisions, and refrain from
attempting to make them (except in cases involving life-saving measures,
natural disasters, emergencies, etc.).
2. Count to ten.
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 3. Focus on your breathing. Take a slow breath in through your nose
and hold it for a moment. Exhale very slowly through your nose as well,
paying attention to the sensations associated with your breath.
Further events can unfold in two ways:
1) If the stressful situation occurs indoors:
a) Stand up if necessary, and, apologizing, leave the room. For
example, you can always go to the restroom or any other place where you
can be alone.
b) Take any opportunity to wet your forehead, temples, and wrist
arteries with cold water.
c) Look around, even if the room you are in is familiar to you. As you
shift your gaze from one object to another, mentally describe their
appearance.
d) Look out the window at the sky. Focus on what you see. When was
the last time you looked at the sky like this? Isn't the world beautiful?!
e) Fill a glass with water (or use your palm in an extreme situation) and
slowly, as if with concentration, drink it. Concentrate on the sensations as the
water flows down your throat.
f) Stand up straight, place your feet shoulder-width apart, and on the
exhale, bend forward, relaxing your neck and shoulders so that your head
and arms hang freely along your body. Inhale deeply, paying attention to your
breathing. Continue doing this for one to two minutes. Then slowly straighten
up, acting carefully to avoid dizziness.
2) If the stressful situation occurs anywhere outside of a building:
a) Look around. Try to look at the surrounding objects from different
positions, mentally naming everything you see.
b) Examine the sky in detail, naming everything you see to yourself.
c) Find any small object (a leaf, twig, stone) and carefully examine it.
Look at the object for at least four minutes, familiarizing yourself with its
shape, colour, and structure so that you can clearly imagine it with your eyes
closed.
d) If you have the opportunity to drink water, take it slowly, focusing on
how the liquid flows down your throat.
e) Once again, pay attention to your breathing. Breathe slowly through
your nose; take a breath, hold it for a while, then exhale slowly through your
nose. With each exhale, focus on how your shoulders relax and lower. It's a
pleasant sensation, isn't it? Enjoy it! As first aid, this is quite sufficient.
A servicemember in a state of stress can seek help and support from
others. They should not have to overcome stress on their own. The support of
friends and loved ones can be very helpful. But another effective way to cope
with stress is also to provide help to others. People gain strength when they
help others.

Through components such as tolerance, forgiveness, and a sense of

connection with others, help and relief come. A form of psychological
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assistance is counselling or psychotherapy, which a person in a state of
stress receives from a professional (consultant or psychotherapist).
Belief in God offers relief from stress by changing a person's perception
of the situation, their demands on themselves, their ability, and the
importance of coping with these demands.
Changing one's lifestyle brings them closer to a healthy and balanced
one. What happens to us is a result of how we live, what we eat, how we
behave, and what habits we adhere to.
The problem of acute stress in servicemembers is due to the following
reasons:
1) In conditions of limited time, especially when there is a significant
number of injured servicemembers, it becomes impossible to individually
select medical preparations.
2) Due to impaired perception in the affected servicemembers, who
often cannot or do not want to share their experiences, the work of unit
commanders and psychologists who use traditional verbal methods is
blocked.
The main types of reactions to stress are fight, flight, and freeze. The
primary reaction of servicemembers to combat actions is combat stress.
Combat stress is a multi-level process of adaptive activity in a person's
body in conditions of extreme combat situations. It is accompanied by the
activation of mechanisms of reactive self-regulation and the establishment of
specific adaptive psychophysiological changes.
Participation in combat actions is accompanied by the influence of
several factors:
1. Awareness of the sense of threat to life (biological fear of death,
injury, pain, disability).
2. Psychological and emotional stress related to witnessing the death of
comrades or the necessity to kill a person, even an enemy.
3. The specifics of the combat situation, such as time constraints,
accelerated pace of actions, suddenness, uncertainty, and novelty.
4. Troubles and limited resources, including the lack of proper sleep
and specific regimes for water and food intake.
Physiological and psychophysiological changes that occur in a person's
body during combat stress include:
1. Changes in blood composition.
2. Hormones released into the blood from endocrine glands trigger
anxiety, alertness, and aggressiveness.
3. Increased lung capacity to provide more oxygen to internal organs.
4. Constriction of blood vessels, elevated blood pressure, increased
blood circulation, and redistribution of blood within organs.
Externally, combat stress manifests as increased heart rate, body
temperature, accelerated breathing, paleness or flushing of the face,
increased sweating, dry mouth, muscle tremors, frequent urination,
heightened anxiety, and alertness, among other symptoms. All these
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symptoms are normal reactions of a person to abnormal circumstances in a
combat situation.
Combat stress of low intensity is usually effectively managed by most
servicemembers and may initially contribute to increased combat readiness.
However, it can later become a common experience for participants in
combat situations or escalate into combat stress of high intensity.
Combat stress of high intensity can significantly complicate the activities
of both individual servicemembers and military units. At the individual level, it
manifests in various forms, such as:
Sudden, inadequate increases or decreases in combat readiness in
response to the combat situation.
Inadequate emotional responses to the combat situation, including
heightened emotional arousal or emotional numbness.
The emergence of destructive motivations for combat activities or,
conversely, a desire to withdraw from battle at any cost to preserve one's life.
Loss of orientation in the combat situation.
Feelings of unreality in the combat situation.
Isolation.
A sharp decrease in discipline, the emergence of previously unseen
violations, changes in moral norms in interpersonal relationships, the
appearance of destructive forms of communication with others, recklessness.
A high level of unfounded irritability and aggressiveness.
A significant increase in anxiety or, conversely, unfounded disregard for
danger.
An inability to cope with feelings of fear.
The emergence of noticeable introversion, depression, apathy.
Loss of interest in life, thoughts of suicide.
A significant increase in psychological tension and vigilance.
Distractibility or difficulties in quickly switching attention.
A sharp decrease in psychological resilience or, conversely, an
increase in the rigidity of mental processes.
A tendency to panic moods, and more.
At the psychological, physiological, and biochemical levels of human
functioning, irreversible changes occur under the influence of acute or chronic
stress, which have a comprehensive impact on one's personality.

These changes, depending on objective conditions and subjective

factors, have varying timeframes but always involve a latent (hidden) period.
If an individual has experienced acute and chronic stress, especially of a
profoundly traumatic nature, such as participating in war or combat actions,
the effects of this stress will inevitably catch up with them sooner or later.
Whether it's a year, ten years, five years, or twenty-five years later, this stress
of personal significance will resurface. This is the frightening but necessary
truth about post-traumatic stress disorders (PTSD), which are disorders that
occur following traumatic life events.
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 One of the peculiarities of post-traumatic stress disorder (hereinafter
referred to as PTSD) is the accumulation of traumatic stress factors of civilian
life and combat stress factors in the presence of significant differences
between civilian life and the mental consequences of combat stress.
The acute state of traumatic stress of experiencing a psychotraumatic
situation lasts for some time (from several days to a month), after which most
people return to their normal state of mind.
The possibility of developing PTSD can be discussed if:
1) There are events in one's life that go beyond ordinary human
experience. The mechanism of suppressing (repression) traumatic events
mainly prevents the individual with PTSD from recognizing the real traumatic
factor and seeking help independently.
2) There is a regular return to the person's experiences related to
traumatic events. These experiences are intrusive, recurring constantly, and
evoke unpleasant emotional memories. In acute phases of PTSD, there is a
tendency towards self-aggression, isolation, communication disturbances,
and the resurgence of various aspects of the traumatic events in memory.
This can be triggered by similar events or circumstances associated with
traumatic factors.
3) There are constant recurring dreams and nightmares related to the
traumatic events. Typically, these dreams involve 1-2 situations that do not
significantly differ from one dream to another. They are related to life-
threatening situations. One of the most powerful impressions is the inability to
prevent a perceived life-threatening situation in the dream (muscular
weakness in the dream), such as unlocking a latch, pressing a trigger, pulling
a knife, escaping, etc. Upon awakening, the tension of the mind and muscles,
the feeling of panic helplessness and the inevitability of disaster, create a
nightmarish state that quickly exhausts the psyche and deepens the process
of psychosomatic negative changes in the body.
4) There is a persistent desire to avoid or "block" anything that even
remotely reminds them of the traumas. This includes a combination of trying
to bring one's psyche back to the traumatic experiences and a persistent
avoidance of them.
Refusing one's favourite hobby (prior to the traumatic event), changing
types of activities and workplaces, and living arrangements are common
behaviours associated with PTSD. This state, characterized by high
negativity, can lead to extreme reluctance in interpersonal relationships and
professional activities. There is often an emotional blockade that is perceived
by others as calmness, composure, and emotional balance. In reality, this is a
defence mechanism known as "numbing."
Feelings of alienation and isolation from everyone around them can
arise, which are exacerbated by communication difficulties, including with
close family members such as spouses, children, friends, and parents.
Relationships are often marked by either sharp negativity or sarcasm,
increased demands, and a noticeable rift in the relationship. In relationships

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with loved ones, there may be alternating between moments of love and care
and moments of rejection and emotional unresponsiveness.
In the future, this style of behaviour in communication becomes more
entrenched, leading to a sense of a "shortened" future, a feeling of the
"absence of a tomorrow."
1) Persistent symptoms that reflect a preference for arousal processes
over inhibition and emerged after the trauma. These symptoms may include:
- Sleep disturbances
- Increased irritability and anger
- Impaired attention and memory
- Situational inattentiveness
- Heightened vigilance in everyday life
- Unmotivated risk-taking behaviour
- Rapid psychophysical exhaustion
- High physiological reactivity to events reminiscent of the traumatic
experience.
2) Increased susceptibility to alcohol or drug dependence. Alcohol
dependence can develop in individuals with PTSD within 4-5 weeks, at rates
10-12 times higher than in those without post-traumatic stress disorders.
3) Sexual disorders of various kinds, often stemming from psychological
factors and combined with rapid physiological exhaustion.
4) Feelings of guilt, typically related to traumatic events and carried over
into everyday life. In verbal communication, self-deprecation may manifest as
a concealed form of the increased need for self-importance affirmation. Self-
deprecation can coexist with boasts and examples of one's own significance.

5.2.1. The procedure for providing first psychological aid (self-help)

The first psychological aid is a response from one service member to

the physical and psychological emotional stress overload of another.
It's similar to when a child gets scared or doesn't understand what's
happening - parents or other adults help the child orient themselves in the
situation, understand relationships, and explain it to the child. For adults, it's
like finding words of support for each other in situations of disappointment or
various negative experiences. These are natural ways of reacting - "I am
ready to help another person when I see that they need a helping hand, that
they are sad, angry, confused, suddenly excited."
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 During sessions, it is necessary to talk to the soldiers about the
voluntary nature of providing first psychological aid.
You can say to them: "If you feel that you're not ready to help a fellow
soldier, if you're feeling anxious or scared, it's okay. This is a normal reaction,
and you have the right to feel this way. Of course, you may feel ashamed for
not being able to help, but you can still do something - for example, call for
assistance."
First psychological aid means nothing more than providing support to a
soldier in a state of severe stress, excessive tension, physical injuries, or
physical illness. Emotional stress is not always as visible as illnesses or
physical injuries. Nevertheless, overexcitement, fear, anxiety, irritability,
anger, or depression indicate a loss of psychological balance and that stress
has reached its maximum point where the soldier finds it difficult to cope with
their emotional reactions on their own. Ignoring such a state can lead to rapid
exhaustion, prolonged recovery, and in professional activities, if the stress
occurred during their performance, it can lead to professional burnout.
The procedure for providing first psychological aid (hereinafter referred
to as FPA) has several specific features:
In a crisis situation, you should not rush to provide help immediately.
You need to assess the situation and determine who needs assistance first.
When providing FPA to a fellow servicemember, it's important to
recognize and acknowledge their emotions. These emotions may appear
more intense than they actually are, but the servicemember has already
experienced them, so they may not be as overwhelming as they seem.
It's crucial for the servicemember to feel that they are not alone during
this time. You can convey this by saying, "I'm with you. You're not alone." You
can also introduce yourself and ask for the servicemember's name, lightly
touch their hand or shoulder for reassurance.
Maintain a professional demeanour, as it can be calming. Always ask
the servicemember for permission before taking any action.
Avoid blaming or accusing the servicemember, and refrain from
touching their head or other parts of their body.
Position yourself at the same level as the servicemember to create a
sense of equality.
Involve people from their surroundings, especially those who show
concern. If others are present, engage them in providing assistance and
assign simple tasks.
Cease assistance when the servicemember can self-manage and take
care of themselves. Once they begin to regain composure, it's a sign that
they no longer require assistance. Anger can also be a positive emotional
reaction.
A successful assistant will notice a visible relief in the servicemember
when their condition improves.
The servicemember may remain silent for an extended period, which is
also a form of coping. It's essential to offer choices, such as whether to drink
or remain silent. However, sometimes it's beneficial to suggest having a drink
right away, as this proposal can ground emotional turmoil and provide
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comfort.
General rules for providing first psychological aid:
1. Approach: Find the strength within yourself to approach the injured
person (you don't need to be a specialist to show compassion). Introduce
yourself by stating your name.
2. Support: Locate a safe place. Move the injured person away from the
danger zone (the scene of the incident). Help them sit down, leaning against
a wall if possible. Provide physical support by using your body. Protect the
injured person.
3. Stay grounded in reality: Address the injured person by their name
(first and last, if possible). Ask them if they know what happened and where
they are. Provide necessary information to help them understand the
situation. Focus on their breathing and calmly say, "Take a deep breath and
exhale."
4. Encourage expression: Encourage the injured person to express their
emotions. Reassure them that their feelings and outward reactions are
normal in such a situation. Trust in their ability to cope with the situation.
5. Show care: Find out what the injured person needs. Offer water, a
blanket, and let them know where they can attend to their basic needs. Listen
actively and don't be afraid of silence. Use physical contact gently and
appropriately.
6. Refer: You don't have to handle everything on your own. Refer the
injured person to medical professionals, psychologists, or their commanders
as needed.
During the training session, it is advisable to practice situational tasks
related to providing first psychological aid. The session leader should:
Prepare the training area in advance, including setting up imitation tools
and using an acoustic system.
Before discussing the information, unexpectedly activate the imitation
tools and use the acoustic system to simulate sounds such as gunfire, tank
noises, screams, moans, and requests for help from "wounded
servicemembers."
Organize a discussion of individual reactions of servicemembers to the
activation of imitation tools.
Divide the personnel into subgroups (pairs).
Demonstrate the elements of providing first psychological aid, followed
by practical exercises in subgroups (pairs).
Utilize situational tasks, such as those listed in Table 1.2.
Briefly analyse the actions of servicemembers and involve the most
prepared personnel in the unit.
Summarize the results of each task, focusing on both positive aspects
and areas needing improvement.
This approach helps servicemembers practice their response to various
scenarios and enhances their skills in providing first psychological aid
effectively.
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 Table 1.2.
Variants of situational tasks for providing first psychological aid
Situation Description
№1 Soldier A. is stationed at a border checkpoint on the border with territory controlled by the enemy.
In the evening, as twilight falls, a car passes by him, and shots are fired from automatic weapons.
Soldier A. quickly dives for cover, but his comrade doesn't make it and is hit by gunfire, suffering
a fatal injury. Other soldiers return fire at the departing vehicle. Soldier A. sits huddled under
concrete cover, clutching his rifle to his chest, staring blankly at one point, crying, and struggling
to speak.
What will be your actions?
№2 Volunteer soldier B. is participating in a combat operation to liberate a city from terrorists for the first time.
They've been under contact, and there have been casualties among their fellow soldiers. After the battle
is over, soldier B. continues to be in a highly emotional (affective) state, acting aggressively, verbally
abusing everyone, and even threatening to kill their commander, whom they believe has betrayed them.
What will be your actions?
№3 Two soldiers are firing at the enemy from trenches. One of them sustains a fatal head injury. The
other, after witnessing this, goes into a state of shock, barely responding to the shouts of other
soldiers. Their gaze is unfocused, their hands are trembling, and they are unable to continue the
fight.
What will be your actions after the battle is over?
№4 Soldier P., while at a checkpoint, came under mortar fire for the first time. Several of his fellow
soldiers received shrapnel wounds; one of his close friends, with whom he joined the battalion,
was killed. Now he does not talk to anyone, he is in a state of acute grief. He needs to call the
wife of the deceased, to inform her of the death of her friend.
What would you do?
№5 Soldier M. arrived at the base camp from the airport, which is shelled by Grad rocket launchers 5-
6 times a day. He is in despair, experiencing panic fear, asks to be returned home, refuses to
follow orders, explaining that he is unbearable; at the mention of the shelling, he cries; his panic is
replaced by anger at those who sent him there.
What will you do?
№6 One of the war prisoners returned to the base camp and was exchanged for the body of a dead
enemy. The soldier was captured during a raid with three other soldiers who were killed. He was
held in captivity for three weeks. He was subjected to physical violence and threats to kill his
family. Upon arrival, he is somewhat disoriented, irritated, wants to be left alone, and feels shame
and guilt for surviving.
What will be your actions?
№7 After the "cleansing" of the city was completed, one of the soldiers, in a state of rage, attacked a
civilian, threatening him with death and accusing him of supporting terrorists.
What would you do?
№8 Soldier D., who is in the trenches on the front line, is told that his father died of a heart attack. He
cannot be granted leave to go to his father's funeral. The soldier is desperate, feeling powerless
and guilty for not being able to be with his mother, angry at the command for not letting him go.
What will you do?
№9 Soldier O. is on duty in a trench on the front line. After dark, he panics because he is afraid that
he might miss an enemy attack. Every time he has trouble coping with his anxiety.
What would you do in this situation?
№10 Soldier N. was on duty at a checkpoint on the front line. At night, he noticed movement, fired a
warning shot in the air, then towards a moving target, which froze and clung to the ground.
Approaching the target, the soldier saw that it was an old man walking to a neighbouring village.
The soldier was so frightened of the possible consequences that he refused to take up arms,
cried, and felt guilty that he could kill a civilian.
What would you have done?

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5.2.2. Method of controlled psychophysiological self-regulation,
synchronized gymnastics "Key" by Khasai Aliyev

This five-minute anti-stress exercise routine allows you to relieve

negative emotions and tension without much physical effort, and relieves
neurotic disorders, phobias, addictions, and psychosomatic diseases.
The five short synchronized gymnastics techniques can be used
separately, depending on the goals set. Principles: gradual, minimal effort,
synchronization.

Exercise "Slapping hands on the back"

It is a very relaxing exercise that can be used before any important
situation to boost your strength and self-confidence. This is a "warm-up
before the battle".
Clapping your hands on your back is performed from 30 seconds to 1
minute. Hands should be thrown freely behind the shoulders! Hands are like
whips! You should not move them, but throw them freely. It is necessary to
throw your arms far behind your shoulders so that your palms clap freely
behind your shoulders, making a characteristic slapping sound.
At the same time, the neck is relaxed and the head moves freely. This
allows you to relieve tension in the muscles of the cervical and thoracic
region, and to improve blood circulation to the brain.
This exercise stimulates the lungs, which creates a "pump" effect, and
causes intense oxygenation of the blood. On the back, in the area of the

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shoulder blades, there are reflex zones, known in medicine as the Zakharyin-
Ged zones, the stimulation of which causes an intense flow of nerve impulses
to the brain and spinal cord. Thus, "Clapping hands on the back" also causes
the effect of a bath broom and many other beneficial effects. Therefore, after
30-60 seconds, a feeling of freedom, confidence and vigour appears.

Exercise "The skier"

It is useful for reaching a balanced spiritual and physical state when
making important decisions, quickly relieves you of fuss and chaotic thoughts,
and allows you to think calmly about what happened.
The exercise consists of swinging your arms up and down,
simultaneously lifting and lowering your legs from your toes to your heels, or
vice versa. Swing your arms up above you and then throw them down. As the
arms turn sharply, the heels rise and fall in the same rhythm as the arms fall,
with a slight thump, slightly hitting the floor. One minute of "Skier" every day
contributes to the overall health of the body.
Exercise "Humpty Dumpty"
Like other techniques, it can be used for "unloading" and "loading". In
order to relieve tension and be in a positive state.
We put our feet comfortably, our arms are relaxed - we spin right and
left in a relaxed state for one minute in a comfortable rhythm.
Exercise "Bending"
A technique to increase self-confidence, relax muscles and develop
spinal flexibility. The exercise "Bending" consists of three parts, for the mind
and for the body.
Part 1 - "Bending backwards".
Tense up, bending backwards like a bridge. When tension arises, relax
the cervical block with light head movements. In this way, blood vessels
supply oxygen to brain cells more efficiently. During the relaxation of the
cervical muscles, under conditions of sharp relaxation and tension, the ability
to consciously self-hypnotize increases. Using this, we dream that in any
stressful situation we will feel easy and free.
Thus, by developing the skills of releasing the cervical muscles in stressful
situations, we increase psychological stability, i.e. develop the ability to maintain
consciousness, sanity and self-confidence in extreme situations. This pose is
generally strengthening for the development of spinal flexibility and the
functioning of internal organs.
At first, it is better not to try to bend backwards too much. You will do this
later (after two months). When you bend backwards, your abdominals become
tense and firm, as if you were "rocking" them with fitness exercises. And during
this exercise, you can do it in a more natural way for yourself - just bend back and
stand like this. Fold your hands so that your fingers are intertwined, place them
on your stomach. Do you find it difficult to stand? Did anything change when you
move your head and relax your neck? Has it become easier to stand? You need
to finish by stretching, as you did after sleeping in childhood.
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 Part 2 - "Bending forward".
We bend forward, relax our arms, imagine how the tension disappears,
and how calmness appears after the work.
Part 3 - "Leaning Down".
Now we will learn how to remove internal barriers. In this case, we
remove the internal barrier before a full bend by touching the floor with our
fingers.
Pay attention to the lumbar area, relax the muscles there, unblock
them. It is easier to remove this internal barrier at the moment of exhalation
with relaxation. Find a resonance with your breath, so you can control your
tension when you feel uncomfortable. When you feel your muscles are
relaxed, you can bend down to touch your fingers to the floor. Don't try to
reach the floor right away, do it gradually. Then return to the starting position.
Exercise "Dance"
It develops coordination, increases psychological stability and develops
flexibility of the lumbar spine.
Starting position - feet together, arms along the body.
1. Step forward with the right foot.
2. Swing the left leg to the right, pull the toe, turn the body to the left
with a swing of the arms to the left. In the lumbar region there is a "twist", be
careful, take care of the lower back.
3. Left leg, arms and torso in the starting position.
4. Step back with the right foot to the starting position.
Repeat 3-4 times. Then with the other leg and arms in the mirror:
1. Step forward with the left foot.
2. Swing the right foot to the left, pulling the toe, at the same time
turning the body to the right with a swing of the arms to the right.
3. Starting position.
4. Step with the right foot back to the starting position.
Repeat 3-4 times.

Additional exercises
Exercise "Self-massage"
The exercise is effective for numbness in the body muscles. Even
during a busy day, you can always find time to rest and relax. Massage the
indicated points on the body. Press lightly with your eyes closed.
Here are some of these points:
interbrow area: massage this area with slow circular motions;
back of the neck: gently squeeze several times with one hand;
jaw: massage the area of the corner teeth;
shoulders: massage the upper part of the shoulders with your fingers;
feet: if you walk a lot, rest for a while and rub your feet before
continuing.
Exercise "Tense and relax"

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 Sometimes we are in excessive tension, which is difficult to get rid of.
Our muscles are also contracting, they are tense, and one of the easiest and
most effective ways to relax your muscles is to tense them for a few seconds
and then "release" this tension. This is a good muscle workout without going
to the gym. For example, you can do the following exercises:
Bend your fingers into a fist and hold the maximum tension;
Bend your arms in front of you, make fists and tighten your biceps as
much as possible;
bend your arms in front of your chest, spread your elbows to the side,
pull them back as far as possible, and hold this position by straining the
muscles of your shoulder girdle and back;
while standing, tighten the muscles of the legs and back.
Exercise "Shake it off"
The technique is easy to learn and effective in quickly "releasing" both
psycho-emotional and muscle tension.
Think of how dogs and many other animals shake themselves out of the
water. They stop, tense their muscles, and make quick, short, vigorous body
movements for a few seconds. Splashes fly in all directions, and they become
dry. Stand up, close your eyes. Tense the muscles of your arms and legs.
And now, counting to three, shake your whole body quickly and quickly
One, two, three... Relieve your tension, relax. Now we will do the same thing
again, and when you shake yourself off, imagine that you are flying in all
directions with splashes, which bring fatigue and bad mood Tense up. Shake
yourself off! One, two, three... Relieve the tension, stretch, relax the muscles
of your arms and legs.

5.2.3 Technique for normalizing breathing and massaging active points

The easiest way to self-regulate is to use your own breath to influence

muscle tone and emotional centres of the brain.
Breathing exercises can be performed in any position. Only one
condition is required: the spine must be in a strictly vertical or horizontal
position. This makes it possible to breathe naturally, freely, without tension,
and to fully stretch the muscles of the sternum and abdomen.
The correct position of the head is very important: it should sit straight
and loose on the neck. A relaxed, upright head pulls the sternum and other
parts of the body up to some extent.
If everything is in order and the muscles are relaxed, you can practice
free breathing, constantly controlling it.
Slow and deep breathing reduces the excitability of the nervous centers
and promotes muscle relaxation.
Frequent breathing ensures a high level of activity in the body. It was
also noticed that during inhalation, mental tone is activated, and during
exhalation, it decreases.
By changing the rhythm of breathing, the duration of inhalation and
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exhalation, a person can influence changes in many body functions, including
mental ones.
Two types of breathing can be offered for initial practice: lower
(abdominal) and upper (clavicular).
Lower breathing is used when you need to overcome excessive
excitement, reduce anxiety and irritability, and relax as much as possible for
quick and effective rest.
To improve psychophysical functioning, it is important that breathing is
conscious.
It is enough to devote just 10 minutes a day to conscious breathing, and
in 8 weeks, the part of the frontal lobes responsible for positive feelings will
become stronger, and the part responsible for negative feelings will weaken.
Breathing to activate the psychophysical state. Inhale through the nose.
Exhale longer than inhale. Exhale through the mouth - short, energetic.
Breathe like this several times without pauses.
Calming breathing. Inhale through the nose, exhale through the mouth
(10 times without holding your breath). Exhale longer than inhale. This
breathing is a prevention of muscle clamps.
Relaxing breathing. Saves from restless obsessive thoughts. Use your
right thumb to cover your right nostril so that no air can flow through it. Take
slow breaths in and out through your left nostril. Then open your right nostril
and close your left nostril with your index finger. And breathe in and out.
Thus, changing the nostril for breathing, make 15-20 breathing cycles.
"Fire Breath". You need to imagine yourself as a huge dragon breathing
fire. Slowly exhale the fire, gradually increasing the pace. You need to
breathe only through your nose, focusing all your attention on the exhalation.
It helps to get rid of anger, aggression, anxiety.
"Square breathing". Sitting or standing, you need to release tension
from your muscles and focus your attention on breathing. Next, 4 stages of a
single breathing cycle are performed, accompanied by an internal count to
facilitate learning.
On the count of 1-2-3-4, a slow inhalation is performed, with the
abdomen protruding forward, the abdominal muscles relaxed, and the chest
still.
The next four counts (1-2-3-4) are followed by a breath hold and a
smooth exhalation for 6 counts (1-2-3-4-5-6), accompanied by tightening of
the abdominal muscles to the spine.
The next breath is followed by a 1-2-3-4 pause before the next breath.
It should be remembered that you need to breathe only through your
nose and as smoothly as if a feather is hanging in front of your nose at a
distance of 10-15 cm, and it should not sway.
After 3-5 minutes of such breathing, you will notice that you have
become calm and balanced.
Massaging active points helps to counteract stress.
These exercises can be performed while standing or sitting:
172
 1. Place the middle and index fingers of both hands on the points on the
forehead midway between the eyebrow line and the hair. The vertical axis of
the points is in the middle of the pupil.

2. Hold your fingers on these points until you feel heat or pulsation
under them. In this case, you can imagine a positive solution to the problem
situation.

3. Keep your head straight, without straining your neck and chin.

4. Hold your ears with your hands so that your thumb is on the back of
your ear and the rest of your fingers are in front.

5. Massage the ears from top to bottom, turning them slightly toward the
back of the head.

6. When you reach the earlobe, gently massage it. Repeat the exercise
4 times.

5.2.4 General rules for providing psychological assistance to a fellow

soldier

When providing psychological assistance, it is important to follow the

following rules:
Take care of your own safety. When experiencing grief, people often do
not realize what they are doing, and therefore can be dangerous. Do not try to
help a person if you are not sure of your absolute physical safety (for
example, a soldier may not handle weapons properly when losing comrades
in battle);
when you are next to a person who has suffered a mental trauma as a
result of extreme factors (in a terrorist attack, in battle, loss of comrades or
loved ones, physical or sexual violence, etc. The victim's behaviour should
not frighten, annoy or surprise you. Their state, actions, emotions are a
normal reaction to abnormal circumstances;
If you feel that you are not ready to help your colleagues, you feel
terrified, you are uncomfortable talking to the person, do not do it. Know that
this is a normal reaction and you have the right to have it. A person can
always sense insincerity by posture, gestures, and intonation. Trying to help
by force will still be ineffective. It is better to have someone who can do it;
The basic principle of helping in psychology is the same as in medicine:
"Do no harm". It is better to refrain from unreasonable, rash actions than to
harm a person. Therefore, if you are not sure of the correctness of what you
are going to do, it is better to refrain.

173
5.2.5. Memo for military personnel in the combat zone and during the
recovery period:

start your morning with a glass of warm water! Drinking water daily,
preferably warm water, at the rate of 30-40 mg per 1 kg of body weight, helps
to remove toxins from your body;
try to eat healthy food every day: fresh vegetables and fruits, bee
products, cottage cheese, etc. Your body desperately needs vitamins,
minerals, and amino acids. Make up for their lack with vitamins (for example,
Duovit), which can be safely consumed for several months; a complex of
amino acids, for example, Omega-6;
Glycine or Glycetide, which are artificial amino acids, will help improve
mental functioning, sleep, and reduce cravings for alcoholic beverages. There
is no addiction to these drugs, and there are no negative side effects;
to help you sleep better and recover, please avoid coffee and black tea;
alcohol (vodka, wine, beer) is completely contraindicated for people
who are experiencing a traumatic event. If you consume these drinks, you
risk becoming overly irritable, aggressive, and alcohol-dependent in
peacetime, which can destroy you and your family;
during combat operations, alcohol consumption can lead to failure to
perform a combat mission, cause irreparable harm to you and your
comrades-in-arms (even death). In addition, alcohol consumption slows down
the process of adaptation;
remember to practice calming breathing several times a day: inhale
through the nose and exhale through the mouth. The exhalation should be
longer than the inhalation;
every evening or after a stressful event, do exercises to relax the
muscles of the shoulder girdle: knead the muscles of the shoulders, neck; rub
your arms and legs.
Use the set of exercises "Aliyev's Key".
To ensure a good night's sleep, take off your shoes, wash your feet,
sleep barefoot, without shoes or socks;
if possible, take a cold bath twice a day;
greet each other every morning and when you meet each other with
"Good morning! " or "Good health!"
If your friend is upset, do not pass by, ask: "What happened? How do
you feel?". Think together about what you can do now;
smile at someone at least three times every day, it will improve not only
their mood, but also yours;
even in the most difficult situation, you can do something nice for
yourself and your friends (or at least dream about it);
when summarizing the day, find at least three good things that
happened that day;

174
 Find time for prayer. You can pray simply by repeating many times
"Lord, Jesus Christ, Son of God, have mercy on me, a sinner," or just "Lord,
have mercy."

175
GLOSSARY

Aggressive Behaviour- one of the involuntary ways in which the

human body "attempts" to reduce high internal tension.
Apathy - a state accompanied by emotional passivity, indifference to
the surroundings, and a lack of interest or desire. It occurs against the
background of reduced physical and psychological activity. It can be short-
term or long-lasting.
Affective Fear (Animal Fear) - the most intense fear triggered by
extremely dangerous and complicated circumstances, temporarily paralyzing
the ability for deliberate actions.
Combat Stress - a multi-level process of adaptive activity of the human
body in conditions of extreme combat situations, accompanied by the tension
of mechanisms of reactive self-regulation and the consolidation of specific
adaptive psychophysiological changes.
Military Publication - a military guiding document, educational and
methodical material officially approved or put into action by the respective
order or decision, establishing rules, general principles, or characteristics for
the general (restricted access) and repeated use, related to the sphere of
military activities or their results. Military publications are divided into printed
and electronic based on their dissemination method.
Exercise - purposeful and systematically organized execution of mental
and practical actions (techniques) with the aim of acquiring knowledge,
mastering, forming, and improving practical skills and abilities.
Grief - a normal, natural, necessary, and adaptive response to loss. In
most cases, individuals go through it without professional help, although
acute reactions to loss can sometimes be observed.
Debriefing - crisis intervention method for dealing with group combat
psychological trauma involving response, processing, and minimizing the
consequences of a psychologically traumatic situation for the mental health of
military personnel. It aims to prevent the development of post-traumatic stress
disorders.
Action(s) - the act of doing something, influencing something.
Extreme Conditions - special, extraordinary circumstances threatening
the lives and health of military personnel, perceived and assessed as
dangerous, leading to increased anxiety, emotional tension, and creating a
psychologically traumatic impact on the psyche of military personnel.
Task (Subtask) - clearly defined action(s) assessed and performed by
a military management body, military unit (staff, unit, subdivision, temporarily
created military formation), or military personnel.

176
 General Psychological Training – a type of psychological training for
personnel aimed at shaping and improving psychological qualities common to
military personnel in accordance with the requirements of modern combat.
Means of Psychological Training – simulators, educational and
training complexes, specially equipped classrooms, psychological training
classes, and practical sessions on combat training subjects.
Soldier's Knowledge – the totality of conscious knowledge, concepts,
processes, procedures acquired during military training.
Hysteria – a state where it is very difficult to help oneself because the
person is in a highly tense emotional state and poorly understands what is
happening to them and around them.
Adjustment (Correction) – altering educational goals, methods, forms,
and teaching techniques based on the results obtained.
Emergency Situations Method – a set of techniques and tools
modelling the activities of a unit and individual military specialists in complex
conditions (failure of technical devices and weapons, malfunctions in
communication and power supply, accidents and conditions leading to
accidents, etc.).
Psychological Training Methods – a systematic set of actions to
achieve a specific goal in Psychological training.
Stress Influencing Methods – a complex of techniques and tools
through which an officer (sergeant) induces emotional and physical tension of
varying degrees in military personnel to develop strong will.
Soldier's Skills – the ability of a military servicemember to perform
certain actions automatically. The practical application of knowledge, skills,
and abilities during the learning process transforms them into professional
competence.
Psychological and Mental Tension – the state of the body associated
with past or future events that contain elements of threat and risk.
Standard – a temporal, quantitative, and qualitative indicator of the
performance of specific tasks, techniques, and actions associated with the
use of weapons and military equipment during combat training.
Panic Attack – a strong sense of fear and/or internal discomfort that
arises unexpectedly in a person, usually without premonitory symptoms. It is
accompanied by frightening physical symptoms such as rapid heartbeat,
shortness of breath, chest pain, dizziness, severe weakness, a sense of
unreality, and fear of sudden death, losing control, or going insane.
Startle Response – immediate realization of an innate, instinctive
action program to preserve the integrity of the organism in a situation with
threatening stimuli.

177
 Crying – an emotional reaction expressed by a person during
experiencing both positive and negative emotions.
Subject of Study – a system of concepts about phenomena,
regularities, laws, theories in any relevant sphere of activity, defining the
required level of development of a certain set of knowledge, skills, and
abilities in learners.
Psychoemotional Self-Regulation – a method of regulating the
psychoemotional state aimed at developing internal means for controlling
one's psyche and emotions to change their characteristics in the desired and
expected direction.
Psychological Readiness – an interconnected system of motivational
factors, volitional resources, professional competence, and endurance of
personnel that ensures the realization of the tasks set for them.
Psychological Support – purposeful activity of military management
bodies, commanders, leaders, and officials of moral-psychological support
structures aimed at psychological selection, formation, maintenance, and
restoration of psychological readiness for performing tasks, emotional and
volitional stability to negative psychological factors in any situation, reducing
psychogenic losses, and preserving mental health of military personnel.
Psychological Toughening – maximizing the tension of spiritual,
mental, psychological, and physical forces, preventing relaxation.
Psychological Training of Personnel – a comprehensive and
organized process of shaping psychological resilience and psychological
readiness for action in combat, complex and dangerous conditions, in rapidly
changing situations, during prolonged nervous and mental stress, overcoming
difficulties associated with the performance of military duty in peacetime and
wartime.
Psychological Education – a form of psychological training that
includes systematic and organized dissemination of psychological information
among military personnel with the aim of developing their understanding of
the functioning laws of the human psyche and human behaviourin extreme
conditions of combat, knowledge of ways and means of managing their own
mental capabilities, and providing psychological assistance to other military
personnel.
Psychological Resilience – the ability of a person to maintain the
necessary level of psychological readiness for a specified time in specific
circumstances and quickly restore their psychoemotional state after extreme
(crisis) situations.
Technique – a component of any psychological training method, a way
by which a unit commander (instructor) most effectively models combat
factors.

178
 Motor Excitement – arousal that occurs primarily after severe fright,
immediately after receiving news of a tragic event, or when a person needs to
wait (e.g., waiting for the results of a critical surgery).
Auto-Suggestion (Self-Suggestion) – the process of suggestion
addressed to oneself, in which the subject and the object of the suggested
influence coincide. It contributes to an increased level of self-regulation,
allowing military personnel to induce specific sensations, improve memory
and attention processes, and enhance emotional and volitional states in
combat conditions.
Self-Conviction – the process of convincing oneself of the necessity of
maintaining a high level of readiness.
Situational-Image Psycho-Regulatory Training of a Combat Team –
a method of Psychological training for military personnel for combat based on
recreating in thoughts the combat situation, its possible developments,
actions taken, and emotional background of the activity.
Sleep – a biological function crucial for normal human functioning.
Special Psychological Training – a type of psychological training for
personnel focused on developing specific military-professional qualities of
military personnel of a particular type of forces, cultivating high combat
activity, psychological resilience, and behavioral skills in extreme conditions.
Training Standard – a normative document defining the sequence of
achieving operational (combat, special, individual) capabilities by military
management bodies (staffs, military units, subunits, ships, military personnel)
for specific tasks and establishing criteria for their evaluation.
Fear – a feeling that protects a person from risky and dangerous
actions, but at the same time deprives them of the ability to think and act
adequately.
Stress – a state of psychological and physiological tension that occurs
in a person in the process of activity under the most complex, difficult
conditions, in response to various extreme influences (stressors, psychogenic
factors) in everyday life and especially under special circumstances.
Stupor – one of the strongest protective reactions of the body,
occurring after the most severe nervous shocks (explosions, assaults, severe
violence, etc.), when a person has expended so much energy on survival that
there is no strength left for contact with the outside world.
Training – a purposeful, repeated performance (execution) of already
learned exercises (techniques, actions) for their consolidation (improvement).
Anxiety – an emotional state that arises in a situation of indefinite
danger and manifests itself in anticipating unfavorable developments. It is
often called groundless fear since it is associated with an unconscious source
of danger.
179
 Form of Training – an organizational component of the military training
process that reflects the set of conditions under which training is conducted,
namely: the composition of those who are being trained, the structure of the
lesson, the place of its conduct, and the duration.
Forms of Psychological training – a prescribed pattern, a set of
techniques and means of conducting Psychological training.
Frustration – a state of increasing internal tension.
Targeted Psychological training – a type of Psychological training of
personnel aimed at adapting the psyche of military personnel to the
conditions of performing a combat mission, forming a combat mental state,
developing a clear internal orientation to preparation for a specific combat
situation (task performance by appointment).
Soldier's Abilities – the ability of military personnel to perform certain
actions properly based on the tasks learned in the military sphere. Systematic
and purposeful training of learners by performing specific actions that
transform knowledge and skills into abilities.

180
LIST OF USED LITERATURE (SOURCES)

1. Statutes of the Armed Forces of Ukraine (with amendments). - Kyiv:

Varta, 2021.
2. Order of the Ministry of Defense of Ukraine dated 12.09.2022 No.
272 "On approval of the Instruction on the organization of professional-
psychological selection in the Armed Forces of Ukraine (AFU) and the State
Special Transport Service".
3. Order of the Commander-in-Chief of the Armed Forces of Ukraine
(AFU) dated 23.10.2020 No. 173 "On approval of the Instruction on the
organization of psychological training in the Armed Forces of Ukraine".
4. Order of the Commander-in-Chief of the Armed Forces of Ukraine
dated 18.10.2021 No. 305 "On approval of the Instruction on the organization
of psychological support for personnel of the AFU ".
5. Regulation on psychological assistance points in the AFU, approved
by the order of the Commander-in-Chief of the AFU dated 28.07.2020 No. 99.
6. Doctrine "Moral and psychological support of troops (forces) in joint
operations", approved by the Chief of the General Staff of the Armed Forces
of Ukraine on October 27, 2020.
7. Doctrine of military leadership development in the Armed Forces of
Ukraine, approved by the Chief of the General Staff of the Armed Forces of
Ukraine on December 01, 2020.
8. Order of the General Staff of the Armed Forces of Ukraine dated
25.04.2018 No. 153 "On approval of the Instruction on the assessment of the
moral and psychological state of the personnel of the AFU ".
9. Military Standard STI 000G(V).58A Leader's reaction band
(Leadership course), approved by the Head of the Main Department of Moral
and Psychological Support of the AFU on November 18, 2019 No. 140.
10. Military Standard STI 101A.26V Special training (professional
training), approved by the Head of the Main Department of Moral and
Psychological Support of the Armed Forces of Ukraine on December 04,
2019 No. 148.
11. Military Standard STI 000A.22A Psychological training (individual
training system), approved by the Head of the Main Department of Moral and
Psychological Support of the AFU on March 21, 2019 No. 39.
12. Military Standard STI 000G.22L.02 Psychological training (training
course), approved by the Main Department of Moral and Psychological
Support of the Armed Forces of Ukraine on September 07, 2022 No. 72.
13. Military Standard STI 000G.22K.(I) Psychological training (training
course), approved by the Main Department of Moral and Psychological
Support of the AFU on August 20, 2022 No. 64.
14. Military publication VP 7-00(03).01 "Methodical recommendations
on the organization of psychological training of military personnel of the AFU

181
for staying in conditions of forced isolation", approved by the Chief of the
General Staff of the Armed Forces of Ukraine on April 24, 2020.
15. Tactical publication TKP 1-160(31)03.01 "Methodical
recommendations on psychological training of military personnel of the Armed
Forces of Ukraine for the formation of stress resistance to actions in
conditions of rapidly changing combat situation", approved by the TVO of the
Chief of the General Staff of the AFU on January 13, 2021.
16. Military educational and methodological publication VP 1-
00(160)03.01 Instruction "Protocols for providing psychological assistance to
military personnel of the Armed Forces of Ukraine", approved by the Chief of
the General Staff of the Armed Forces of Ukraine on February 24, 2021.
17. Military publication VP 1-(18-21)160(13).01 "Methodical
recommendations on psychological training of naval personnel of the Armed
Forces of Ukraine for the formation of stress resistance to actions in
conditions of rapidly changing combat situation", approved by the
Commander of the Naval Forces of the Armed Forces of Ukraine on March
26, 2021.
18. Military publication VP 1-00(160)237.31 Instruction "Procedure for
the work of combat stress control groups in military units of the Armed Forces
of Ukraine", approved by the Deputy Chief of the General Staff of the Armed
Forces of Ukraine on November 11, 2022.
19. Kokun O.M., Klochkov V.V., Moroz V.M., Pishko I.O., Lozinska N.S.
Ensuring the psychological resilience of military personnel in combat
conditions, method. manual / O.M. Kokun, V.V. Klochkov, V.M. Moroz, I.O.
Pishko, N.S. Lozinska. - Kyiv-Odesa: Phoenix, 2022. - 128 p.
20. Kokun O.M., Moroz V.M., Pishko I.O., Lozinska N.S. Theory and
practice of fear management in combat conditions: method. manual / O.M.
Kokun, V.M. Moroz, I.O. Pishko, N.S. Lozinska. - Kyiv-Odesa: Phoenix, 2022.
- 88 p.
21. Kokun O.M., Pishko I.O., Lozinska N.S., Oliynyk V.O., Khoruzhy
S.M., Larionov S.O., Sydorchuk M.V. Features of providing psychological
assistance to military personnel, veterans and their families by civilian
psychologists: method. manual. K .: 7BC, 2023. 175 p.
22. Lesyuk O.M., Mas N.M., Stepuk N.G., Storozhuk N.A. Psycho-
pedagogical workshop on psychological support of professional activities of
the unit: Educational and methodological manual. - Kyiv: VІKNU, 2018. - 92 p.
23. Mahlovanyi S. , Kulakov O., Skoropad N., Paul Kingswood,
Bereznyi I., Skoriak M., Sydorchuk D. Basic combat infantryman’s training in
the territory of Great Britain: a handbook. Edition 02-22: Aldershot: Interflex,
2022. 190 p.
24. Stasyuk V.V., Ahayev N.A., Dykun V.H., Chornyi V.S. Moral and
psychological support in the Armed Forces of Ukraine: textbook: in 2 parts.
Part 1. 2nd ed., revised. with changes and additions / N.A. Ahayev, V.H.
Dykun, V.S. Chornyi and others; edited by V.V. Stasyuk. Kyiv: TOV "7BC",
2020. 755 p.
182
APPENDICES
Appendix А

Appendix А. – Excerpt from the program of basic military training ТP 7-

00(03).01(for the preparation of mobilization resources)
(approved by the Chief of the General Staff of the Armed Forces of Ukraine
on June 21, 2022)
The training military educational and methodological publication
"Program of basic general military training" (hereinafter referred to as the
Program) is designed for the training in educational centers (schools, general
military training grounds) of the Armed Forces of Ukraine for mobilization
resource preparation and is used during a state of war (a special period).
The Program of basic general military training is intended for the
preparation of individuals called up for military service during mobilization for
a special period and those enlisted in the military service under contract who
have not undergone military service and/or have a break in military service for
more than five years.
The feature of the training Program includes:
Reducing the duration of general military training (from three months to
30 training days) by increasing the intensity of training to 10 academic hours
per day;
Improvement of psychological training issues by increasing the number
of repetitions for assessing the psychological state control exercise in
conditions of countering heavy armored vehicles (up to 3 times) and including
exercises in the program to train military personnel during the impact of
psychologically traumatic factors of combat actions ("Shelling" using live
ammunition).

Individual Training Course

Total Lessons
No Topic Description
Hours Theoretical Practical Self-Study
Topic 1. Techniques of mental self-
1 regulation. First psychological aid and self- 3 1 2
help.
Topic 2. Formation and strengthening of
psychological resilience of personnel when
2 2 2
overcoming the special zone (obstacle
zone).
Topic 3. Formation and strengthening of
3 psychological resilience of personnel in the 4 4
fight against enemy armored vehicles.
Topic 4. Formation and strengthening of
4 psychological resilience of personnel to 2 2
enemy artillery shelling.
Total: 11 1 10

183
 Topic 1. Techniques of mental self-regulation. First psychological
aid and self-help. (3 hours). (Reference material for Topic 1. Techniques of
Mental Self-Regulation. First Psychological Aid and Self-Help.Appendix А.1).
Lesson 1. The Impact of Combat on the Mental State of Service
Members (1 hour)
Conditions: Theoretical; in the classroom / on-site.
Methodological Recommendations:
The lesson is conducted in the classroom or on the tactical field as part
of a group of 20-30 individuals under the guidance of a psychologist officer.
Service members familiarize themselves with stress states, self-regulation
techniques, psychological reactions of individuals, and study cards on
providing first psychological aid. At the end of the lesson, a summary of the
lesson is made.

Lesson 2. Providing First Psychological Aid (Self-Help) for Negative

Mental States, Performing Exercises to Build Trust and Courage (1 hour)
Conditions: Practical; on-site.
Methodological Recommendations:
The lesson is conducted on the tactical field, in a "circle of trust" as part
of a group of 6-8 individuals (an even number of individuals) under the
guidance of a psychologist officer. Service members practically perform
exercises of psychological aid. At the end of the lesson, a group debriefing is
conducted, listening to each participant and assessing personal feelings.

Lesson 3. Techniques and Means of Self-Regulation for Mental

Recovery (1 hour)
Conditions: Practical; on-site.
Methodological Recommendations:
The lesson is conducted on the tactical field, in a "circle of trust" as part
of a group of 6-8 individuals (an even number of individuals) under the
guidance of a psychologist officer. Service members practically perform
exercises on breathing, calming down, shifting attention, relieving emotional
tension, and autogenic training. At the end of the lesson, a group debriefing is
conducted, listening to each participant and assessing personal feelings.

Appendix А.1

Appendix А.1 – Reference material for Topic 1. Techniques of Mental

Self-Regulation. First Psychological Aid and Self-Help.
Lesson 1. The Impact of Combat on the Mental State of Service
Members (1 hour).

Battle is a test of the physical and spiritual strength of service members,

their ability to actively resist the actions of extreme and adverse factors, to
preserve willpower and determination, and to fulfill the assigned combat
184
mission (order) to the end. At the same time, the battle is a brutal struggle of
the goals, motives, beliefs, moods, will, and thoughts of service members on
opposing sides.
Preparation of service members for combat in modern conditions is only
possible based on an understanding of the laws of warfare, the functioning of
the psyche, and the behaviourof the personnel in a specific combat situation,
taking into account the specifics of goals, tasks, means, and methods of
military activity in different conditions and types of combat. The thought of an
impending battle brings about changes in the psychological activity of the
personnel: discomfort, fear, anxiety, depression. Psychological tension leads
to uncertainty in weapons, military equipment, commanders, comrades, and
so on.
Anticipation of danger is a subjective state that arises in service
members in response to combat danger. Moreover, danger can escalate into
a persistent problem of fear, which can manifest in various forms of
hyperactivity or the development of inhibitory processes.
The manifestations of psychological reactions and states in the
personnel during modern combat can be:
Positive – psychological mobilization; intensification of psychological
reactions; stable self-regulation; strengthening of collective feelings,
cohesion; understanding of the situation and its control.
Negative – disorientation; inattention; fear; loss of self-control;
exhaustion; loss of skills; shock reactions; feelings of hopelessness.
The most dangerous for the combat situation is the aggressive-
uncontrolled type of behaviourof service members, which can lead to
uncontrolled, chaotic actions – panic.
The idea that only the "weak-willed" individuals can break down and
suffer psychological trauma during battle is mistaken. Almost everyone in the
combat zone suffers from some degree of psychological incapacity. Finally,
mental disorders have nothing to do with "spiritual weakness" or timidity; they
are the result of battle. According to American psychologists, 65% of the
personnel experience the most anxiety at the beginning of the battle; 21%
during the battle; 8% after the battle, and 6% cannot comment on their
experiences.
In the conditions of battle, situational feelings can arise: panic, fear,
confusion. Typically, these are strong experiences that can cause uncertainty
in one's actions in a combat situation, leading to combat passivity, and so on.
The reasons for the emergence of negative mental states in military
personnel are traumatic factors that can be conditionally grouped into five
categories:

Personal: determined by the individual psychological characteristics of

the military personnel (vulnerability, instability, irritation) – family, personal,
and professional experiences; a set of views, interests; moral qualities;
tendency to nervous and mental disorders or their presence;
185
 Physiological: associated with the incomplete physiological
development of the body in most soldiers and sergeants – fatigue, lack of
sleep, illnesses, injuries, etc.;
Social: characterize the psychological reactions of an individual to their
position and role in the collective, changes in usual social conditions, may be
caused by conflicting situations; categorical reactions to attempts of self-
expression, self-assertion, necessity of subordination, insult, etc.;
Situational: depend on changes in the combat situation, specifics of
performing combat tasks; various combat factors; lack of information;
insufficient combat experience, knowledge, etc.;
Managerial: lead to psychological trauma of military personnel due to
insufficient psychological and pedagogical training of commanders (chiefs),
misunderstanding by officials of the psychological states of individual military
personnel; ignorance of the age, professional peculiarities of military
personnel; failure to consider the features of adapting military personnel to
combat conditions; creating excessive physical and emotional stress; giving
conflicting orders; disorderly changes in subordinates' activities, and so on.
Based on the study and analysis of the causes of combat and
psychological disorders in military personnel in extreme conditions, the
following groups of traumatizing factors are distinguished: situational-
psychogenic, specific-professional, personal. The human body reflexively
responds to the influence of traumatizing factors: there is a strong energy
mobilization of the individual aimed at active physical work, enhancing the
protective properties of the body.

Three types of reactions to traumatizing factors are conditionally

distinguished:

Mild: individuals feel excitability, irritability, inability to concentrate;

Moderate: apathy or hysteria are characteristic;
Severe: characterized by loss of contact among military personnel,
inadequate behaviourof individuals.
Classification of factors influencing the formation of the moral-
psychological state of personnel before and during combat:

Motivational-value: attitude towards performing a specific combat task;

the attitude of the personnel towards the local population and local self-
government bodies, towards state authorities and state policy;
Military-professional: professional training of military personnel for a
specific type of combat, performing a combat mission; presence of combat
experience; confidence in weapons and military equipment; confidence in
comrades; degree of trust in their commanders;
Psychological: psychological readiness to perform a combat task; the
well-being of military personnel; mood; readiness for self-sacrifice; presence
of insecurity, fear; physical condition of the personnel, and so on.
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 Factors affecting the psyche of the personnel in a combat situation:
Danger: awareness by military personnel of the situation as one that
threatens their lives;
Suddenness: a sudden, unexpected change in the situation by military
personnel during combat operations;
Uncertainty: lack, inadequacy, or contradiction of information about the
conditions of execution, the content of the combat mission, or about the
enemy;
Novelty: the presence of previously unknown elements for military
personnel in the conditions of execution or in the combat task itself
(determined by the experience of military personnel);
Acceleration of the pace of combat operations: reducing the time for
performing certain actions;
Time deficit: conditions under which successful task execution is
possible not just through an increase in the pace of actions, but, for example,
through a change in the structure of activity.

2
Level of Moral-Psychological State

10 20 30 40
Duration of personnel's stay on
Peak of moral-psychological the front line, days
capabilities (combat readiness) of
personnel

Fig. 1.1. Dependence of personnel's combat readiness on the duration of their stay on the front line:
1 – acquisition of combat experience; 2 – peak of moral-psychological capabilities (combat readiness) of
personnel; 3 – significant physical and moral-psychological exhaustion of personnel; 4 – complete physical
and moral-psychological exhaustion of personnel.

In addition to the factors mentioned above, the combat readiness of

military personnel is also directly influenced by emotional stress. There is a

187
correlation between a
person's combat capabilities
and the duration of their stay .10

Combat readiness of personnel, %

on the front line in direct 0
confrontation with the enemy.
The personnel's presence on
the front line should not
exceed 40 days. In 98% of
50
the personnel who are
continuously engaged in
combat for 35 days, mental
disorders occur (Fig. 1.1.).
Based on this data, the
1 2 3 4 5 6 7 8 9 10 11 12 day
"law of sleep" has been
derived, according to which a Fig. 1.2. Dependence of combat readiness of personnel
on the duration of sleep:
soldier needs 4 hours of
– personnel does not have the opportunity to rest;
sleep per day, and a
– sleep duration is 1.5 hours per day;
commander needs 6 hours.
In the case of continuous – sleep duration is 3 hours per day

combat operations, one should adhere to the "four by four" law (4 hours of
combat activity should be alternated with 4 hours of sleep and rest) (Fig.
1.2.). The intensity of the impact of combat factors, the level of physical,
emotional, and psychological stress on military personnel before, during, and
after combat actions, is the cause of various psychological states (Fig. 1.3.).

Fig. 1.3. Impact of combat on the occurrence of psychological states in military personnel

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Fig. 1.4. The immediate impact of the combat situation on the behaviourof
military personnel and their morale-psychological state allows for
classification and integration into a unified system.

Fig. 1.4. Classification of factors of the direct influence of the combat situation on the morale-
psychological state and behaviourof the personnel.

External factors (objective situation conditions) include social (socio-

political) and ecologo-ergonomic factors.
Social factors are the basis for forming the social motives of the
behaviourof the personnel, various combat attitudes, and involve influencing
the personality of macrosocial phenomena (the attitude of the population and
military personnel towards war, combat actions, and battle). They also affect
microsocial factors that directly influence the behaviourof military personnel in
combat, the cohesion of military units (subunits, military units), the trust of the
personnel in their commanders, the psychological compatibility of small
groups of personnel (sections, crews, services, squads, platoons, etc.).
At the same time, the effectiveness of combat activities and combat
activity of the personnel largely depends on the cohesion of military units and
subunits, and the understanding by subordinates of their place and role in
battle. The basis for the cohesion of the personnel of military units and
subunits is their psychological compatibility.
Combat factors trigger certain reactions, states, and regulate the
behaviourof military personnel in battle. Combat factors include: the type and
intensity of combat actions, peculiarities of weapon use and combat
equipment, the scope and ratio of losses on both sides, and so on.
Ecologo-ergonomic factors reflect the specificity of the influence of
external (geographical, natural-climatic, technical and technological)
circumstances and the combat regime (duration, frequency of encounters
with the enemy, ergonomics of combat equipment, degree of isolation from
the main forces, disruptions in biological rhythms) on the morale-
psychological state of opposing sides.
Internal factors (subjective) are the stable formed qualities of the
personality of a military serviceman and the military collective as a whole.
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Internal factors include psychophysiological and psychological aspects.
Psychophysiological factors include: the correspondence of the
psychophysiological constitution and temperament of the military serviceman
to the requirements of future combat activity; the state of fatigue, working
capacity; the state of physical and mental health of the military serviceman,
the presence of combat mental trauma; the level of nervous and mental
stability.
For example, servicemen of the sanguine temperament act decisively
and boldly in complex conditions, quickly make decisions and act confidently;
choleric individuals act boldly and decisively in a state of emotional uplift, and
in a state of exhaustion they experience groundless fear; phlegmatic
individuals will act decisively with careful preparation, they are characterized
by emotional stability, perseverance, and endurance; melancholic individuals
can show activity and determination only for a short period after thorough
preparation.
Individual-psychological factors include the state of the motivational
sphere of the military serviceman, its orientation towards active participation
in solving combat tasks; the presence of combat experience, the ability to
adapt to combat conditions and actions as part of a military unit; the
development of intellectual and emotional-volitional qualities in accordance
with the requirements of future activity, and so on. The military serviceman is
not a blind instrument in the hands of external circumstances of battle and
natural instincts; his behaviouris largely determined by the direction of the
personality, character traits, intellect, willpower, emotions, abilities, and so on.
Without understanding this, it is impossible to explain the fundamentals of
self-sacrifice, risk, mutual aid, heroism, especially in conditions where the
instinct of self-preservation should work. Therefore, it is necessary to be able
to predict the specificity of the influence of factors of modern general military
combat and the possible behaviourof the personnel, to try to activate it, to
mobilize subordinates to perform the assigned combat task.
Each person perceives the life-threatening situation depending on his
own understanding of the purpose of the war (combat actions), value
orientations, attitude towards the enemy, comrades in service, commanders,
etc.

For effective activity of the personnel in combat conditions, the following

are necessary: a high level of motivation for performing the assigned combat
task; a high level of formation of morale and combat qualities; military-
professional skill; the ability to quickly adapt in combat conditions; the ability
to overcome the influence of negative combat factors; cohesion of military
units, and so on.

Lesson 2. Providing first psychological aid (self-help) for negative

mental states, performing exercises to build trust and courage (1 hour).

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 Signs and algorithm of actions for overcoming and minimizing fear
In the range of negative experiences before and during combat in a
state of stress, fear holds a special place. Fear is an emotion that arises in a
state of threat to a person's biological or social existence, directed at a source
of real or imagined danger. The emotion of fear is a useful acquisition for a
person. Fear warns you of future danger, allowing you to mobilize internal
strength and reserves to avoid or overcome it.

In terms of content, the experience of fear manifests itself in the form of

fear of death, pain, injury, fear of becoming disabled, fear of losing combat
capability and the respect of comrades in service, fear of losing "control" over
the situation and oneself, fear that a similar event may happen again, and so
on. The state of fear can vary widely in the range of experiences. There are
such forms of fear: panic, anxiety, phobia, affective fear, individual and group
panic. Each form of fear performs its function, has a specific dynamics of
manifestation.

Self-help with fear.

To prevent fear, repeatedly think about how you will act in battle,
interact with comrades. Learn movement routes, shelter, determine possible
enemy positions.

Fear is a feeling that, on the one hand, protects you from risky,
dangerous actions, but on the other hand, is a painful state familiar to
everyone when fear deprives us of the ability to think and act. You can try to
cope with such an attack of fear on your own using the following techniques:
1. Try to formulate in your thoughts and then say out loud what causes
fear in you. If possible, share your experiences with the people around you.
"Speaking out" fear makes it smaller.
2. In the event of an approaching attack of fear, breathe shallowly and
slowly - inhale through your mouth and exhale through your nose. You can try
this exercise: take a deep breath, hold your breath for 1-2 seconds, exhale.
Repeat the exercise 2 times. Then take 2 normal (shallow) slow breaths.
Alternate deep and normal breathing until you feel better.
3. Close your eyes for a moment, take 8-10 short and energetic breaths
and slow and long breaths. After that, tense and relax your body muscles
several times.
Repeat the formula of fearlessness in your thoughts 2-3 times, such as:
• I am calm and confident;
• I trust my comrades, they will never fail;
• I am decisive and brave;
• I am ready for anything and can do it all;
• I am like a steel spring - powerful, flexible, unbreakable;
• My body is completely under my control;
• I am calm and confident, I have solved more complex tasks and I will
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solve this one too;
• I am ready for anything and can do it all.
Remember that fear can be overcome, but cowardice will never be
forgotten.
In the event that one of your comrades has lost control of his behavior,
aimlessly fusses, or, on the contrary, is frozen in place, reacts inadequately to
your words and actions, if possible, hide him in a safe place, inform the
commander or the medical instructor, and continue combat actions.

The main signs of fear include:

• muscle tension (especially facial muscles);
• strong heartbeat;
• rapid shallow breathing;
• reduced control over one's behavior.
Panic fear, which can prompt fleeing, cause freezing or, conversely,
agitation and aggressive behavior. In this case, a person poorly controls
himself, does not realize what he is doing and what is happening around him.
Assistance to a comrade in case of fear:
1. Place the injured person's hand on your wrist so that he feels your
calm pulse. This will be a signal to him: "I am here now, you are not alone!".
2. Breathe deeply and evenly. Encourage the injured person to breathe
in rhythm with you.
3. If the injured person speaks, listen to him, show interest,
understanding, sympathy.
4. Give the injured person a gentle massage of the most tense muscles
of the body.

Signs and types of anxiety.

Anxiety is an emotional state that arises in a situation of undefined

danger and manifests itself in the anticipation of unfavorable events. It is
often referred to as unfounded fear because it is associated with an
unconscious source of danger.

Anxiety not only signals a possible danger but also urges you to search
for and specify its sources, to actively investigate the combat situation. It can
manifest as a feeling of helplessness, lack of self-confidence, powerlessness
in the face of approaching danger, and exaggeration of the threat.

Of all the spectrum of emotions a person experiences, anxiety is not the

most pleasant, but it is undoubtedly necessary because it allows us to
foresee a dangerous situation in advance, prepare for it, possibly make
decisions, and plan our further actions. In a healthy person, anxiety is a
temporary feeling.

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 The main difference between fear and anxiety lies in the fact that fear is
a reaction to a specific danger, whereas the object of anxiety is an undefined,
"unspecified," "objectless" danger. The peculiarity of anxiety is the feeling of
uncertainty and helplessness in the face of danger.

Anxiety is a system of readiness to react to everything new as a

potential threat to the body, and it has an adaptive nature. Two types of
anxious reaction are distinguished: physiological and pathological.

Physiological ("normal") anxiety is associated with a threatening

situation that intensifies adequately - under conditions of subjective
significance of choice, lack of information, time constraints, in other words,
the physiological meaning of anxiety lies in mobilizing the body for rapid
adaptation. If the intensity of anxiety is excessive relative to the situation that
caused it, or it is not caused by external factors (caused by internal reasons),
it is considered pathological.

Pathological anxiety is usually long-lasting (more than 4 weeks). Thus,

unlike the normal one, pathological anxiety is always longer and more
pronounced and leads to suppression (exhaustion), rather than strengthening
the adaptive capabilities of the body.

Forms of the body's response in anxiety reaction conditions:

Mild anxiety reaction (weak extreme factor):
1. The desire to analyze the external stimulus and assess its
significance.
2. Change of attention, its concentration.
3. Disruption of professional skills (slowing down of work pace).
4. Motivation for activity
remains unchanged.
5. No significant emotional
changes occur.

Moderate anxiety reaction

(increased extremity):
1. Reduction in the volumes
of all types of memory.
2. Deterioration in
performing tasks that require
stability and concentration of
attention.
3. Difficulty in memorizing
information.
4. Appearance of a "pile" of
mistakes in stereotypical activity.
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 5. Manifestation of highly expressed emotional tension.
6. Increased sensitivity to noise, light, and smell.
7. The appearance of the motive to experience fear, to leave the
extreme situation.
Reaction of extreme anxiety has two forms: passive and active. In both
cases, a significant loss of conscious control over behavior, impairment of
critical perception of the situation, and one's actions are essential.

Passive form: stupefaction; cessation of active activity; the person does

not understand the language addressed to them; there are no attempts to
resist the extreme situation; complete or partial loss of memory; loss of
volitional control, paralysis of will; a state of stupor; apathy, inhibited
movements; fainting states.
Active form: escape, leaving the zone of extreme situation; lack of logic
in behavior; visual and auditory hallucinations; nervous activity; increased
suggestibility; wandering in search of shelter, frenzy; hysterical laughter or
crying; screams combined with increased activity; irritability and anger;
aggression; imitation reactions appear.
The person blindly copies the behaviourof the majority or some
particular person. Since this form of reaction is characterized by motor
dominance, behaviouris often determined by the most active individual. This
explains the contagiousness of the panic escape of people in a state of active
anxiety from the battlefield.
Additional symptoms of the course of anxiety reaction: anxiety;
regression in age (childish reactions); incoherent murmuring; severe
trembling.
Extreme forms of anxiety are accompanied by mental or emotional
tension.
Mental and behavioral symptoms: anxiety for no apparent reason, a
sense of tension and stiffness, inability to relax, irritability and impatience,
fatigue, "being on the verge of a breakdown," inability to concentrate, memory
impairment, difficulty falling asleep and sleep disturbances, rapid fatigue,
fears, often a depressed mood, anxiety, or even excessive activity, extreme
restlessness and the need to constantly do something.
Among the somatic manifestations of anxiety, the following are
distinguished:
• cardiovascular: increased heart rate, accelerated pulse, unpleasant
sensations or pains in the chest, fluctuations in blood pressure, a state of
semi-unconsciousness, hot or cold flushes, sweating, cold and moist palms,
circulation disorders leading to numbness of the feet and hands;
• respiratory: a feeling of "lump" in the throat, a feeling of lack of air,
rapid or intermittent breathing, shortness of breath, irregular breathing,
dissatisfaction with inhalation;
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 • neurological: dizziness, headaches, a state of semi-unconsciousness,
tremor, muscle twitching, tension and pain in the muscles, sleep
disturbances, uncontrolled salivation, pains in the lower back, pain in surgical
scars, inability to relax;
• gastrointestinal: nausea, dry mouth, diarrhea or constipation,
abdominal pain, flatulence, loss of appetite;
• urogenital: frequent urination;
• sensory organs: weakening of vision and hearing;
• thermoregulatory: causeless subfebrile (elevated body temperature)
and chills.
For a quick self-assessment, ask yourself two questions:
1. "Have you experienced anxiety, tension, or worry most of the time in
the last four weeks?"
2. "Do you often experience a feeling of tension, irritability, and sleep
disturbances?"
If you answer positively to at least one of these questions, it is
necessary to consult a psychologist.
Self-help during anxiety.
When a person feels fear, they are afraid of something specific (injury,
mutilation, losing comrades in battle, etc.), and experiencing anxiety, a
person does not know what exactly is the source of this feeling. Therefore,
the state of anxiety is more difficult than the state of fear.
1. Turn anxiety into fear. Try to understand what exactly is troubling
you. Sometimes this is enough to reduce tension, and the experiences
become less painful.
2. The most painful experience during anxiety is the inability to relax.
Tense muscles, the same thoughts swirling in the head, so it can be helpful to
make a few active movements, physical exercises to relieve tension.
3. Complex mental operations also help reduce anxiety levels. Try
counting: for example, subtracting 6 or 7 from 100 in turn in your mind,
multiplying double-digit numbers, counting on which day of the week the
second Monday of last month falls. You can remember or compose poems,
come up with rhymes, and so on.
4. Do the "Kneeling Posture." This will help you calm down, effectively
relieve physical and mental tension, which is of great importance for
preventing fatigue, neuroses, and psychosomatic diseases caused by stress.
Restoration of strength in the autogenic state (with regular performance of
this exercise) occurs much faster than during sleep or simple rest.
This posture for autogenic training is used most often because it can be
done practically anywhere where there is a chair, stool, box of the appropriate
height, etc. The criterion for the suitability of improvised means for classes in
the "kneeling posture" is the placement of the seat and thighs of the person
practicing parallel to the floor.
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 Before exercising, the lumbar belt should be loosened, the top button of
the shirt unbuttoned, the watch and glasses removed.
To assume the "kneeling posture," you need to:
a) Sit on the edge of the seat so that the edge of the chair (or what
you're sitting on) presses on the folds of the buttocks;
b) Spread your legs wide to relax the muscles in the thighs;
c) Place your shins perpendicular to the floor (if there is still tension in
the shins after this, move your feet forward by 3-4 centimeters until the
tension is gone);
d) Lower your head forward to let it hang on the ligaments and hunch
your back;
e) Rest your forearms on your thighs so that your palms gently touch
the thighs and do not touch each other; you should not lean your forearms on
your thighs, as the posture is stable without it (see point "d");
f) Close your eyes;
g) Breathe calmly, as in sleep, inhaling and exhaling through the nose.

At first, the posture may seem uncomfortable, but as you become

accustomed to it, its advantages become apparent: unpretentiousness and
universality; the lowered head makes the face invisible, which is important to
many practitioners.
Common mistakes include sitting not on the edge of the chair but on the
entire seat, which leads to leg discomfort; insufficient hunching of the back
and not lowering the head completely; excessive leaning forward, leading to
neck pain; leaning the forearms on the thighs. Besides the direct benefits of
mastering the posture, it alleviates the fear of practicing in the presence of
other people, not only for those demonstrating the posture but also for those
observing.

Assisting a comrade during anxiety:

1. It is important to try to engage the person in conversation and
understand what exactly is troubling them. In this case, the person may
realize the source of anxiety and be able to calm down.
2. Often, a person is anxious when they lack information about the
events unfolding. In this case, you can try to make a plan of when, where,
and how to obtain information.
3. Try to engage the person in mental activity: counting, writing, etc. If
they are focused on this, the anxiety may subside.
4. Physical work can also be an effective way to calm down. If possible,
suggest doing exercises or going for a run.
It is known that there are no "fearless" mentally normal people. It's all
about the time intervals needed to overcome confusion, to rationally make
decisions about further actions.
Panic is the momentary realization of an innate, instinctive program of
actions aimed at preserving the integrity of the organism in a situation of
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threatening stimuli. If people did not possess this protective reaction, they
would perish without having time to assess the impending danger.

The state of fear is a concretized anxiety and is a reaction to immediate

danger.

Affective fear (animal terror) is the strongest fear caused by extremely

dangerous and complex circumstances, temporarily paralyzing the ability for
voluntary actions.

Each of us has an individual limit of mental tension, after which

defensive reactions begin to prevail: camouflage (attempts to hide, disguise),
a desire to move away from danger, leave the threatening situation, as if to
shrink in size, assuming a fetal position. If you feel affective fear, you feel as if
you are "stuck", unable to move or can run, often towards the source of
danger. After experiencing this state, you may not always remember specific
details of your behaviourand state; you may feel exhausted and depressed.

A sudden outburst of affect can be suppressed by an effort of will. The

more developed your volitional qualities are, the less you are susceptible to
affect or do not allow it at all. Distracting and shifting attention can also
weaken or prevent affect. It's no coincidence that life wisdom advises fiery
people, when excited, to count to a hundred or start doing something
immediately: repairing, cleaning, digging, etc. In this case, consciousness is
freed from emotional "captivation," and a person begins to understand both
their condition and behavior, starting to manage them.

Signs and a sequence of actions for overcoming panic.

The combat situation creates a favorable environment for the

development of panic moods. This is facilitated by sudden, unexpected
actions of the enemy, his intensive fire, excessive fatigue, overstrain, the
spread of demoralizing rumors, moods, lack of official information, receiving
threatening messages about relatives from unknown phone numbers, etc.

How to recognize panic

A panic attack is a strong feeling of fear and/or internal discomfort that
arises unexpectedly in a person, usually without premonitory symptoms,
accompanied by frightening physical symptoms such as sudden palpitations,
shortness of breath, chest pain, dizziness, extreme weakness, a sense of
unreality about what is happening, and a sense of personal change. Almost
always, there is a fear of sudden death, loss of control, or fear of going
insane.

A panic attack develops quickly; its symptoms reach maximum intensity

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usually within 5-10 minutes and then also disappear rapidly. Thus, a panic
attack arises and passes by itself, posing no real threat to life. However, to
the person experiencing it, this time seems like eternity. After the attack, the
person feels very weak and utterly exhausted. If such attacks are not
prevented, they can occur several times a week, if not daily.

Panic attacks are frightening also because they seem to arise without
cause or in situations where a person seemingly has nothing to worry or be
afraid about. The speed at which they escalate, their intensity, and the
involvement of the entire body only heighten feelings of fear and
helplessness. The most common symptoms of panic include:

 Difficulty breathing or shortness of breath

 A feeling of suffocation
 A feeling of lightness or, conversely, heaviness or pain in the chest
 Trembling, weakness
 Moist palms and increased sweating
 A feeling of tingling or numbness in the hands and feet
 Strong or rapid heartbeat
 Lethargy, weakness, dizziness, a semi-conscious state
 A feeling of complete "separation" from one's own body or the
surrounding environment
 Nausea, a feeling of emptiness, or discomfort in the stomach or
intestines
 A feeling of heat or cold, "rushes."
In addition to purely physical symptoms of panic, you may also be
troubled by painful thoughts, such as:
 "I'm going crazy"
 "I'm losing control"
 "I'm about to faint"
 "I'm going to collapse
without feeling anything"
 "It seems like I'm having
a heart attack"
 "I'm having a stroke"
 "I can't hold back, I'll
scream and put myself in
a very uncomfortable
position."
Group panic is particularly
dangerous as it quickly spreads
and intensifies through mutual
contagion. This is accompanied
by a loss of the ability to rationally
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assess the situation, mobilize internal reserves, and coordinate collective
action. There is a tendency to thoughtlessly imitate the actions of one or a
group of military personnel who have initiated panic, aimed at their own
salvation, risking the lives of comrades.
In such conditions, try not to succumb to panic and immediately,
decisively extinguish it while it is superficial and can be quickly eliminated.
Often panic occurs:
1) during night operations when darkness sharpens the sense of fear;
2) after defeat or an indecisive battle with significant losses,
undermining the morale of the personnel;
3) when units go into battle, at the beginning of the engagement, when
any danger is exaggerated by imagination.
In this case, during combat, panic can be caused by any unexpected
event: an attack from the rear, from the flanks, unexpected, and sometimes
imaginary superiority of the enemy. In this situation, it is enough for one
person to succumb to fear for it to be transmitted to the masses.
However, nervousness is characteristic not only in combat but also after
it, during rest, when the impressions of a difficult day are relived
subconsciously during sleep. In this case, the cry of a sleeping person or an
accidental shot at the front lines can lead to a mass shootout, the so-called
"fire panic," or even a chaotic retreat.
Giving in to panic is as good as condemning yourself to death.
Protect yourself from the influence of panic:
calm down and try to count slowly from ten to zero or solve a simple
math problem in your mind;
try to "engage" your mind and try to predict the situation, preferably
choosing safer ways to deal with it;
if you notice panic in a comrade, you can hit him on the cheek a few
times.

Methods of controlling panic symptoms.

Systematic training will allow you to alleviate periodically occurring
panic symptoms and control mild fear symptoms.
Regulation of rapid breathing or shortness of breath.
After a sudden shock, breathing becomes faster. In these situations,
rapid (heavy) breathing is a completely normal reaction. However, in some
people, breathing faster per minute during emotional tension becomes a
habit. Such breathing can trigger a panic attack. And when a similar, already
familiar attack begins, breathing becomes even more difficult, uneven, and
so-called "breath panic" occurs.
Accelerated breathing, disturbing the gas balance in the blood, causes
unpleasant physical sensations. This effect can be prevented by slowing
down the breathing and thus increasing the carbon dioxide content in the
blood. And as soon as the accelerated breathing calms down, you will feel
that you are much less anxious and frightened, and the symptoms of panic
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will not be as strong.
The main attention should be given to increasing the carbon dioxide
level in the blood to prevent a panic attack. For this purpose, two techniques
are offered, which you can use separately or in combination. Try both options.
Self-help in case of a panic attack:
1. Slow breathing method.
This method can be used at any time and in any place and takes only a
few minutes. The goal of the method is to slow down breathing to 8-10
breaths per minute at the moment of fear or panic. If you practice regularly
and learn to maintain normal breathing at all times, you will be able to control
it better, even noticing the first signs of panic in yourself.
Start by focusing on your breathing. If your attention starts to wander,
try to return it to your breath.
Practice diaphragmatic breathing. Place your hand on the stomach; on
inhale - calmly stretch these muscles. At the same time, try not to move your
chest and shoulders during breathing. This technique will prevent you from
making spasmodic, sharp breaths and breaths.
Hold your breath for 10 seconds during the next inhale (count slowly to
10). Don't inhale too deeply. If you can't hold your breath for ten seconds, try
for at least eight. Exhale slowly.
Now, slowly counting to three, inhale and, also counting, exhale.
Continue to breathe on a count of three, trying not to take very deep breaths.
Maintain a calm breath so that each inhale and exhale takes three seconds.
Breathe at this pace for at least a minute.
If you still panic, hold your breath for ten seconds again and repeat the
exercise. Repeat it until the symptoms of panic subside.

By training regularly and often (5-6 times a day), you will soon be able
to control your breathing constantly. Use any free moment to do this: turn the
exercise into a "hidden game" that you play anywhere - when you go
somewhere or even stand. After training, you will be able to suppress panic
symptoms even before they fully develop.

2. "Paper bag" method.

This method allows you to increase the carbon dioxide content in the
blood, which helps to stabilize breathing: the amount of oxygen entering the
lungs is limited, and the amount of carbon dioxide increases because you are
inhaling the carbon dioxide you exhaled again. (Don't worry - enough oxygen
will still reach your lungs!). This method does not require intensive training.
Feeling the onset of panic, put a small paper bag over your mouth and
nose. Press it against your face with your hands as tightly as possible to
prevent air from entering.
Now breathe slowly and evenly into the bag. Breathe until the panic
begins to subside, and breathing becomes easier.
A similar effect can be achieved by folding your hands into a "cup" and,
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tightly covering your mouth and nose, slowly breathing into this "cup."
To use this method, you will need to carry a paper bag or something
similar in your pocket or bag, which you could use to replace it. In this sense,
a "cup" is more convenient. However, with a bag, you will still be able to
restore the gas balance in your blood faster and calm your fear.
Methods of distraction
Do not focus on the symptoms; you only intensify them and exacerbate
the panic attack! There are several methods that help shift attention away
from panic feelings. It is proposed to use three methods that are considered
the most effective for overcoming panic attacks. Try each of them and choose
the one that suits you best.
1. Rubber band method. Wear a rubber band on your wrist. When you
feel the onset of a panic attack, pull it and let it snap on your arm with
sufficient force. The sharp painful sensation will divert attention from
approaching symptoms and give you time to apply other methods to control
fear, such as the slow breathing method. Sometimes the sensation itself is
enough to stop a panic attack.
2. Counting method. To prevent an impending panic attack, counting
objects can also help. For example, you can count how many trees are in
your field of vision, or how many windows are in the building opposite. In
extreme cases, you can simply multiply numbers mentally. This method
provides a lot of opportunities.
3. Imagery method. It can be helpful to imagine yourself somewhere in
a nice, quiet place, far away from your current circumstances. At the first
signs of fear, try to recall something pleasant from your own life, a movie, or a
book. For example, a warm sunny day on the shore or a walk in a beautiful
park in good weather. Remember or imagine something very personal and
interesting only to you, in as much detail as possible (with sounds, smells,
light, color) and as realistically as possible. The more you practice in this way,
the easier it will be to immerse yourself in an imaginary scene when needed,
avoiding a panic attack.

How to choose a method to overcome a panic attack.

It is necessary to find out which method will be the best for you, that is,
through which of them you, having acquired certain skills, will be the most
prepared for a possible difficult situation.
• Make a list of the distraction methods you have already used and
evaluate their effectiveness for yourself. The rating system is from 0 to 10.
This exercise will help you determine "your technique" with the maximum
accuracy.
• It is also useful to list in writing on a paper card all the techniques that
help you control panic attacks. It's convenient to carry this card in your pocket
or notebook. With its help, you can quickly remind yourself of what needs to
be done at the first signs of fear or panic.
For example, the card may contain such instructions:
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 • Hold your breath for ten seconds;
• Slow down your breathing (exercise);
• Count attentively.
Or:
• Snap the rubber band on your wrist;
• Put a paper bag over your mouth and nose;
• Breathe slowly;
• Imagine something pleasant and calm.
Feeling that the panic attack is subsiding, try to continue the exercise,
but at a slower pace.

Types of frustrated behaviourand the algorithm of actions in their

occurrence.
In an extreme situation, a state of frustration may occur - a state of
increasing internal tension. Types of frustrated behavior:
motor excitement, manifested in aimless and unregulated reactions;
apathy;
aggression and destruction;
self-aggression (towards oneself);
stereotypy (tendency to blindly repeat fixed behavior);
regression (primitive behavior, a decrease in its constructiveness, or a
return to behaviourat an earlier stage). The consequences of frustration can
be short-term or long-lasting. Overcoming it involves the use of autogenic
training techniques to relieve emotional-volitional tension, switching attention
to something pleasant.

Motor excitement.
Motor excitement most often occurs after severe fright, immediately
after receiving news of a tragic event, or if a person needs to wait (for
example, waiting for the results of a major surgery).
Sometimes the shock from a critical situation (explosions, human
losses, etc.) is so strong that a person simply ceases to understand what is
happening around them. They cannot determine where the enemies are,
where the danger is, and where the salvation is. The person loses the ability
to think logically and make decisions, becoming similar to an animal that is
darting around a cage.
Main signs of motor excitement:
• abrupt movements, often aimless and senseless actions;
• abnormally loud speech or increased speech activity (the person
speaks without stopping, sometimes saying completely senseless things);
• often no reaction to others (to comments, requests, orders).
Self-help:
1. Try to focus your activity on something. You can do exercises, go for
a run. Any active actions will help.
2. Try to relieve unnecessary tension. To do this, breathe evenly and
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slowly. Focus on your breathing. Imagine that with each breath, you exhale
tension. Place your feet and hands in warmth; you can actively rub them until
you feel warmth. Put your hand on your wrist, feel your pulse, try to focus on
the work of your heart, imagine how it beats rhythmically. Modern medicine
claims that the sound of a heartbeat allows you to feel calm and protected, as
it is the sound that every person hears in a safe and cozy place - in the
womb.
Help for a comrade during motor agitation:
1. Use the "grab" technique: stand behind, slide your hands under the
armpits of the victim, press them to yourself and gently lean them on yourself.
2. Isolate the victim from others.
3. Speak calmly about what he feels. ("Do you want to do something to
stop this? Do you want to run away, hide from what is happening?")
4. Do not argue with the victim, do not ask questions, avoid phrases
with the word "not" in conversation, which belong to unwanted actions (for
example: "Do not run", "Do not wave your arms", "Do not shout").
5. Remember that the victim can harm themselves and others.
6. Motor agitation usually does not last long and can change to nervous
trembling, crying, as well as aggressive behavior.
Apathy is a state accompanied by emotional passivity, indifference to
the surrounding, lack of desires or interests.
Typically, it occurs after strong physical or emotional stress, after
prolonged tense but unsuccessful activity, or in a situation where a person
experiences a serious failure, ceases to see the meaning of their activity,
arises when it was not possible to save someone and one of the comrades or
loved ones died.
A feeling of fatigue overwhelms - the kind where you don't want to move
or speak, movements and words are given with great effort. In the soul -
emptiness, indifference, no strength for even the manifestation of feelings. In
a state of apathy, a person can be for several hours to several weeks.
Main signs of apathy:
• indifference to everything around;
• lethargy, sluggishness;
• slow, with long pauses, speech.
Therefore, if you feel a decline in strength, if it is difficult for you to
gather and start doing something, and especially if you understand that you
are unable to feel emotions, give yourself a chance to rest. Take off your
shoes, take a comfortable position, try to relax, do not overuse drinks
containing caffeine (coffee, strong tea), as this can only worsen your
condition. It is desirable that the feet were warm, make sure that the body is
not tense.
Self-help:
• If the situation requires action from you, give yourself a short break,
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relax, even for 15-20 minutes.
• Massage the earlobes and fingers - these are places where there are
a huge number of biologically active points. This procedure will help you
cheer up a bit.
• Drink a cup of weak sweet tea.
• Do some physical exercises, but not at a fast pace.
• After that, start doing the tasks that need to be done. Perform work at
a moderate pace, try to conserve energy.
• Do not undertake several tasks at once; in such a state, attention is
scattered, and it is difficult to concentrate on several things.
• Try to give yourself a full rest at the first opportunity.
• Do the "Kicking" exercise to relieve tension
"Kicking" exercise
Lie on your back on a bed, mattress, or sleeping bag. Spread your legs
freely and start kicking, touching the bed with your entire foot. Alternate your
legs and lift them high. Gradually increase the strength and speed of kicking.
Say "no!" loudly with each kick, increasing the intensity of the kick.
As an option, you can perform this exercise like this. Lie on the
mattress, bend your knees, imitating the protesting actions of a small child,
kick your feet, hit the mattress with your fists, turn your head from side to
side. Increasing the intensity of the anger attack, accompany physical
movements with loud cries of "no!" or "I won't!". Kicking helps improve blood
circulation, relax muscles. This exercise will help you become less inhibited.
Helping a Comrade
If a person is left without support and assistance in such a state, apathy
can turn into depression.
1. Talk to the victim. Ask them a few simple questions: "What's your
name?"; "How do you feel?"; "Do you want to eat?".
2. If possible, provide the victim with a chance to rest in comfortable
conditions, and be sure to have them remove their shoes.
3. Take the victim by the hand or place your hand on their forehead.
4. Allow them to sleep or simply lie down. Sleep, as a rule, helps not
only relieve fatigue and rest but also, so to speak, "fall asleep" some or other
experiences.
5. If there is no opportunity to rest (events are taking place in
challenging conditions), then engage in more conversation with the victim and
involve them in any joint activity.

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 Anger and resentment are often felt by people who are going through a
misfortune - these are natural feelings. Therefore, if you feel anger, it is
necessary to give it an outlet in such a way that it does not harm you or
others. It has been proven that people who suppress and stifle aggression
have more health problems than those who know how to express their anger.

Self-help:
1. Stomp your foot (or clap your hands) loudly and repeat with a sense
of it: "I'm angry," "I'm frustrated," and so on. You can repeat several times
until you feel relief.
2. Try to talk about your feelings to another person.
3. Give yourself physical exertion, feel how much physical energy you
spend when you resist.
4. Do an exercise to release anger. Stand facing an object (a bed, a
chair, or another item), spread your legs about 45 cm apart, slightly bend your
knees and strike (with a stick or your fists) the object forcefully but relaxed.
"Activate" your entire body. Keep your mouth open, breathe deeply, and don't
hold back your scream. Use any words that express feelings of anger, for
example, "no!". You can imagine a person with whom you have unresolved
emotions or an enemy and direct your anger towards them.
If you resist this exercise, claiming that you are not currently
experiencing feelings of anger, the reason for your resistance may be
unwillingness to reveal your feelings, a fear of displaying strong negative
emotions.
Aggressive behaviouris one of the involuntary ways in which a person's
body "tries" to reduce high internal tension. The manifestation of anger or
aggression can last quite a long time and interfere with both the victim and
those around them.

Main signs of aggression:

• Irritation, dissatisfaction, anger (for any reason, even a minor one);
• Hitting others with hands or any objects;
• Verbal insults, arguing;
• Muscle tension;
• Increased blood pressure.
Helping a Comrade:
1. Minimize the number of people around.
2. Allow the victim to "let off steam" if possible (for example, let them
talk or "beat" the ground with their fists, etc.).
3. Assign them a task involving high physical activity.
4. Display friendliness. Even if you disagree with the victim, do not
accuse them directly but express your thoughts regarding their actions.
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Otherwise, their aggressive behaviourmay be directed towards you. Do not
say, "What kind of person are you!" Say, "You are very angry, you want to
destroy everything. Let's try to find a way out of this situation together."
5. Try to lighten the mood with humorous comments or actions.
6. Aggression can be suppressed by fear of punishment if it is severe
and the likelihood of it being implemented is high.
7. If you do not provide assistance to an enraged person, this can lead
to dangerous consequences. Due to reduced control over their actions, the
person will commit reckless acts and may harm themselves and others.

Hysteria is a state where it is very difficult to help oneself because at

this moment the person is in a highly emotional state and poorly understands
what is happening to them and around them.
A hysterical episode lasts for several minutes or several hours.
Key symptoms of hysteria:
- Consciousness is preserved.
- Excessive excitement, numerous movements, theatrical poses.
- Emotionally charged, rapid speech.
- Screams, crying.

Self-help for hysteria:

If a person thinks that they should stop the hysteria, this is already the
first step towards stopping it. In this case, the following actions can be taken:
1. Leave the "audience," witnesses who are observing this hysteria, and
be alone.
2. Wash with cold water.
3. Perform breathing exercises: inhale, hold the breath for 1-2 seconds,
slow exhale through the nose, hold the breath for 1-2 seconds, slow inhale,
and so on – until you manage to calm down.
Assisting a fellow during hysteria:
1. Try to minimize the audience, create a calm environment if possible.
Stay face-to-face with the victim if it's safe for you.
2. Unexpectedly do something that can greatly surprise (you can slap,
splash with water, shout suddenly at the victim).
3. Talk to the victim in short phrases, in a confident tone, for example,
"Drink water," "Wash with water."
4. After the hysteria, fatigue sets in. It is necessary to put the victim to
bed.
5. Do not succumb to the desires of the victim.

Lesson 3. Techniques and Self-Regulation Methods for Mental

Recovery (1 hour).
General work with muscle groups.

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 Exercise "Muscle Gymnastics."
During the execution of this exercise – both during tension and
relaxation of specific muscle groups – do not forget about breathing. Breathe
with your abdomen, slowly and deeply. Ensure that only the muscles
necessary for each movement are tense. The rest of the muscles should be
free and relaxed. Tense the muscles as much as possible and maintain this
state until complete exhaustion. Afterward, relax them as much as possible.
During each movement, focus on the sensations in the tense and relaxed
muscles.

Face: raise your eyebrows as high as possible and keep them in this
state until the muscles involved are completely exhausted. Relax. Now tightly
close your eyes, then relax them. Mouth: smile widely; lips stretched into a
tube – "kiss"; open your mouth as wide as possible – lower jaw pulled down
to the maximum. Tension and relaxation alternate in each movement.

Shoulders: reach your shoulder towards your ear without tilting your
head. Relax. Repeat with the other shoulder. Feel how your shoulders
become heavier.

Arms: tightly clench both fists. Hold in this position. Relax. Warmth and
tingling should appear in your fingers.

Thighs and abdomen: sitting on a chair, lift your legs in front of you.
Hold them in this position until exhaustion in your thighs. Relax. Tense the
opposing muscle group. Relax and focus on the relaxation felt in the upper
part of your legs.

Feet: sitting on a chair, raise your heels high. Only the heels! Tension
should appear in the calves and feet. Relax. Raise your toes. Feel the tension
in your feet and the front part of your legs. Relax. Pay attention to the
sensation in the muscles of the lower part of your legs.

Next stage: lying down, without making movements, tense specific

muscle groups using the memory of sensations. Abdominal breathing!

Exercise "Dialogue with the Tense Part of the Body."

Close your eyes. Mentally go through your entire body, feel the tense
and relaxed areas. Focus on the most tense part of your body. Perhaps you
feel this "clamp" constantly; maybe it happens in difficult situations; maybe
you became aware of it while doing one of the previous exercises. Feel this
part of your body, be attentive to any sensations. Don't make anything up, let
images flow freely (visual, auditory, motor). What images appear when you
focus on your "clamp"? If it's a visual image, examine it more closely. What is
it (or who is it)? What color is it? Is it warm or cold? Approach it. Ask what it
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wants from you.

Turn to your memory, try to recall moments in your life when you felt
absolutely happy. What happens to the image?
Pass the feeling of absolute well-being through your entire body,
directing it especially to the areas of your body that you have problems with.
What happens?
Imagine and feel how all illnesses and discomfort disappear under the
influence of forces coming from experiencing complete physical well-being.

"Grounding"
A traumatic event is a threat so powerful that a person who experiences
it completely loses the sense of safety, the ability to feel comfortable in this
world. Therefore, during the provision of psychological assistance, fear and
pain can be so overwhelming that they completely block the conscious
processing of the problem. This can be associated with the so-called internal
division between consciousness (soul) and body. This division is
characteristic of Western culture, and furthermore, it is impossible to realize
one's individuality without it (since to reflect on oneself, one needs to divide
oneself into two parts: one analyzes the other). But when due to trauma or
stress one of the parts, often the body, is blocked, a problem of dissociation
from the experience arises, refusing to feel the pain, fear, or humiliation of a
painful event.
In a prolonged traumatic situation that cannot be avoided, a habit of
dissociating from one's body is formed to avoid feeling physical or mental
pain. This habit leads to a loss of contact with one's body, so a person
ceases to trust the signals it sends (not only about pain but also about its
needs).
The next problem faced by a participant in a traumatic situation is the
"fight or flight" response. Without thinking, a person replays it every time they
sense an approaching threat or fear something. When the body perceives a
danger signal, a whole chain of physiological and biochemical changes
occurs: heart rate and breathing accelerate, muscle tension increases, blood
composition changes, and so on. This whole complex of reactions is called
the "fight or flight" response. This reaction intensifies with training and dulls
with infrequent use. In people who have been through severe trials, the
nervous system is well-trained in a certain direction: it mobilizes incredibly
quickly at any slightest hint of danger. Excessive activation of the "fight or
flight" reaction leads to a myriad of stress symptoms, including muscle
tension, high blood pressure, depression, irritability, aggression, sleep
disturbances, general anxiety, and more.
All this leads to a loss of the sense of balance (support), a disruption of
the sense of physical boundaries and contacts with other people, a
deformation of the perception of one's physical body, and the emergence of
muscle tension that gradually leads to somatic diseases (bronchial asthma,
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gastric ulcers, neurodermatitis, etc.).
The internal sense of a person's safety reflects their "grounding" quality.
"Grounding" is not only the ability to stand firmly on one's feet in a physical
sense but also an energetic connection with the earth, a sense of support that
provides stability and the ability to move.
When a person is well "grounded," they feel safe on their feet, confident
that they have solid ground beneath them. This depends not on the strength
of the legs but on how they feel them. The problem of lack of a sense of
safety cannot be resolved until a person realizes their insufficient
"grounding."

"Breathing Normalization Technique and Acupressure"

The simplest method of self-regulation is to use your own breathing to
influence muscle tone and emotional centers of the brain.
Breathing exercises can be done in any position. The only mandatory
condition is that the spine should be strictly vertical or horizontal. This allows
for natural, free, tension-free breathing, fully stretching the chest and
abdominal muscles.
The correct position of the head is very important - straight and free. A
relaxed, upright head to some extent pulls the chest and other parts of the
body upwards.
If everything is fine and the muscles are relaxed, you can practice free
breathing, constantly monitoring it.
Slow and deep breathing reduces the excitability of the nervous centers
and promotes muscle relaxation.
Frequent breathing ensures a high level of body activity. It has also
been noted that during inhalation, there is an activation of mental tone, and
during exhalation, it decreases.
By changing the rhythm of breathing, the duration of inhalation and
exhalation, a person can influence changes in many body functions, including
mental ones.
For initial mastering, two types of breathing can be suggested: lower
(abdominal) and upper (clavicular).
Lower breathing is used when it is necessary to overcome excessive
excitement, cope with anxiety and irritability, and completely relax for quick
and effective rest.
To improve psychophysical functioning, it is important for breathing to
be conscious.
It is enough to dedicate only 10 minutes each day to conscious
breathing, and in 8 weeks, the part of the frontal lobes responsible for positive
feelings will become stronger, while the part responsible for negative feelings
will weaken.
Breathing for psychophysical state activation. Inhale through the nose.
Exhale longer than inhale. Exhale through the mouth - short and energetic.
Repeat this breathing several times without pausing.
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 Breathing for calming. Inhale through the nose, exhale through the
mouth (10 times without holding the breath). Exhale longer than inhale. This
breathing is a preventive measure against muscle tension.
Relaxing breathing. Saves from anxious intrusive thoughts. Press the
right nostril with the index finger of the right hand so that no air enters through
it. Take a slow breath and exhale through the left nostril. Then open the right
nostril and close the left one with the index finger. And inhale-exhale. In this
way, changing the nostril for breathing, do 15-20 breathing cycles.
"Fire breathing". You need to imagine yourself as a huge dragon
breathing fire. Slowly exhale the fire, gradually increasing the pace. You
should only breathe through your nose, focusing all your attention on
exhaling. It helps to relieve anger, aggression, and anxiety.
"Square breathing". Sitting or standing, it is necessary to relax the
muscles and focus on breathing. Then four stages of a single breathing cycle
are carried out, accompanied by internal counting to facilitate learning.
On the count of 1-2-3-4, slow inhalation is carried out, during which the
abdomen protrudes forward, the abdominal muscles are relaxed, and the
chest remains still.
On the next four counts (1-2-3-4), a breath hold and a smooth exhale
for 6 counts (1-2-3-4-5-6) are performed, accompanied by tension of the
abdominal muscles towards the spine.
Before the next inhalation, there is a pause again for 1-2-3-4.
It is important to remember that you should only breathe through your
nose and do so smoothly, as if a feather were hanging 10-15 cm in front of
your nose and should not move. After 3-5 minutes of such breathing, you will
notice that you have become calm and balanced.
To resist stress, acupressure helps.
These exercises can be done standing or sitting:
1. Place the middle and index fingers of both hands on the points on
the forehead in the middle between the eyebrow line and the hairline. The
vertical axis of the points is in the middle of the pupils.
2. Keep your fingers on these points until warmth or pulsation
appears under them. During this time, you can imagine a positive resolution
of the problem situation.
3. Keep your head straight without straining your neck and chin.
4. Hold your ears with your hands so that the thumb is on the back of
the ear and the other fingers are in front.
5. Massage the ears from top to bottom, slightly pressing them
towards the back of the head.
6. When you reach the lobe, gently massage it. Repeat the exercise
4 times.

"General Rules for Providing Psychological Assistance to Fellow

Combatants"
When providing psychological assistance, it is important to adhere to
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the following rules:
- Take care of your own safety. When experiencing grief, a person may
not understand their actions and can be dangerous. Do not attempt to help a
person if you are unsure about your absolute physical safety (for example,
losing comrades in battle, a serviceman may behave inadequately with
weapons).
- When being with a person who has suffered a mental trauma due to
extreme circumstances (such as a terrorist attack, in battle, loss of comrades
or loved ones, physical or sexual violence, etc.), do not lose self-control. The
behaviourof the victim should not scare, irritate, or surprise you. Their
condition, actions, and emotions are a normal reaction to abnormal
circumstances.
- If you feel that you are not ready to help your comrades in service, feel
fear, or find it uncomfortable to talk to the person, do not do it. Know that this
is a normal reaction, and you have the right to it. A person always feels
insincerity through posture, gestures, intonation. Attempting to help forcefully
will still be ineffective. It's better if someone who can does it.
- The fundamental principle of providing assistance in psychology is the
same as in medicine: "Do no harm." It is better to refrain from unfounded,
thoughtless actions than to harm a person. Therefore, if you are unsure about
the correctness of what you are about to do, it is better to refrain.

Topic 2. Formation and Strengthening of Psychological Resilience

of Personnel during Overcoming the Special Zone (Obstacle Zone) (2
hours).

Lesson 1. Overcoming Special Obstacle Zones by Servicemen Using

Simulation Tools (2 hours).
Conditions: practical; on-site during daylight hours.
Conditions and sequence of actions in the special obstacle zones are
determined by educational and methodical cards for conducting sessions
(Appendix A.2).
Methodical recommendations:
Sessions are conducted in a special obstacle zone (hereinafter - the
zone) under the guidance of the unit commander.
For reference. In the absence of a stationary obstacle zone on the
designated area of the tactical field, its analog is equipped from available
means, which may include trenches, ditches, communication trenches,
blocked slots, bridges, anti-tank ditches, wire engineering barriers, barriers
made of logs and construction debris, worn-out car tires, and more.
During the session, the area is smoked, and sound equipment is
deployed to broadcast gunshot sounds, cries of the wounded, and false
commands. The officer-psychologist observes the psychological reactions of
the servicemen who overcome the zone under conditions of time constraints
and created psychological stress and provides recommendations to the
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session leader for their enhancement in accordance with the psychological
characteristics of each serviceman.
A military medic is present at the session in case of necessity to provide
medical assistance. At the end of the session, a group debriefing is
conducted, with each serviceman being heard, assessing their actions and
the actions of their comrades.

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 Appendix А.2.

Appendix А.2. – Conditions and procedure for actions in the special

obstacle course

Overcoming the special obstacle course by servicemen using simulated

combat conditions.
Training in self-regulation techniques and practical overcoming of the
special obstacle course is carried out in conjunction with tactical training while
performing individual tasks (standards) of tactical training.
The preparation of the personnel is carried out sequentially at all sites
and ends with an examination during the passage of the course as a whole.
Servicemen act as part of a combat group - a "pair" in conditions as close as
possible to combat ones.
After arriving at the psychological obstacle course, the session leader
forms the unit in two lines, clarifies the topic, the educational goals of the
session, and the procedure for its conduct. Reminds about safety measures.
Distributes into educational groups and allocates personnel to training
positions.
The session leader at the training position, upon arrival with the
personnel to the specified place indicated by the session leader, informs
about the order of working out the issue by elements, demonstrates
personally (or involving the most prepared soldiers) the execution of the
element with brief explanations and proceeds to its elaboration. The location
of the leader should be chosen to ensure observation of the actions of those
who are learning during the elaboration of each issue.
The elaboration of each element begins at a slow pace, with the main
focus on the correctness of its execution, the position of the weapon, and the
interaction between servicemen in a combat group. In the future, the pace
gradually increases to the time set for each element (section). Mistakes made
by those who are learning must be corrected promptly and skillfully.
If the session leader at the training position (on the site) found common
mistakes in the actions of the personnel, he stops the actions of those who
are learning, points out the mistakes made, explains, and if necessary, shows
how to perform certain actions, and continues training until the mistakes are
corrected.
However, if individual servicemen who are learning make mistakes, it is
not necessary to stop everyone. In this case, attention should be focused only
on those servicemen who made mistakes and strive to correct them during
training.
After completing the training of servicemen on one element, the session
leader practices the following elements.
After working out the techniques and methods of action on the site by
elements, the session leader proceeds to train the servicemen who are

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learning in actions on the entire site as a whole, ensuring from them the
correct and clear performance of actions within the specified time.

The assessment of the actions of servicemen is carried out by checking

the actions both on individual sections and on the entire course as a whole.

The assessment of servicemen's actions during the passage of the

psychological training course is determined as follows:
"excellent" - if servicemen have overcome the course in the specified
time (by speed, met the requirements) and are rated as "excellent", while
mutual assistance is organized during the overcoming of obstacles, the order
of overcoming obstacles is maintained, support for each other by fire is
provided, and hits are made with grenades and a small entrenching tool in all
targets;
"good" - if servicemen have overcome the course in the specified time
(by speed, met the requirements) and are rated as "good", while mutual
assistance is organized during the overcoming of obstacles, support for each
other by fire is provided, but minor errors in the order of overcoming obstacles
were made, and hits were made with grenades in all targets;
"satisfactory" - if servicemen have overcome the course in the specified
time (by speed, met the requirements) and are rated as "good", while mutual
assistance is organized in overcoming obstacles, support for each other by
fire is provided, but minor errors in the order of overcoming obstacles were
made, and hits with grenades were not made in all targets;
"unsatisfactory" - if servicemen have not met the requirements for
speed and are rated as "unsatisfactory", while mutual assistance is not
organized during the overcoming of obstacles, support for each other by fire
is not provided, cases of bypassing obstacles were recorded (when refusing
to overcome the obstacle), and safety measures were violated during the
actions.
The time is counted from the finish of the last serviceman of the combat
"pair".
The organization of training sessions and the determination of the
assessment of actions in individual sections of the obstacle course are
determined according to the educational-methodical cards and are recorded
in the table determining the assessment by speed (Table 1.3.).
Table 1.3.
Table for Determining Speed Assesment
Time excellent good satisfactory
Section №1
Section №2
Section №3
Section №4
Total

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 EDUCATIONAL-METHODICAL CARD
CONDUCTING TRAINING ON SECTION NO. 1

“ Obstacle Course for Overcoming Engineering Obstacles”

Assessment of the serviceman during the passage of section No. 1:

"excellent" - if the servicemen have overcome the course in the
specified time (by speed, met the requirements) and are rated as "excellent",
while mutual assistance is organized during the overcoming of obstacles, the
order of overcoming obstacles is maintained, support for each other by fire is
provided, and they hit the target with a grenade;
"good" - if the servicemen have overcome the course in the specified
time (by speed, met the requirements) and are rated as "good", while mutual
assistance is organized during the overcoming of obstacles, support for each
other by fire is provided, but minor errors were made in the order of
overcoming obstacles, and they hit the target with a grenade;
"satisfactory" - if the servicemen have overcome the course in the
specified time (by speed, met the requirements) and are rated as
"satisfactory", while mutual assistance is organized during the overcoming of
obstacles, support for each other by fire is provided, but minor errors were
made in the order of overcoming obstacles, and they hit the target with a
grenade;
"unsatisfactory" - if the servicemen did not meet the speed
requirements and are rated as "unsatisfactory", while mutual assistance is not
organized during the overcoming of obstacles, support for each other by fire
is not provided, there were cases of bypassing the obstacle (when refusing to
overcome the obstacle), and safety measures were violated during the
actions.
The time is counted from the finish of the last serviceman of the combat
"pair".
Starting Position
The servicemen are 10 meters away from the firing position. The
weapon is in a shooting position on the move using a sling (on the chest -
release the weapon strap so that the butt is slightly below the right shoulder
and sling it over the neck so that the rifle hangs barrel down, the right hand -
on the pistol grip), the magazine is unlocked in the magazine pouch, and the
grenades and fuses for the grenades are separately in the grenade pouch.
The personnel are divided into combat groups (pairs), and the
serviceman number one is appointed as the senior.
The leader indicates the firing position, the shooting position, and gives
the command "TO BATTLE": Servicemen No. 1 and No. 2 take the firing
position, load their weapons, prepare grenades for use, and the group leader
checks the group's readiness and reports readiness: "GROUP READY FOR
BATTLE."

215
 SCHEME OF MANEUVER

1 2
- start

10 meters

1 2
- firing position

216
 Obstacle No. 1

Throwing a hand grenade for accuracy, overcoming the "Destroyed

Wall" obstacle by the combat group

Upon the leader's command "FIRE":

No. 1 - throws a grenade at the target;
No. 2 - fires two bursts towards the target, with the second burst at the
moment of grenade throw.
No. 1 - commands "FORWARD".
No. 2 - leaves the trench first, reaches the wall with an embrasure, and
takes the "step" position near the wall.
No. 1 - leaves the trench second, reaches the wall, and with the
assistance of the second team member, jumps onto the wall, fires a burst
"over the wall", jumps down, and takes a kneeling shooting position.
No. 2 - overcomes the wall by "rolling".

SCHEME OF MANEUVER

- firing position
1 2

- designated areas for throwing a hand

grenade

- odstacle “Wall”
2 1

2 1 - finish

217
 Obstacle No. 2

Overcoming the obstacle "Model of a Low-Profile Barrier" by the fire

team

No. 1 and No. 2 tackle the section one by one, supporting the weapon
with both hands.

SCHEME OF MANEUVER

- start
1
2

- obstacle "Model of a Low-

Profile Barrier"

1
2 - finish

218
 Obstacle No. 3

Overcoming the obstacle "Barbed wire on low stakes" by the fire team

Servicemen No. 1 and No. 2, approaching the obstacle, transition their

weapons to a firing position on the move without using the sling.

No. 1 and No. 2 overcome the crawling section. During crawling, the
weapon is held in front of them.

SCHEME OF MANEUVER

1 - start

- Barbed wire on low stakes

2 - finish

219
 Obstacle No. 4

Overcoming the obstacle "Bruno Spiral Ladders" by the fire team

Servicemen No. 1 and No. 2, approaching the obstacle, transition their

weapons to a firing position on the move without using the sling.

No. 1 and No. 2 overcome the obstacle. The "Bruno" spiral is overcome
by jumping forward with a spin, keeping the weapon with the magazine facing
towards oneself.

SCHEME OF MANEUVER

- start
1 2

- Bruno Spiral
Ladders”

1 2
- finish

220
 Obstacle No. 5

Overcoming the obstacle by the fire team “Blockage”

Military servicemen No. 1 and No. 2 overcome the section by jumping,

crawling, and rolling one by one. During overcoming the obstacle, the weapon
is held in the right hand.

No. 1 reaches the turn of the track, takes a position for shooting
"kneeling," and waits for No. 2 to approach at a distance of 2-3 meters from
themselves.

SCHEME OF MANEUVER

1 2 - start

- woden Blockage

1 2 - finish

2 – 3 meters
221
 Obstacle No. 6

Overcoming the obstacle by the fire team with fire cover “

Embankment”

No. 1 - runs onto the platform on the embankment, takes a kneeling

shooting position and fires a burst.

No. 2 - runs onto the embankment and overcomes the top of the
embankment by jumping forward with a turn, takes a kneeling shooting
position and fires a burst, covering the actions of No. 1.

No. 1 overcomes the top of the embankment by jumping forward with a

turn and takes a position next to No. 2.

During the jump forward with a turn, the weapon is held with the
magazine towards oneself.

SCHEME OF MANEUVER

1 2 - start

1
firing position for No. 1

- Embankment

1 2
- finish

222
 Obstacle No. 7

Overcoming the obstacle by the fire team “ Barbed wire fence ”

Overcoming the obstacle is allowed in two ways:

Method #1. Upon command #1 "FORWARD," #2 reaches the fence

post, presses hands against the post, and assumes the "step" position. #1
reaches the fence, overcomes it with the assistance of #2. Using the weapon,
lifts the bottom row of wire upwards. #2 crawls under the bottom row of wire.

Method #2. Upon command #1 "FORWARD," #2 reaches the fence

and, using the weapon, lifts the bottom row of wire upwards. #1 reaches the
fence and crawls under the bottom row of wire. #1 lifts the bottom row of wire
upwards using the weapon. #2 crawls under the bottom row of wire.

During the obstacle crossing, the weapon is held in both hands. After
overcoming the obstacle, the weapon is transitioned to the "behind the back,
barrel down" position..
SCHEME OF MANEUVER

1 2
- start

- barbed wire fence

1 2 - finish

223
 EDUCATIONAL-METHODICAL CARD
CONDUCTING TRAINING ON SECTION NO. № 2

“Urban Area”

The personnel is divided into combat pairs, and soldier No. 1 is

appointed as the team leader.

Evaluation of soldier's performance at section No. 2:

"Excellent" - if soldiers overcome the section within the specified time

(in terms of speed, met the requirements) with an "excellent" rating. Mutual
assistance is organized within the pair during overcoming obstacles, the order
of overcoming obstacles is maintained, support is provided to each other by
fire. Additionally, they hit the target with a grenade.

"Good" - if soldiers overcome the section within the specified time (in
terms of speed, met the requirements) with a "good" rating. Mutual assistance
is organized within the pair during overcoming obstacles, support is provided
to each other by fire, but minor errors in the order of overcoming obstacles
are made. Additionally, they hit the target with a grenade.

"Satisfactory" - if soldiers overcome the section within the specified time

(in terms of speed, met the requirements) with a "satisfactory" rating. Mutual
assistance is organized within the pair during overcoming obstacles, support
is provided to each other by fire, but minor errors in the order of overcoming
obstacles are made.

"Unsatisfactory" - if soldiers do not meet the speed requirements for a

"satisfactory" rating. Mutual assistance is not organized within the pair during
overcoming obstacles, support is not provided to each other by fire, there
were cases of bypassing the obstacle (when refusing to overcome the
obstacle), and safety measures were violated during the actions.

The time is counted from the finish of the last soldier of the combat pair.

Starting Position

Soldiers No. 1 and No. 2 are positioned 3 meters from the tunnel.
Weapons are in the "behind the back, muzzle down" position.

224
 Obstacle No. 8

Overcoming the obstacle by the fire team “Underground

Communications”
Upon the command of the team leader, "Into the tunnel - FORWARD,"
No. 2 crawls into the tunnel first, and No. 1 follows.

After overcoming the tunnel, No. 2 takes off the weapon and places it at
the bottom of the tunnel, throws a grenade from the trench at the "infantry
group" target for accuracy and crouches at the bottom of the trench. No. 1 is
inside the tunnel. After the explosion, No. 2 fires a short burst in the direction
of the "infantry group" target and jumps out of the trench. Upon exiting the
tunnel, No. 2 switches the weapon to the "behind the back" position.
No. 1 follows No. 2 and switches the weapon to the "behind the back"
position.

SCHEME OF MANEUVER

- Start 1 2

- narrow tunnel made of tires

- wide tunnel

- exit from the tunnel (trench),

2
throwing hand granade

- target “group of infantry”

225
 Obstacle No. 9

Overcoming the obstacle by the fire team “Facade of a Ruined Building”

No. 2 runs to the building, leans against it with his back, and creates a
step using his palms.

No. 1, with a run and with the help of No. 2, jumps into the window and
stands in the window on the right side. Extends a hand to No. 2 and pulls him
into the window. No. 1, with the help of No. 2, jumps onto the balcony and
secures No. 2 as he jumps onto the balcony.

No. 1 and No. 2 cross the balcony and descend down the pipe.

After landing, the weapon is transitioned into the firing position on the
move, without using the sling.

SCHEME OF MANEUVER
- Start
-
2 1

- Facade of a Ruined
Building

1 2 - Finish
-

226
 Obstacle No. 10

Overcoming the obstacle by the fire team “ Ruined Building ”

Soldiers No. 1 and No. 2 run to the main entrance and take positions on
both sides of the entrance. Upon command from No. 1, they simultaneously
open fire into the entrance gap. No. 1 rushes in first, and No. 2 follows. From
the main entrance, fire teams displace in their respective directions. During
the traversal of each turn (a total of two), No. 1 fires a short burst.

After overcoming the brick mound, No. 1 and No. 2 navigate a cascade
of slabs one after another. No. 1 reaches the window in the wall and takes a
firing position in the window, firing a short burst. No. 2 runs, covers the face
with the rifle, jumps into the covered gap, lands with a roll, and fires a burst.
No. 1 jumps into the window after No. 2 lands.

SCHEME OF MANEUVER

- start 1 2

- ruined building

2 1

- finish
2 1

Obstacle No. 11

227
 Obstacle No. 11

Overcoming the obstacle by the fire team “basement ”

No. 1 takes a flashlight, turns it on near the entrance, and holds it in the
left hand while simultaneously holding the flashlight and the weapon by the
butt. No. 2 switches the weapon to the shooting position using the sling,
holding the weapon only with the right hand, and supporting No. 1 with the left
hand. Upon command from No. 1, "FORWARD – MOVE," both descend into
the basement.

No. 1 and No. 2 locate the designated exit according to the instructions
provided before the start (based on markings or numbers). The exit of the
combat "pair" to the surface through an unauthorized exit is prohibited. Upon
reaching the surface, No. 1 fires a short burst and switches off the flashlight.
The weapon is transitioned to the "on the back" position."

SCHEME OF MANEUVER

2 1 - start

- basement,
underground labyrinth ”

2 - finish
1

228
 Obstacle No. 12

Overcoming the obstacle by the fire team “Fence in urban area”

No. 1 reaches the fence, leans against it with their back, and creates a
step using their palms.

No. 2, running up, jumps onto the fence with the help of No. 1, shifting
their body to the other side, assumes the 'foot hook' position, and assists No.
1 in overcoming the fence. After overcoming the obstacle and upon enemy
fire, the combat team takes a prone position for shooting.

SCHEME OF MANEUVER

- start
2 1

- fence”

- finish
2 1

229
 Obstacle No. 13

Overcoming the obstacle by the fire team under enemy fire

(delivery of ammunition under machine gun fire)

No. 1 instructs No. 2 to move and deliver ammunition (a 25 kg crate).

The delivery of ammunition is carried out in turns with two short sprints,
supporting each other with fire

SCHEME OF MANEUVER

1 25кг 2 25кг - start

1 2
30 meters

1 2
- finish

Stronghold

230
 Obstacle No. 14
Overcoming the obstacle by the fire team
“The terrain after artillery shelling”

Starting position - 3 meters from the craters. Weapon - in the right hand.
Upon the command of the leader "FOLLOW ME - FORWARD," No. 1
jumps into the first crater, maneuvers to the central crater, and then
maneuvers into the third crater.
No. 2 overcomes the terrain following No. 1. During the maneuver, the
weapon is pressed against the chest. In the third crater, upon the command
of No. 1, both put on gas masks while lying down.

SCHEME OF MANEUVER

“GAS” 2
- start
1

- craters

2
1

- finish

231
 Obstacle No. 15
Overcoming the obstacle by the fire team “Contaminated area”
No. 1 and No. 2 overcome the terrain in gas masks. Weapons are held
in hands for firing.

SCHEME OF MANEUVER

- start

1 2

- finish
1 2

232
 Obstacle No. 16

Overcoming by the fire team “Ammunition carrying area”

No. 1 and No. 2, in gas masks, traverse a pit on a beam, jump into the
pit on their side of the beam, and shift the weapon to the "back" position.
Together they take a crate (40 kg) and carry it from the front side to the rear
side. They then jump out of the pit.

SCHEME OF MANEUVER
- start

1 40 kg 2

1 2

“Remove the gas

masks ” 1 40 kg 2 - finish

233
 Obstacle No. 17

Overcoming the obstacle by the fire team

“Rope Crossing and Descent on a Rope Bridge”

No. 1 and No. 2 – reach the "End of Contaminated Zone" sign, remove
gas masks, and transition the weapon to the "Back" position.
No. 1 ascends the starting platform using the pole (height 3 meters).
They overcome the rope crossing, step onto the finishing platform, pull the
carriage towards them using a rope with both hands, and descend on the
rope bridge. After passing the smoke-filled area, they jump off the carriage
without waiting to land on their feet.
No. 2 follows No. 1 and repeats their actions.
After landing, the weapon is held in the right hand.
No. 1 assumes a prone shooting position at the turn of the track and
waits for No. 2 to approach.
The rope crossing is overcome in one of two ways.
Method No. 1. The crossing is overcome in the "back down" body
position using hands and legs.
Method No. 2. The crossing is overcome using hands in the "belly up on
the rope" body position, balancing with the feet.
If it is impossible to complete the entire rope crossing, the trainee,
holding the rope with their hands, lowers their legs down and brings them
together, releases the rope, and performs a roll upon landing.

SCHEME OF MANEUVER

1 1

1 1
1
2

234
 Obstacle No. 18

Overcoming the obstacle by the fire team “Suspension Bridge”

No. 1 and No. 2 overcome the obstacle one after the other, ready to
cover each other. The weapon is held in the right hand by the grip.

SCHEME OF MANEUVER

- start
1 2

1
2

- suspension bridge

2
1

- finish 2 1

235
 Obstacle No. 19

Overcoming the obstacle by the fire team “Fire Gallery”

Starting position: 5 meters from the obstacle, weapon in the right hand.

Upon command No. 1 "FOLLOW ME - FORWARD," No. 1 and No. 2

advance through the obstacle in a column, one by one. While moving through
the gallery, the head is tucked into the shoulders, body slightly bent, and the
weapon covers the face. Upon reaching the gallery, be ready to cover each
other.

SCHEME OF MANEUVER

- fire gallery

1 1

2 2

236
 EDUCATIONAL-METHODICAL CARD
CONDUCTING TRAINING ON SECTION NO. 3

“Special Conditions”

Evaluation of a serviceman at the section No. 3:

"Excellent" - if the servicemen crossed the strip within the specified time
(showing speed, meeting requirements) warranting an "excellent" rating.
Additionally, in this scenario, mutual assistance was organized while
overcoming obstacles, maintaining the order of obstacle crossing, and
providing mutual fire support, hitting the target with a shovel (knife).

"Good" - if the servicemen crossed the strip within the specified time
(showing speed, meeting requirements) warranting a "good" rating. In this
case, mutual assistance was organized while overcoming obstacles and
mutual fire support provided, but minor errors in the order of overcoming
obstacles were made, hitting the target with a shovel (knife).

"Satisfactory" - if the servicemen crossed the strip within the specified

time (showing speed, meeting requirements) warranting a "satisfactory"
rating. In this case, mutual assistance was organized while overcoming
obstacles, and mutual fire support provided, but minor errors in the order of
overcoming obstacles were made.

"Unsatisfactory" - if the servicemen failed to meet the speed

requirements warranting an "unsatisfactory" rating. In this case, mutual
assistance was not organized while overcoming obstacles, and mutual fire
support was not provided. There were cases of bypassing the obstacle
(refusal to overcome the obstacle), and safety measures were violated during
the action.

The time is counted from the finish of the last serviceman of the buddy
team.

237
 Obstacle No. 20

Overcoming the obstacle by the fire team

“Anti-tank Ditch by Various Methods”

No. 1 crosses the ditch on a beam, takes a position at the edge of the
beam, and fires a burst.
No. 2 overcomes the ditch by its slopes. No.1 lies down and extends a
hand to No. 2, assisting in climbing to the surface.

SCHEME OF MANEUVER

- start
2 1

2 1

- anti-tank ditch
2

- finish
2 1

238
 Obstacle No. 21

Overcoming the obstacle by the fire team “Enemy simulation area”

"Throwing the Sapper Shovel (Knife) into the Target"

No.1 and No.2 reach the boundary, placing their weapons - No.1 on the
left, No.2 on the right side of the barrier. They take a sapper shovel (knife)
from the barrier and take turns throwing it at the target from a standing
position.
After the throw, they immediately pick up their weapons and, from a
kneeling position, fire towards the target.

"Hand-to-Hand Combat"
No.1 and No.2 simultaneously approach the mannequin, No.1 from the
left, No.2 facing the mannequin.
No.1 performs a kick with the left leg. No.2 performs a strike with the
stock, leaning downwards. No.1 performs a circular strike with the stock from
the right. No.2 - picking up the leg, delivers a kick forward and, placing the
foot on the ground, strikes forward with the magazine.

SCHEME OF MANEUVER

- start
2 1

1 2 - finish

239
 Obstacle No. 22

Overcoming the obstacle by the fire team “Destroyed Bridge”

No.1 and No.2 reach the obstacle. Weapons are in the "behind the
back" position.
No.1 and No.2 overcome the obstacle one after another, ready to
support each other with fire.

SCHEME OF MANEUVER

1 2 - start

1
2

2
- destroyed bridge

2 1

2 1
- finish

240
 Obstacle No. 23

Overcoming the obstacle by the fire team “ Area in Fire ”

No. 1 and No. 2 advance one after the other and overcome the obstacle
with a jump..

SCHEME OF MANEUVER

1 2 - start

- fire in a trench

1 2 - finish

241
 Obstacle No. 24

Overcoming the obstacle by the fire team “Narrow Passage with

Wheels”

The weapon is in the "behind the back" position. No.1 and No.2
overcome the obstacle one after the other. Helping each other is prohibited.
During overcoming the obstacle, it is allowed to hold onto the wooden parts of
the obstacle with hands.

SCHEME OF MANEUVER

- start
1 2

2
1

- narrow passage
made of wheels

2
1

1 2 - finish

242
 Obstacle No. 25

Overcoming the obstacle by the fire team

“ Casualty Evacuation”

No.1 and No.2 run to the mark, transfer the weapon to the firing position
on the move without using the sling, with the barrel down. On command #1
"AIR", they take a prone position for shooting at aerial targets. They shoot off
the ammunition.

On command No.1 "I AM INJURED", No.2 carries the casualty and the
weapon by one of the specified methods to the respective mark. After
overcoming the area, the weapon is taken in the right hand.

SCHEME OF MANEUVER

- start
1 2

1
2

- casualty evacuation area

10 meters

1
2

1 2 - finish

243
 Obstacle No. 26

Overcoming the obstacle by the fire team “Fast Momvement”

Upon command No.1 "RUN FORWARD - MOVE", No.1 and No.2 cover
the distance to the finish with maximum speed. The weapon is held in the
right hand while running.

SCHEME OF MANEUVER

- start
1 2

50 meters

2
- finish
1

244
 Topic 3. Formation and Strengthening of Psychological Resilience
of Personnel During Combat with Enemy Armored Vehicles (4 hours).

Lesson 1. Formation of Psychological Confidence of Military Personnel

in Their Actions Regarding the Destruction of Enemy Armored Vehicles (2
hours).

Conditions: Practical; on-site.

Methodical Recommendations:
The actions of the instructor and trainees are defined in the Algorithm
"Formation of Psychological Confidence of Military Personnel in Their Actions
Regarding the Destruction of Enemy Armored Vehicles" (Appendix A.3).
To provide the personnel with a clear understanding of the strengths
and weaknesses of the enemy's armored vehicles, samples of armored
vehicles (tanks, IFVs, APCs) with their diagrams and photos are present on
the training ground. Vulnerable areas are highlighted in bright colors and
explanatory labels are provided indicating the most effective weapons to use
(Appendix A.4).
Anti-tank weaponry that is part of the unit's armament is also
demonstrated. The session concludes with a summary.

Lesson 2. Psychological Overcoming of Tank Fear by Military

Personnel during the Familiarization with Armored Vehicles (2 hours).

Conditions: Practical; on-site.

Methodical Recommendations:
The actions of the instructor and trainees are defined in the Algorithm
"Psychological Overcoming of Tank Fear by Military Personnel during the
Familiarization with Armored Vehicles" (Appendix A.5).
The session takes place on a tactical field under the guidance of the
unit commander. Personnel practically perform actions related to engaging
armored vehicles with simulated fire. Each servicemember is assigned
conditions for performing the exercise (sequence of taking cover, number of
shots, and their order), using additional simulation means. Each
servicemember is given the opportunity to practice the exercise three times. If
a servicemember exhibits low psychological resilience, the exercise may be
repeated until a positive result is achieved.
For individuals experiencing fear of tanks, it is advisable to have them
crawl under the vehicle first, with the engine off, and then - with the engine
running, before proceeding to familiarize them with the vehicles, alongside a
more experienced servicemember or unit commander in the trench.
During the engagement, each servicemember must have a high level of
motivation to destroy enemy equipment. Therefore, they should be tasked
with destroying a tank both upon its approach and after it passes. While
positioned in the trench where the tank is supposed to pass, servicemembers
245
are tasked with firing at the tank's observation devices, followed by taking
cover in the trench as the tank crosses, and engaging the tank from behind
as it moves away.
A psychologist officer observes the psychological reactions of
servicemembers undergoing familiarization with armored vehicles and
provides recommendations to the session leader regarding the necessary
number of exercise repetitions to build psychological resilience, based on the
psychological peculiarities of each servicemember. The session leader
monitors the actions of the trainees and ensures compliance with safety rules
by the personnel. A prepared instructor or experienced soldier is stationed in
the trench with servicemembers who exhibit fear.
To engage tanks for their destruction during the familiarization, it is
advisable to use rocket-propelled grenades. After firing a grenade, the
shooter should fire blank rounds from their firearm towards the armored
object to hit the crew of the combat vehicle attempting to exit the burning
vehicle. Smoke grenades and other smoke-simulating means are used to
create a smoke screen and slow down the movement of the combat vehicle
as it approaches the trench. During the exercise, 2-3 explosive packs are
detonated at a distance of 10-30 meters from the servicemember,
accompanied by gunfire from small arms and tank machine guns. When the
tank approaches the trench, slight turret rotations should be performed.
It is essential to extensively use simulation tools, sound simulators of
gunfire to make the training conditions closer to real combat situations and to
train actions in case of fire and to develop a habituation to the sounds of
shots and explosions (Appendix A.8).
The results are suggested to be evaluated based on the locations of
grenade hits in three damage zones:
"Excellent" – if the armored object is hit in zone No.1;
"Good" – if the armored object is hit in zone No.2;
"Satisfactory" – if the armored object is hit in zone No.3;
"Unsatisfactory" – if the armored object is not hit.
The vulnerable areas of armored vehicles scheme (Appendix A.4) is
used during the session.
A military medic is present at the session and provides medical
assistance if necessary. At the end of the session, a group debriefing is
conducted, with each servicemember sharing and evaluating their actions
and those of their comrades.

246

Appendix А.3 – Algorithm of actions of the instructor and servicemen
during the practical lesson "Formation of psychological confidence of
servicemen in their actions to destroy enemy armored vehicles".
Instructor's actions
Clarifies safety measures, the procedure for
performing and evaluating the exercise.
Briefly surveys the personnel on their knowledge
of basic safety measures.
Demonstrates samples of anti-tank weapons in
service with the Armed Forces of Ukraine. Explains
the characteristics of the means of destruction. (It is
desirable to demonstrate on actual samples, if
unavailable – using slides, drawings, photos)
Points out the strengths and weaknesses of
enemy armored vehicles (tank, BMP) and the
methods of their destruction, both using anti-tank
means and using a "Molotov cocktail", using a non-
mobile sample of armored vehicles
Demonstrates the "dead" zones that are not
affected when fired upon by cannons and tank
machine guns.
Demonstrates to each serviceman, from inside
the tank (BMP), the limited possibilities of
observation, to ensure they are confident in the
presence of "dead" zones for observation by the
crew.
Explains and demonstrates the procedure for
personnel to crawl under a stationary tank (BMP).
Supervises the practical performance of the
personnel in crawling under a stationary tank (BMP).
Points out deficiencies.
Explains and demonstrates the procedure for
personnel to crawl under a tank (BMP) with the
engine running.
Supervises the practical performance of the
personnel in crawling under a tank (BMP) with the
engine running. Points out deficiencies.
Explains and demonstrates the procedure for
actions to destroy a tank approaching the position
(firing at observation devices, pulling out a simulated
anti-tank obstacle as the tank approaches at a
distance of 15-20 m, throwing a "Molotov cocktail"
mock-up, squatting in the trench while the tank
(BMP) overcomes the trench).
Explains and demonstrates the procedure for
actions as the tank moves away from the position
(hitting the tank (BMP) with a grenade launcher or
throwing a "Molotov cocktail" mock-up and then firing
at the infantry moving behind the tanks (BMP).
Provides recommendations and demonstrates
techniques and methods to develop and maintain
mental readiness for active actions to destroy enemy
tanks.
Supervises the practical performance of the
personnel in applying techniques and methods to
develop and maintain mental readiness for active
actions to destroy enemy tanks. Points out
247
Appendix А.3
Actions of the Trainees
They grasp educational information and ask
questions.
They answer questions regarding knowledge of
basic safety measures.
They grasp educational information and ask
questions. If real weapon samples are available,
they handle them, familiarize themselves with the
ergonomics of anti-tank weapons, and so on.
They grasp educational information and ask
questions. With the instructor's permission, they
climb onto the armored vehicles and inspect the
areas suitable for engagement.
They grasp educational information and ask
questions.
They grasp educational information. They take
turns occupying the positions of tank (APC) crew
members to ensure the presence of "dead" zones
for observation by the crew. They ask questions.
They grasp educational information and ask
questions.
They take turns crawling under the tank (APC).
They ask questions.
They grasp educational information and ask
questions.
They take turns crawling under the tank (APC).
They ask questions.
They grasp educational information and ask
questions.
Individuals designated by the session leader
answer questions regarding their knowledge of the
established procedure.
Individuals designated by the session leader
answer questions regarding their knowledge of the
established procedure.
deficiencies.
Conducts After-Action Review (AAR) during They actively participate in the AAR, answering
which assists servicemen in assessing the questions about the level of achievement of the
achievement of the lesson's educational goal overall educational objectives of the lesson as a whole and
and focuses on the positive results of the lesson and focusing on positive outcomes and overall
general deficiencies, their causes, and ways of deficiencies, their causes, and ways of
improvement.. improvement.

For reference, it is necessary to mark on the terrain the real spatial

boundaries that are inaccessible for engagement and observation sectors. This will
allow the personnel to visually perceive and remember these possibilities better.

To instill confidence in the personnel regarding the effectiveness of anti-tank

(APC) means, it is crucial during the training sessions to present these means in
their natural form: anti-tank firearms, anti-tank barriers, obstacles (mine-explosive,
hedgehogs, abatis, barriers, ditches, scarps, traps, etc.), and visually demonstrate
their capabilities. Furthermore, experience suggests that before conducting the
mentioned session, it is advisable to provide practical training to the personnel on
operating anti-tank engagement means.

248
 Appendix А.4.

Appendix А.4. – Scheme of Vulnerable Points of Armored Vehicles

Vulnerable zone №3
“ Satisfactory ”

Vulnerable zone № 1
“ Excellent ”

Vulnerable zone № 2
“Good”

249
 Appendix А.5
АЛГОРИТМ
Actions of the Leader and Military Personnel During the Practical Training
Session "Psychological Overcoming of Tank Fear in Servicemen During
Familiarization with Armored Vehicles.

Instructor's actions Actions of the Trainees

Clarifies safety measures, the procedure for
performing and evaluating the exercise.
Briefly quizzes the personnel on knowledge of
basic safety measures.
Demonstrates (session leader or a prepared
serviceman) the correct actions of a serviceman in
taking a position in a trench for standing firing,
preparing the weapon for shooting at armored
vehicles, etc.
Monitors the correctness of actions of
servicemen in the trench.
Checks the readiness of the tank (BMP) crew
using communication means.
Gives the command for the tank (BMP) crew to
start moving.
Monitors the actions of the serviceman
performing the exercise in the trench.
Gives the command for the tank (BMP) crew to
stop.
Evaluates the actions of the serviceman, points
out deficiencies, demonstrates correct actions,
answers personnel's questions.
Gives the command for the tank (BMP) crew to
return to the initial line.
Gives the command to the next serviceman to
take position in the trench.
Ensures compliance with the methodology of
conducting the session and evaluation of the
servicemen's actions according to relevant criteria.
Conclusion: After the exercise is practiced by
all servicemen, conducts an after-action review
(AAR) during which assists servicemen in assessing
the level of achieving the educational goal of the
session overall and focuses on positive results of the
session, as well as general deficiencies, their
reasons, and improvement strategies.
Absorb educational information and ask
questions.
Respond to questions regarding knowledge of
basic safety measures.
Take turns taking positions in the trench,
attempting to prepare the weapon for shooting at
armored vehicles, etc. Ask questions.
A designated serviceman takes position in the
trench.
Prepares to repel the tank attack. Other
servicemen attentively observe his actions.
Executes the exercise to repel a tank attack:
firing at observation devices, pulling out a simulated
mine barrier or throwing a mock "Molotov cocktail"
as the tank (BMP) approaches at a distance of 15-20
m, crouching in the trench when the tank (BMP)
overcomes the trench, hitting the tank (BMP) with a
grenade launcher or throwing a mock "Molotov
cocktail" and then firing at the infantry moving behind
the tanks (BMP). Other servicemen closely watch
his actions.
Leaves the trench and listens to the evaluation
of the session leader, asking questions. Other
servicemen absorb educational information and ask
questions.
The serviceman who completed the exercise
returns to formation.
The next serviceman takes position in the
trench, tries to prepare the weapon for shooting at
armored vehicles, etc. Asks questions. Other
servicemen attentively observe his actions. Ask
questions.
Take turns performing the exercise, receiving
feedback, listening to remarks, and asking
questions.
Actively participate in the after-action review
(AAR): answer questions regarding the level of
achieving the educational goal of the session overall,
focus on positive session results, and discuss
general deficiencies, their reasons, and
improvement strategies.

Additional Information. Tank Maneuver Training - a technique that

significantly influences the psyche of a serviceman, forming high levels of
willpower, determination, courage, and bravery. The maneuver training should be
conducted using moving armored vehicles on a closed track. The route is equipped
with various profile trenches, trench sections, slots, and mock-ups of local objects.
During the training, it is important for each serviceman to have a high level of
motivation to destroy the enemy's vehicles. To achieve this, the task of destroying
the tank should be assigned both during its approach and afterwards.

250
 During the session, if there are several session leaders (instructors), 1-2
tanks (BMPs) moving in a circle over pre-dug and equipped trenches where
servicemen are positioned can be used. During the exercise, the session leader
observes the actions of the trainees, ensures compliance with safety rules by the
personnel. In the trench, next to the servicemen who exhibit fear, the session
leader, a prepared instructor, or an experienced serviceman should be present.

During tank maneuver training, it is advisable to use rocket-propelled

grenades for their destruction. After simulating a shot and throwing a mock
"Molotov cocktail," the shooter should fire with blanks from standard weapons in the
direction of the armored target aiming to hit the crew of the combat vehicle
attempting to leave the burning vehicle. To create a smoke screen and slow down
the movement of the combat vehicle as it approaches the trench, the personnel can
use smoke-producing means (hand smoke grenades, smoke pots).

During the exercise, at a distance of 10-30 m from the serviceman, firing with
blank rounds from the tank's machine gun is necessary. As the tank approaches
the trench, minor turret rotations to the right and left are carried out.

During the session, it is necessary to widely use means of imitation, sound

simulators of gunfire to simulate training conditions close to real combat situations
and to train actions in case of shelling, developing familiarity with the sounds of
gunfire and explosions.

In the preparation of mechanized unit personnel to instill decisiveness,

courage, and bravery, it is expedient to practice the performance of various
techniques characteristic of anti-tank combat in combat situations during the
sessions: throwing grenades, jumping onto a moving tank to "blind" the crew,
pulling anti-tank mines under the tank's tracks using a rope (wire).

It is suggested to evaluate the results based on the hit locations of the

grenade in the three strike zones (Appendix A.4):
- "Excellent" – if the armored object is hit in zone No.1;
- "Good" – if the armored object is hit in zone No.2;
- "Satisfactory" – if the armored object is hit in zone No.3;
- "Unsatisfactory" – if the armored object is not hit.

251
 Topic 4. Formation and Strengthening of Psychological Resilience
of Personnel to Enemy Artillery Shelling (2 hours).
Session 1. Psychological training of the Unit Personnel for Survival in
the Conditions of Enemy Rocket and Artillery Weapons Application (1 hour).
Conditions: practical; on-site.
Methodological Recommendations.
The actions of the leader and the learners are defined in the Algorithm
"Actions of the Leader and Servicemen during the Practical Session
'Psychological training of the Unit Personnel for Survival in the Conditions of
Enemy Rocket and Artillery Weapons Application'" (Appendix A.6).

The session is conducted on a tactical field under the guidance of the

unit commander. To conduct the session, a prepared area (sector) with a
radius of approximately R = 400 m is used, where three impact zones are
arranged in order of distance from the center of the circle: the first – 200 m,
the second – 300 m, the third – 400 m. Shelters for the personnel are
arranged in these impact zones: a bunker (preferably with three to four
embrasures or made of concrete) with an entrance at an angle near the
center of the circle; further at a distance of approximately 250–300 m from the
center – a covered slit trench, and even further at a distance of up to 400 m –
an open trench. Combat vehicles are positioned in the trenches (shelters)
alongside the shelters for the personnel, a tank is positioned within 200 m
from the center, and an APC (IFV) – within 300 m (Appendix A.7).

Servicemen familiarize themselves with the psychological aspects of

artillery use, variants of equipping field defensive structures (covered slits,
bunkers) using reinforced concrete, steel, and wooden constructions with
earth embankment, as well as the specifics of their arrangement in case of
the enemy's use of cluster munitions. Artillery fire is carried out on dummy
targets and fortifications from prepared artillery positions to demonstrate the
actions and consequences of artillery bombardment, emphasizing the
necessity of the best fortification of positions.

To instill confidence in the strength of fortifications for the protection of

personnel and equipment, the results of artillery fire on them should be
demonstrated, explaining their protection characteristics and methods of
arrangement, taking into account the peculiarities of equipping for protection
against cluster munitions on the strong points.

Recommendations are given to the personnel on positioning in

fortifications during shelling to reduce the possibility of injuries, as well as on
forming and maintaining a state of psychological readiness for active actions
before, during, and after artillery shelling (Appendix A.8). At the end of the
session, a group debriefing is conducted, listening to each serviceman with
an evaluation of their actions and the actions of their comrades.
252
 Session 2. Psychological Toughening of the Personnel during Fire
Impact on the Unit's Positions with Rocket and Artillery Weapons (1 hour).
Conditions: practical; on-site.
Methodological Recommendations.
The sessions are conducted on a tactical field under the guidance of the
unit commander. Simulation of shelling of the unit personnel is carried out,
who take turns being in cover (bunkers, covered slit trenches, open slit
trenches, trenches) and directly in combat vehicles located in trenches
(shelters) and in open terrain. To simulate mine explosions and artillery shell
bursts, appropriate simulation rounds IM-82, IM-85, IM-100, IM-120, IM-120A,
electric blasting packs, and imitation shells SHIRAS are used (Appendix A.9).
The simulation fields should be located no more than 20 m from the shelters
for the personnel. Simulation of salvo fire and launches of anti-tank guided
missiles should be carried out using detonations of explosive packs and
signal rockets. The session leader should be with the personnel under
artillery fire and maintain stable communication with the session assistants
from the simulation.

The personnel observe the enemy. The session leader gives

commands according to the signal table for simulating "enemy" artillery fire.
The personnel take designated positions in trenches, trenches, bunkers, etc.
The simulation group activates sound recordings, detonates simulation
devices, simulating artillery (aviation) bombardment on the positions. Smoke
mixtures and smoke grenades are ignited.

Upon the session leader's command (after the simulation of artillery and
aviation bombardment is completed), the personnel take firing positions
according to the combat calculation. At the end of the session, a group
debriefing is conducted, listening to each serviceman with an evaluation of
their actions and the actions of their comrades.

253
 Appendix A.6

Appendix A.6 – Algorithm of actions of the trainer and trainees during

the practical training "Psychological setting of the personnel for
survival in the conditions of enemy use of rocket and artillery weapons"

Actions of the trainer Actions of trainees

Presentation of combat experience on the Perceive educational information. Ask
importance of developing mental resilience to the questions.
negative effects of the enemy's use of artillery
systems and MLRS.
Explains the safety measures, procedure and
evaluation of the exercise.
Briefly interviews personnel on their knowledge
of basic security measures. Answer questions about their knowledge of
Describes the means of rocket and artillery basic security measures.
destruction in service with the armed forces of the Perceive the training information. Ask questions.
occupiers, their technical characteristics.
Familiarizes the personnel with the options for
equipping field defensive fortifications: a prepared Perceive the training information. Ask questions.
area (platoon stronghold) with a radius of With the permission of the class leader, enter the
approximately R = 400 m, where three zones of fortifications and inspect their equipment.
destruction are arranged with a radius of 200 m, 300 Perceive the training information.
m, and 400 m. In these areas, in order of distance
from the centre of the circle, shelters for personnel
are arranged: in the area of the centre of the circle, a
dugout (preferably in three or four layers or made of
concrete) with an angled entrance; then, at a distance
of approximately 250-300 m from the centre, a
blocked gap, and even further, at a distance of up to
400 m, an open gap (trench). Along with the shelters
for personnel, combat vehicles are located in
equipped trenches (shelters), a tank at a distance of
up to 200 m from the centre, an armoured personnel
carrier (APC) - up to 300 m (see Appendix 1).
Takes personnel to a safe distance to cover.
Gives the command to the artillery firing officer to
open fire. Move to a safe distance and take shelter. Ask
After the end of the shelling, he gives the questions.
command to the artillery firing commander to prohibit In the shelters, listen to the sounds of
the opening of fire, brings the personnel to the site explosions, try to determine the calibre and type of
and demonstrates the effects of the use of rocket weapon used. Ask questions.
and artillery weapons on the prepared fortifications, At the command of the exercise leader, go to the
explains their capabilities for protection against designated area and examine the effects of the use
rocket and artillery weapons, as well as the features of rocket and artillery weapons on the prepared
of their equipment in the event of the enemy's use of fortifications, find out their capabilities for protection
cluster munitions, strengths and weaknesses of the against rocket and artillery weapons, as well as the
fortifications. During the conversation with the features of their equipment in the event of the
personnel, he forms an opinion on the need for the enemy's use of cluster munitions, strengths and
best possible fortification of the positions. weaknesses of the fortifications.
During a conversation with the personnel, he reveals
the psychological aspects of the use of artillery.
Explains and demonstrates the procedure for Perceive the training information. Ask questions.
personnel to follow when receiving a signal of artillery
shelling and after it has ended.
Briefly interviews the personnel on their knowledge of
the proven procedure.
Supervises the practical training of personnel in the
procedure for receiving a signal of artillery shelling and
after its completion. Points out any shortcomings.

254
 Provides recommendations and demonstrates
techniques and methods for positioning in
fortifications during shelling to reduce the possibility of
injury and wounds and for forming and maintaining a
state of mental readiness for active actions before,
during and after artillery fire (see Appendix 3).
Briefly surveys personnel on their knowledge of
proven recommendations.
Conducts AAR, during which he helps
servicemen determine the degree of achievement of
the training objective of the lesson as a whole and
focuses on the positive results of the lesson and
general shortcomings, their causes and ways to
improve.
255
Perceive educational information on the
psychological aspects of using artillery. Ask
questions.
Answer questions about knowledge of the
proven procedure.
Practically practice the procedure for receiving
a signal of artillery shelling and after it ends. Ask
questions.
Take an active part in conducting the AAR:
answer questions about the degree of achievement
of the learning objective of the lesson as a whole
and focus on the positive results of the lesson and
general shortcomings, their causes and ways to
improve.
 Appendix A.7

Appendix A.7 – Scheme of the prepared area equipment for

psychological setting of the personnel for survival in the conditions of
enemy rocket and artillery weapons use

Open dugout

400 м
300 м
104
103
Blindage 200м
103
102

101
Shelter for
personnel

256
 Appendix A.8

Appendix A.8 – Recommendations for the formation and maintenance of

a state of psychological readiness of servicemen for active actions
during and after artillery shelling

Before the artillery shelling began:

1. While on the ground, always assess its capabilities for your
shelter during the shelling.
2. Plan your behaviour at the time of the shelling:
- In your imagination, model the algorithm of actions if the shelling
starts;
- practice your actions to take cover during a possible attack.

During the shelling:

1. Try to react quickly to the danger and get to a safe place.
2. While taking cover, shift your attention away from the danger:
try to solve a difficult math problem (multiplying three-digit numbers in
your head, counting backwards from 100 through 7 units, etc;)
use breathing exercises (inhale air so that your stomach swells, then
hold your breath for 2-5 seconds and then slowly exhale (exhalation should
be twice as long as inhalation);
do self-massage of the collar zone of the body, or ask someone who is
close to you to do it;
do fine motor skills exercises (load the magazine, etc.);
alternately tense and relax the muscles of different parts of the body as
much as possible;
say a pray.
3. Help someone who is close to you and needs it to calm down:
take their hand, put your hand on their shoulder;
talk about peaceful life after the war,
tell an anecdote (joke).

After the shelling:

1. Praise yourself for your endurance and courage.
2. Thank those who were around and helped you, discuss your
feelings with them.
3. Help those who are close to you and need it (first aid in acute
mental conditions).
4. Drink some hot tea.
5. If you feel worse than before the shelling, consult a psychologist.

257
 Appendix A.9

Appendix A.9 – Simulation tools, used during psychological training

classes according to the Program of Basic Combined Arms Training TP
7-00(03).01

№ Total Material support of the lesson. (Name of the

Topic
hours simulation tools, time of their use)
1 2 3 4
1 Topic 1: Mental self-regulation No simulation tools are used
techniques. First psychological 3
aid and self-help
2 Topic 2. Formation and 1. Sound equipment that relays the sounds of shots,
strengthening of the screams of the wounded and false commands
psychological resilience of 2. Anti-tank weapons that are in service with the unit
personnel during the 2 (display, demonstration)
overcoming of a special lane 3. Explosive packages
(obstacle course). 4. Hand-held smoke grenade type RDG-55 or RDG-
55M
3 Topic 3. Formation and 1. Diagrams (posters) and photographs of armoured
strengthening of psychological vehicles (tanks, armoured personnel carriers,
resilience of personnel in the armoured personnel carriers) with vulnerable points
fight against enemy armoured marked in bright colours
vehicles. 2. Blank ammunition for AK-74 - 7X3
3. Blank ammunition for PKT (7.62 - 57-X-322; 57-X-
323; 57-X-340)
4. Mine barrier
5. Used RPG-18 "Fly" anti-tank grenade launcher
6. Hand-held smoke grenade of RDG-55 or RDG-55M
4
type
7. Explosive packages
8. Training grenade UPG-8 (in the dimensions of RKG-
3)
9. Fuse to the UPG-8 training grenade
10. Training grenade of the URG type
11. Fuse to the URG training grenade
12. Imitation cartridge IM-82
13. Imitation cartridge IM-120
14. Smoke grenades 81 mm 3D6
4 Topic 4. Formation and 2 1. Tank and infantry fighting vehicle
strengthening of the 2. Growth target No. 8
psychological stability of 3. Imitation cartridge IM-82
personnel to enemy artillery 4. Imitation cartridge IM-85
shelling 5. Imitation cartridge IM-100
6. Simulation cartridge IM-120
7. Electric explosive packages
8. Explosive packages
9. Jet signal cartridge
10. Hand-held smoke grenade type RDG-55 or RDG-
55M
11. Gasoline (any brand)
12. Automobile oil of any brand (used oil is allowed)
13. Rags (containing cotton)
14. Sound equipment that imitates artillery shelling and
air raids
15. Blank shells for a tank (125 mm 4X33)
16. Blank shells for an infantry fighting vehicle (73 mm
X-48)

258
 Learning to act as part of a section (platoon)

Sessions
№ Hours
Topic Self-
per topic Theory Practice
preparation
Topic 1. Building and strengthening
1. mutual trust between military personnel, 2 2
unit cohesion.
Topic 2. Building and strengthening of
the psychological resilience of personnel
2. 2 2
during the overcoming of a special lane
(obstacle course).
Total hours: 4 0 4 0

Topic 1: Building and strengthening mutual trust between military

personnel, unit cohesion (2 hours).
Lesson 1: Formation and strengthening of mutual trust between
servicemen (2 hours).
Conditions: practical; on the ground during daylight hours.
Methodological recommendations: the lesson is held in an open
meadow with natural or artificial elevations. The servicemen practically
perform mutual trust exercises, namely: "Falling on trust", "Binding the
group", "Repetition of movements", "Rock climber", "Mirroring", "Similarity and
difference". At the end of the lesson, a group debriefing is held, where each
soldier listens to his or her own and their comrades' actions and evaluates
them.

259
 Typical exercises to build up trust and courage

1. Trust building exercise "Guide".

Objective: to realize the conditions for establishing trust between the
participants of the training; to make the participants feel the positions of the
"leader" and the "led".
Materials: a set of obstacles made of 5-10 objects: chairs, benches, etc.
Trainer: We leave the circle and divide into two teams. The first team is
the "leaders", the second is the "driven". Leaders and followers take seats at
different ends of the room and divide into two more subgroups - columns of
one. Obstacles are placed in the space between the leaders and the driven.
The driven, standing first in the columns, are blindfolded to avoid seeing the
obstacles. The leaders, who stand at the head of their columns, address the
blindfolded people and at the same time give them a command to move
across the room (towards the leaders). In order to avoid bumping into
obstacles, the led should follow the commands of their leader only. When the
leader-driven pair finishes the exercise, the next subgroup takes their place.
At the end of the first stage of the exercise, the leaders and the driven change
places and functions so that each participant can feel themselves in both
positions. The exercise continues until all participants have completed it. The
group can then discuss the exercise by returning to the circle.
Trainer 2: What was more difficult for you - to be a "leader" or a "driven"
as it manifests in your life (an example, even a domestic one)?
Recommendations for the trainer: Make sure that participants do not get
injured during the exercise. Take into account the possibility of collision with
obstacles. The time of the exercise is 10-15 minutes.
Indicative list of questions to ask the participants after the exercise:
What emotions did you experience during the exercise (taking into
account your position)?
What difficulties did you have when performing the exercise in the
"driven" position?
What difficulties did you have in the "driven" position?
What determines the success of both positions?
2. Trust building exercise "Friendly hands".
Objective: to realize the conditions for establishing trust between the
participants of the training.
Materials: blindfolds.
Trainer: Participants form a tight circle. Each participant in turn goes to
the centre of the circle, closes his/her eyes, spins around his/her axis, and
then falls face down. The participants behind him/her pick him/her up with
their hands. Each participant has to go to the centre of the circle and test the
reliability of the team.
Trainer 2: How did you feel when you were in the circle? What was the
most difficult part of the exercise?
Recommendations for the trainer: Make sure that participants do not get
260
injured during the exercise. It is best to keep the radius of the circle smaller
than the height of the participant in the centre. It is important to allow
participants to express their feelings about the exercise. Also ask them about
their experience of falling into the arms of their friends.
At the end of the training, you should assess the reactive psychological
indicators of the participants, which indicate the degree of anxiety, the
development of adaptation problems and trust in the team. The exercise time
is 3-5 minutes.
3. Exercise "Trustful fall".
The soldier stands at a height (chair, table, etc.). The group stands
behind him in two lines, arms outstretched, forming a corridor. The soldier
folds his arms across his chest (so as not to hit the faces of others) and falls
onto the outstretched arms of the participants standing below. You can fall on
your back or face.

Safety precautions. For those who are standing. Stand in a tight group,
legs should be firmly planted (standing position, arms bent at the elbows,
stretched forward; hands of each person pass between the hands of a
partner, i.e. hands of people in both rows alternate). Fix and hold the pelvic
bones. Heads should be tilted back. If there is a very weak person in the
group, a stronger person can be held up by a stronger person who stands
behind him/her and puts his/her hands under the person.
For those who fall. Arms should be folded across the chest. Make sure
that the person does not fall past the group. Do not bend the legs at the
knees. Before falling, ask if the group is ready and wait for a clear answer.

261
 It is desirable that the person starts the exercise and completes it to the
end, but you should not force them to do so. If a person hesitates for a long
time, you can use the following method: everyone stands up in a tight group
and stretches out their arms to meet the falling person. As a result, the
person sees friends in the group who are ready to support them. This makes
the exercise much easier to perform, but it is advisable to repeat it in the
original version.
The exercise should be performed with the utmost care and attention. In
no case should you allow a situation where the group does not catch a
person, because this greatly undermines the trust in the group. If this
happens, you should discuss the situation and repeat it very carefully if
possible.

Topic 2. Formation and strengthening of the psychological

resilience of personnel during the overcoming of a special lane
(obstacle course) (2 hours).
Lesson 1: Overcoming a special obstacle course by servicemen with
the use of means of simulating combat conditions (2 hours).
Conditions: practically; on the ground during daylight hours.
Methodological recommendations.
Exercises are conducted on a special obstacle course (hereinafter - the
course) under the direction of the unit commander. The unit overcomes the
obstacle course in full gear and with additional cargo in the form of
ammunition boxes, full fluid containers, damaged and wounded comrades.
The time of the exercise is limited and is counted by the last soldier of the
unit.
For reference. In the absence of a stationary obstacle course in the
designated area of the tactical field, its analogue is equipped with improvised
means, which may include trenches, ditches, communication passages, blocked
gaps, bridges, anti-tank ditches, wire engineering barriers, rubble from wood and
bulky construction waste, worn-out car tires, etc.
During the exercise, the area is smoked and sound equipment is
deployed to relay the sounds of gunfire, cries of the wounded and false
commands. A psychologist officer observes the mental reactions of the
soldiers who cross the line under time constraints and psychological stress
and provides recommendations to the training leader on how to increase
them in accordance with the psychological characteristics of each soldier.
A military medic is obligatorily present at the training session and
provides medical assistance if necessary. At the end of the lesson, a group
debriefing is held to listen to each serviceman and evaluate his actions and
those of his comrades.
The process of overcoming the streak is accompanied by the
announcement of various introductions for the unit, which complicate the task
but force unit commanders to make difficult decisions. It is advisable to
introduce the unit to the tactical situation at the beginning of the exercise

262
(exercise legend), a sample is provided in Appendix A.10.
The main task of the obstacle course is to teach soldiers and units to
overcome the negative mental effects that affect the human body in various
situations on the battlefield. The development of the obstacle course takes
into account situations that occur or may occur with military personnel in war.
The process of overcoming this obstacle course is accompanied by the
announcement of various introductions that complicate the task and force unit
commanders to make difficult decisions.
For better preparation, it is necessary to use the DM to STI 000G.22L
on topic No. 4 and the tactical publication TKP 1-160(31)03.01.
During these exercises, it is advisable to use the simulation tools listed
in Appendix 9.

263
 Appendix A.10

Appendix A.10 – Tactical situation (legend of the lesson)

The legend is an escape from captivity. The soldiers begin the walk with
their hands chained to a tree and a bandage on their face (most often a hat).
At the same time, 4-8 soldiers are passing the lane, and a senior is appointed
to lead the actions of his group (team, unit, service).
The group is forced to start crossing the strip without weapons and
equipment and at the initial stage find a camouflaged cache with everything
they need, including weapons.
According to the legend, the guards are distracted or leave the
prisoners. The group commander decides to escape. This is where the
escape begins.
The first obstacle is to overcome the terrain with barbed wire overhead
and various obstacles underfoot (stretched wire, wooden bars). The next step
is to overcome the barbed wire.
After overcoming the barbed wire, the group finds the cache, which is
disguised by tree branches and fallen leaves. Now the commander (senior)
has to decide what exactly he and his subordinates need. It is simply
unrealistic to take everything. The commander decides that he must take
some additional items (a medical kit, a cat or other equipment), weapons,
ammunition, and gas masks.
The next obstacle is car tires, which you have to pass with your weapon
raised above you. If you make a mistake, you start over.

264
Then there is a wall that can be overcome on your own or with the help of
teammates.
Further along the route is an underground passage. There is not
enough space in it, so it needs to be expanded for someone from the group.
The next step is to overcome a blockage of trees.
Then there is a section of terrain where mortar fire is taking place. To
overcome it, you need to roll through all the craters.
It is forbidden to skip them.
The next stage is a place where a lifeless body lies on the road. The
commander decides to check it for mines. If there is a cat, he does it with it. If
not, he does it himself or appoints someone from the team.
Next comes the stage of loading ammunition boxes onto trucks. The
training leader determines how much ammunition to load, and the team
leader must decide how many boxes to carry and how many people to
involve. The weight of one box is 50 kg.
During the loading process, information may be received that the area
is contaminated. Therefore, the commander decides to continue loading, but
wearing personal protective equipment - gas masks.
The next step is to overcome the abyss with a rope. Everyone goes
through independently.
If there is no rope, it can be replaced with another action. For example,
evacuating a wounded person under heavy enemy fire.
Next comes the stage of overcoming the infected area of the terrain,
which is being shelled by the enemy. This stage is the most difficult both
physically and psychologically.
After overcoming the contaminated area, the training leader gives an
introduction that one of the team members is wounded, during which the
tactical medicine standards are met First aid and evacuation of the wounded
are provided. Attention is paid to the correct application of the

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tourniquet (tactical tourniquet) and the use of medical gloves.
After the evacuation of the wounded, the team takes up trenches. This
is the stage of running-in with armoured vehicles. The last soldier must also
destroy or damage the tank by throwing a simulated grenade.
The last stage can be different, depending on the decision of the
training leader. It can be disassembling and reassembling a weapon, fulfilling
the standard for equipping a magazine, or getting a thread through the eye of
a needle. Everyone does it independently.
Also, during the course of the training, various kinds of inductions are
provided: mortar shelling, injury or death of one (two) of the team (squad,
platoon), repulsion (destruction) of the enemy, capture, gas (chemical) attack
and other natural obstacles.

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 Appendix A.11

Appendix A.11 – THE OATH OF A WINNER

I am a warrior, defender of my people, a proud heir to the glory of

the Trident of St. Volodymyr!
I will shield You, sacred Ukraine, from enemy invasion!
I will not let anyone disgrace the honour and glory of the
Ukrainian state!
I remember the great days of our liberation struggle!
No one and nothing will make me betray you, Ukraine!
I will be strong and unyielding, even in the face of death!
I will never accept defeat!
I will ruthlessly crush the enemies!
I will be the first in the fight for the victory of my State!
I will avenge all those who laid down their lives for Ukraine!
I will devote all my strength and knowledge for the triumph of
Ukraine!
I believe in the future! I will become a winner!

GLORY TO UKRAINE!

(GLORY TO THE HEROES!)

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 Appendix A.12

Appendix A.12 – THE OATH OF A SERVICEMAN OF THE AIRASSAULT

FORCES OF THE ARMED FORCES OF UKRAINE
I am a paratrooper of the Armed Forces of Ukraine.
I am a warrior and an integral part of the military collective.
I serve the people of Ukraine and abide by the laws
of its Armed Forces.
I always prioritize the successful completion of the combat
mission.
I will never accept defeat.
I will never falter in the face of hardships.
I will never leave a fellow comrade in danger.
I am disciplined, physically and intellectually developed, well-
trained, and knowledgeable in my military specialty. I always keep my
weapon, combat, and other equipment, as well as myself, in a state of
readiness.
I am an expert and a professional in my field.
I am always prepared to defend my Homeland, to strike and
destroy the enemies of Ukraine in battle.
I am a defender of freedom and the people of my country.
I am a paratrooper of the Armed Forces of Ukraine.

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 Appendix A.13

Appendix A.13 – THE OATH OF A MARINE

By joining the ranks of the Marine Corps of Ukraine,

I, solemnly swear to preserve and continue the combat traditions of the

Marines, to faithfully fulfil my military duty, to be a faithful heir to the valour
and honour of brave warriors of the Marines!

I swear to
to act solely in the interests of the Ukrainian people and our state;
On land, at sea and in the air, to be always ready to engage in combat
for Ukraine;
To remain faithful to the orders of commanders and resolutely fulfil the
assigned tasks without sparing myself!

I swear to
never let down or abandon my comrades-in-arms,
never to surrender, retreat or leave a comrade-in-arms in trouble,
to show unwavering steadfastness on the battlefield,
to fight for victory - faithfully and to the end!

I swear to
to carry loyalty to the Marine Corps through my life with honour!

I will be a brave warrior, a devoted defender of Ukraine,

a sincere comrade-in-arms - a worthy Marine,

ALWAYS FAITHFUL!

I SWEAR IT!

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 Appendix B

Appendix B – EXCERPT FROM THE PROGRAM OF THE COMBINED

TRAINING COURSE FOR UNIT COMMANDERS OF MECHANIZED,
MOTORIZED, MOUNTAIN ASSAULT, AIRBORNE ASSAULT, AIRMOBILE,
AIRBORNE, AND MARINE UNITS TP 7-01(40).03
(approved by the Chief of the General Staff of the Armed Forces of Ukraine
on 10.11.2022)

№ Hours Self-
Topic Theory Practice
per topic preparation

Techniques of mental self-regulation.

1. 2 1 1
First psychological aid and self-help
Psychological work with group resistance
2. as one of the main reactions to stress in 2 2 -
conditions of uncertainty
Topic 3. Motivating soldiers to fulfil their
3. 3 3 -
assigned tasks
Topic 4. Techniques of psycho-emotional
stabilisation under the influence of
4 3 3 -
psychologically traumatic factors in a
combat situation
Total hours: 10 1 9 -

Topic 1. Techniques of mental self-regulation. First psychological

aid and self-help (2 hours).

Lesson 1. The impact of combat on the psyche of military personnel (1

hour).
Conditions: Theoretical; in the classroom / on-site.
Methodological recommendations:
The session is conducted in the classroom or in a tactical field with a
training unit under the guidance of a psychologist officer. Military personnel
become acquainted with stress states (fear, panic, anxiety, anger,
aggression, apathy, depressive manifestations). Subsequently, techniques of
self-regulation from the listed stress states are demonstrated. The members
of the training unit apply self-regulation techniques to themselves and their
comrades, study cards for providing first psychological aid. At the end of the
session, an analysis of the actions taken is conducted, with each individual's
actions being listened to and assessed.

Lesson 2. Techniques for providing psychological assistance during

acute stress reactions (1 hour).

Conditions: Practical; training; on-site.

Methodological recommendations:
The session is conducted on a tactical field, in a "circle of trust" with a

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training unit under the guidance of a psychologist officer. Military personnel
learn to recognize negative psychological reactions (fear, panic, anxiety,
anger, aggression, apathy, depressive manifestations) in themselves and
subordinate personnel, and the procedure for overcoming them, followed by
practical implementation of psychological assistance exercises for each other.
At the end of the session, an analysis of the actions taken is conducted, with
each individual's actions being listened to and assessed.

REFERENCE MATERIAL
to the topic 1 “Techniques of mental self-regulation. First psychological
aid and self-help” (Appendix А.1).

Topic 2. “Psychological work with group resistance as one of the

main reactions to stress in conditions of uncertainty” (2 hours).

Conditions: Practical; training; on-site.

Methodological recommendations:
The session is conducted in a tactical field, trench, or bunker with a
training unit under the guidance of a psychologist officer. At the beginning of
the session, the training unit is divided into 3 (three) groups, where two
groups are trained, and one group simulates helplessness and despair in
performing the assigned task. Military personnel practically identify signs of
helplessness and despair, determine the conditions under which the use of
group techniques for dealing with resistance is most effective, apply
relaxation methods, calming breathing, muscle stretching exercises,
grounding exercises, perform psychological assistance exercises, and
develop psychological resilience in military personnel to psychological trauma
factors of modern combat operations. At the end of the session, an analysis
of the actions taken is conducted, with each individual's actions being listened
to and assessed.

REFERENCE MATERIAL
to the topic 2 “Psychological work with group resistance as one of the
main reactions to stress in conditions of uncertainty”

A crisis event is an event that goes beyond ordinary human experience,

disrupts normal behavioural patterns, and leads to a restructuring of an
individual's personality. A psychological analysis of this concept allows us to
identify the main parameters of a crisis (traumatic) event:
1) Adverse conditions for life activity.
2) The event has a threatening character.
3) A sharp increase in inner personal tension.
4) Depletion of adaptive resources and a breakthrough of the adaptive
barrier.
5) Change in dynamic behaviour patterns.
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 6) Crisis state of the individual.
Crisis situations should be perceived as a warning that something
needs to be done before something worse happens.
How to work with resistance (denial, crisis situations):
1. Promote the activation of resources: Encourage the activation of
resources to initiate mechanisms for overcoming negative emotions and
states. This restores the feeling of self-competence.
2. Self-hugging: Suggest that the person firmly hug themselves to feel
the boundaries of their body.
3. Self-blocking exercise: Encourage the affected person to place one
hand on their heart and the other on their stomach and describe the
sensations in these areas (first one, then the other).
4. Heart smoothing: Ask the person to place their fingers over the centre
of their chest, about 2.5 cm below the collarbone, and gently move them
straight down by 10 cm. Repeat this movement until the desired therapeutic
effect is achieved. The movement is similar to gently stroking a cat.
5. Five senses: Ask the affected person to name something for each of
the five senses: something they can see, hear, smell, touch, and taste.
6. The force of gravity: Ask the person to feel how their legs touch the
floor, and their body touches the chair. Say, "Feel the pressure from your
body touching the chair."
Stabilization of the state can be helped by physical contact with the
victim:
1. Touch: Ask the person for permission to place your hand on their
shoulder, arm, or knee. Such touch can help them "ground" themselves and
regulate their state. If necessary, become a support for them; let them lean on
you.
2. Pressure: Press your hands on the victim's knees, legs, or shoulders
to help them feel grounded. Use your legs to gently but firmly press against
their legs. Ask for permission beforehand. Items that help with "grounding"
and stabilizing the state.
3. Tactile objects: Give the person an object that they can feel well. For
example, therapeutic clay, a bag with seeds or beans, stones, cones, or other
natural materials, a toy, or a soft blanket. Tell them to feel the object, squeeze
it in their hands, focus on what they feel, and describe their sensations out
loud.
4. Ice cubes: Give the person a small ice cube and ask them to feel the
cold in their palms. Grounding using a pillow or blanket: Suggest placing a
pillow or blanket on their knees and patting it with their hands.
Practical exercises:
1. Asking questions:
Transform your arguments into questions. Firstly, this helps soften
confrontation. Secondly, the listener will engage in the dialogue and feel that
their thoughts are being heard and considered. Thirdly, the most convincing
arguments are those that the listener arrives at on their own.
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 Example of working with resistance using questions:
Subordinate: "This is too difficult and dangerous."
Supervisor: "Why do you think that? What specific dangers and
difficulties are you most concerned about?"

2. Emphasizing benefits:
Choose benefits that matter to each individual service member. Try to
identify individual values and needs. Remember that benefits can relate to
both material and non-material advantages.

3. Increasing value:
Does the service member (subordinate) have doubts about the
conditions for completing the task and the support during its execution? Are
they unsure if it's possible to complete the mission at all or if it makes sense?
Detail what it will achieve. How will the completion of the task (strengthening
positions, capturing territory, building assault, etc.) impact the individual
service member and the unit as a whole? Use concrete facts and figures,
avoid generalizations.
4. Offering alternatives:
When a commander encounters resistance or refusal, it's appropriate to
use several alternative options:
- "I don't need this." "What if we make it our goal to get you back to your
loved ones faster, as the success of our mission directly brings us closer to
going home?"
- "I need to think about it." "That's precisely why I'm here, to have a
conversation in person, discuss the details, and have you weigh all the pros
and cons."

5. 3“C”: Copy - Connect - Continue.

An interesting technique used in the form of a statement with the
following structure:
"Yes, I agree, the cost of a mistake is not small (copying). I can add to
your words (connecting) that in doing so, you will receive ... (continuation:
benefit).
Here, the main emphasis is on the fact that the person's (subordinate's)
opinion seems to flow into the analysis of benefits. At the same time,
confrontation becomes almost invisible. For the technique to work, it is
important to avoid words like "but, but, but, but, but," which oppose the
subordinate's opinion to the commander.
When dealing with objections, it is important to prevent the dialog from
turning into an argument. Even if you achieve a result, it is unlikely that the
subordinate will return in the future to a place where they are being pressured
and tried to break. Working with objections should be in the interests of not
only the organization, but also the entire staff of the unit. It is an attempt to
find common ground and come to a compromise where both sides win.
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 Topic 3. Motivating soldiers to fulfil their assigned tasks (3 hours).
Conditions:
Practical; training; on-site.
Methodological recommendations:
Sessions are conducted on a tactical field, in trenches, or in a bunker as
part of a training platoon under the guidance of a military psychologist. The
military psychologist teaches servicemembers to build psychological
resilience in the subordinate personnel through:
1. Motivational dialogue (reflection, open questions, assessment,
summary).
2. Motivation through leadership.
3. Motivation through speeches (inspiring for an attack or resilient
defence) (Appendices A.11, A.12, A.13).
4. Working with negative beliefs.
5. Formation of a warrior's identity.
6. Psychological rules of warfare.
At the end of the session, an analysis of the actions taken is conducted,
with each servicemember's input being heard and their personal actions
evaluated.

REFERENCE MATERIAL
to the topic 3 "Motivating soldiers to fulfil assigned tasks"

Sources of Motivation
Motivation is the process of encouraging, stimulating oneself, or other
individuals to engage in purposeful behaviour or perform certain actions to
achieve one's own or an organization's goals.
Based on the sources of motivation, we distinguish between internal
and external motivation.
Internal motivation occurs when a person, while solving a task, forms
motives. For example, this could be a desire to achieve a specific goal,
complete a task, or gain knowledge. Based on internal motivation, people act
more calmly; they conscientiously perform their work, expend less effort,
better understand tasks, and acquire knowledge. The internal drive to take
action is the result of the interaction of a complex set of needs that change,
so a commander, to motivate effectively, must identify these needs and find
ways to satisfy them.
During external motivation, influence on the subject occurs from the
outside, for example, through additional payment for work, orders, rules of
conduct, etc. Internal and external motivation are not clearly separated
because motives can arise due to both internal and external reasons in
different situations. Commanders must be aware of the presence of these two
types of motivation because effective management can only be achieved by
relying on external motivation, while also taking into account the possible
emergence of certain internal motives.
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 Motivation 3.0: Working with Generations Y-Z.
There are three motivators in humans:
1. Biological, or the survival instinct - this is called motivation 1.0. It's
simple: if you don't eat, you'll die of hunger. To eat, you need to work.
2. Next is motivation 2.0, a system where incentives work through
rewards. External forces either encourage or punish you based on the results.
3. And then comes motivation 3.0, probably the most challenging, as it's
internal. Here, the focus is on the individual and their desires (you work
because you want to and for your own satisfaction). This kind of motivation is
present in creativity, self-education, charity, and more.
Most commanders work with motivation 2.0, which is not very effective,
and it's worth transitioning to motivation 3.0. This is because motivation 2.0
(reward-based) only works in the short term. Initially, enthusiasm and
willingness to excel increase when rewards are introduced, but over time,
people become accustomed to the rewards, causing their performance to
drop below the level it was before the introduction of rewards.
Motivation 3.0 yields entirely different results, as work is driven by
interest, not material rewards. To "switch" a servicemember to motivation 3.0,
certain conditions must be provided: autonomy, opportunities for self-
improvement, goal-setting, and developing the motivation of the third type.
Solutions for units include explaining the team's goals, setting
delegation in motion, implementing better rewards than competitors, and
providing positive feedback, which is equal to correctly motivated employees.
Generation X - people aged 45+. These are our parents.
Generation Y - from 30 to 45. These are our older brothers and sisters
who are 30+.
And the "terrible" Generation Z - under 30 years old. Millennials.
How to motivate Generation Z, who are not motivated by money or
career?
1. Set tasks specifically, like for a child.
2. Praise actively (they live in a system of likes).
3. Provide only interesting non-routine work.
4. Appoint leaders of their age group.
Key aspects of working with millennials:
1. Offer flexible schedules and personal time.
2. Regularly assess their work.
3. Create new positions and additional career steps.
4. Encourage various forms of interaction.
5. Offer new bonuses to the unit.
6. Less lying and dirt.
7. Explain why and help them better understand tasks.
8. Learn to share with others and make it a priority.
Millennials who believe their employers are making a positive impact on
the world are:
- 4 times more likely to be willing to work longer hours to help their team
275
accomplish a task.
- 11 times more likely to plan to stay with their company for a long time.
- 14 times more likely to look forward to the start of the workday.
9. Cultivate a culture of entertainment.
In conclusion: If you want to connect with Generation Z, become trendy,
creative, and do good things for the world!
Analysis of Key Motivation Mechanisms.
The mechanism by which conditions that induce people to engage in
activities is called motivation. It includes two main elements: the mechanism
of external purposeful stimulating influence on a person (encouragement and
coercion) and the mechanism for implementing internal psychological
predisposition to one or another activity.
Principles of building a motivational mechanism:
Alignment with goals and their significance.
Simplicity, clarity, fairness.
Availability of necessary implementation conditions.
Adjustability.
Orientation towards both creating something new and its acceptance.
Interconnectedness of elements when isolated.
In addition to the main elements mentioned above, the motivational
mechanism includes:
1. Demands - the desired level of satisfaction of needs that determine
behaviour. It is influenced by the situation, successes, and failures. If it is
achieved, then needs are less likely to be turned into motives.
2. Expectations - an individual's assessment of the likelihood of an
event occurring, which specifies demands regarding the situation;
assumptions that the outcome of an activity will have certain consequences.
Expectations and demands need to be carefully considered to ensure they do
not become demotivating factors.
3. Attitudes - a psychological predisposition, a person's readiness for
certain actions in a specific situation. Based on attitudes, people act more
calmly, quickly, conscientiously, expend less effort, better understand tasks,
and acquire knowledge. By selecting individuals with a given level of internal
attitudes, desired behaviour can be achieved.
4. Evaluations - characteristics of the degree of possible achievement of
a result or satisfaction of needs.
5. Incentives - goods, opportunities, etc., located outside the subject,
through which they can satisfy their needs if it is not necessary to perform
impossible actions.
Stimulation is the process of applying stimuli that should ensure a
person's submission in general or the purposefulness of their behaviour. This
is achieved by limiting or, conversely, improving the possibilities of satisfying
a hundred needs.

People consciously evaluate possible courses of action and, taking into

276
account incentives, try to choose the shortest path to the desired outcome,
sometimes sacrificing their health in the process. Since incentives influence
human behaviour, they are subject to manipulation.
The principles of incentivization include:
Complexity, which assumes the optimal combination of all its types.
Individualized approach.
Clarity.
Tangibility.
Constant search for new methods.
The use of anti-stimuli alongside stimuli to reduce interest in obtaining a
result.
Experience shows that the more often incentivization is applied, the
more frequently the desired actions will be repeated, and the impact of
incentives will be stronger, the shorter the duration of their action, and the
more a person needs the corresponding goods or rewards.
Motivation schemes, motivation and reward, non-material motivation
tools.
Motivational factors are complexly intertwined with other factors -
situational and individual. If a commander wants to get the maximum
performance from their subordinates in achieving a certain goal or performing
a specific task, they must understand the goals of each individual in the
workplace in order to provide them with motivational incentives.
The foundation of purposeful management, taking into account the
individual needs of each servicemember at each specific stage and creating
motivational conditions to satisfy those needs, is the strategy of needs. This
strategy combines two elements:
1. Identifying individual needs.
2. Creating a suitable work environment to satisfy them.
This motivational strategy can serve as an effective means of managing
human resources in the military.
The commander's assessment of the process of completing a given
task by personnel also has a motivating influence on them. The interest of the
commander in what the servicemember is doing, praise, feedback,
assistance, and other forms of managerial influence encourage subordinates
to perform their duties better.
Therefore, a form of feedback with personnel is informing them about
what the unit's leadership expects from them. Each servicemember keenly
feels the need for their work to be positively or negatively evaluated. This
allows them to adjust their activities.
The effectiveness of a unit's activities is manifested in the ability of
commanders at all levels and their deputies to identify the "motivational
sphere of personality" and achieve the desired behaviour from the personnel,
unity of actions, initiative, and dedication to the cause.

Motivating personnel is one of the most relevant topics in unit activities.

277
Every commander would like to know where the "button" is for their
subordinates, pressing which can yield a highly effective, initiative, and loyal
professional.
Since there are no instructions for using or locating such a "button" in
the unit, it creates its own motivation tools in the form of provisions,
standards, regulations, often substituting or combining the concepts of
motivation and stimulation into a single entity.
To create high motivation, conditions must be created to satisfy needs.
It is necessary to transform work from producing "products" to fulfilling the
needs of the servicemember.
Motives manifest themselves in the form of a person's reaction to
factors of their internal state or the influence of the external environment,
external circumstances, situations, and conditions. Motives affect a person's
behaviour, directing their activity in a necessary direction for the organization,
regulating the intensity of work, labour costs, and encouraging
conscientiousness, perseverance, and diligence in achieving goals.

Motives of activity can be both internal and external. External motives

are driven by a person's desire to possess objects that do not belong to them.
Internal motives are related to the satisfaction a person derives from an
existing object, which they either desire to keep or are eager to get rid of. For
example, an interesting job brings satisfaction to a person, and they are
willing to work longer; in another case, a servicemember is willing to do
anything to get rid of a busy position. Depending on the stimulating sphere,
motives can be divided into material and moral.
Motives that are shaped under the influence of many external and
internal, subjective and objective factors begin to act under the influence of
incentives.
The ratio of different motives that determine people's behaviour creates
a fairly stable motivational
structure. Each person's
motivational structure is
individual and determined by
many factors: the level of well-
being, social status,
qualifications, position, value
orientations, and more.
People have various
combinations of driving forces
and behaviour regulators:
instincts, interests, needs.
Human actions motivate a
desire for self-preservation,
pride, ambition, curiosity,
sympathy, a thirst for power,
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and so on.
The Three Pillars of Team Motivation: Finding Effective Motivation
Tools.
Let's take a closer look at each component of the team motivation
process (scheme):
1) Individual motivation of each team member.
This component of team motivation is based on Abraham Maslow's
hierarchy of human needs. According to the theory, the researcher classifies
human needs into five levels, and higher-level needs become motivators only
when lower-level needs are satisfied. According to Maslow's theory, the main
types of team member motivation are as follows:
1. Reward motivation. Adequate rewards (or monetary compensation)
ensure the engagement of the necessary qualified resources in the project.
However, this factor has a limited impact on increasing employee efficiency,
as it can lead to a habituation effect, so it cannot be considered one of the
most effective tools for staff motivation.
2. Bonus motivation (performance-based bonuses). This is a more
effective mechanism for motivating staff in project work than reward
motivation. Certain conditions must be met, including: the size of the bonus
must be substantial relative to the monthly salary (at least 50% of the monthly
compensation); the size and conditions for receiving the bonus must be
known to the employee in advance and depend on the individual efforts of the
employee; if all conditions for receiving the bonus are met, it must be
guaranteed.
3. Job security motivation. During an economic upturn, this method of
motivation has little effect on people because there are always other
opportunities. However, during a downturn or crisis, it becomes a much
stronger motivator. Using this method as a threat can lead to a decline in
team morale, so it should not be the primary method of motivation, but it
should not be abandoned altogether. In addition to opportunities, employees
should feel the presence of threats.
4. Status enhancement motivation is quite important. It usually affects
team members differently because some have clear aspirations, while others
are indifferent to it.
5. Motivation for professional growth and gaining new experience is an
effective factor that should be used in the team. To ensure this incentive, the
leader should make every effort to ensure that the project is well-managed
and uses innovative technologies.
6. Motivation by taking responsibility for the result. If this mechanism is
used correctly, it can strongly motivate team members. If a team member not
only undergoes regular checks of their work results by the leader but also
feels the necessity of their work, understands that the results of their work are
essential for the project, and that their colleagues expect these results, they
will be forced to make additional efforts to achieve the necessary goals.
However, if this motivator is used in the wrong direction, it can also act as a
279
negative factor.
7. Motivation through a sense of the importance of personal contribution
to overall success. Every team member should know that their work has not
gone unnoticed, that they have made their contribution to the common result,
and that their efforts are expected by their comrades-in-arms. The leader
should emphasize this, mention the achievements of each team member.
Then the sweet taste of participation in victory will be remembered by the
team member for a long time, and they will work with maximum dedication
next time. This motivator is a continuation of the previous mechanism.
8. Motivation through the satisfaction of the result. The peculiarity of this
mechanism is that it is worthwhile to abandon the sceptical attitude towards
innovative proposals and encourage employees to implement their ideas to
achieve a single and important result for all.
9. Creating a favourable and creative environment is an essential
element of the motivational process. G. Bauer studied the impact of a positive
mood on participant productivity. He identified ways to maintain positive
emotions about work for everyone involved:
- Involving team members in the aesthetic design of their workplace.
- Allowing subordinates to listen to music privately while working, as
long as it does not reduce work efficiency or disrupt others.
- Eliminating rules that reduce job satisfaction, but only if this step
brings significantly more benefits than losses.
- Encouraging everyone, including commanders and deputies, to be
enthusiastic about the work they do, fostering a positive attitude, and
supporting others.
2) Motivation of the unit leader.
Usually, all the methods of motivating team members discussed above
are relevant for the leader of the team because they are also individuals with
specific needs. Since the main goal of the unit commander (achieving project
goals while considering all constraints and motivating participants) directly
influences the success of the task, it is essential that the motivation of the unit
leader (and, in fact, their manager) directly depends on the project's results.
3) Motivation of the entire team as a whole.
The conditions for receiving team rewards should depend on teamwork
and the final result. To do this, it is advisable to create a proper team spirit
that would promote the emergence of such motivating factors as a sense of
reliability within the team and friendliness. Thus, all team members should
feel free to express their point of view and have no fear of self-expression.
This direction of motivation will increase the efficiency of the project
participants, create a pleasant atmosphere, and boost team morale. Creating
a favourable and creative environment is an essential element of the
motivational process. G. Bauer studied the impact of a positive mood on
participant productivity. He identified ways to maintain positive emotions
about work for everyone involved:

280
 Involving team members in the aesthetic design of their workplace.

Allowing subordinates to listen to music privately while working, as long

as it does not reduce work efficiency or disrupt others.

Eliminating rules that reduce job satisfaction, but only if this step brings
significantly more benefits than losses.
Encouraging everyone, including commanders and deputies, to be
enthusiastic about the work they do, fostering a positive attitude, and
supporting others.

Topic 4. Techniques of psycho-emotional stabilisation under the

influence of psychologically traumatic factors in a combat situation (3
hours).
Lesson 1. Providing psychological assistance to servicemembers in
combat conditions in case of fear (2 hours).
Conditions:
Practical; training; in the classroom / on-site.
Methodological recommendations:
The session is conducted in the classroom or in a tactical field as part of
a training platoon under the guidance of a military psychologist.
Servicemembers, by searching for life resources and relying on their
experience, determine the mission, the unit's task, and their personal
objectives. At the end of the session, an analysis of the actions taken is
conducted, with each servicemember's input being heard and their personal
actions evaluated.

Lesson 2. Building tolerance for uncertainty (stress resilience,

psychological flexibility) (1 hour).
Conditions: Practical; training; on-site.
Methodological recommendations:
The session is conducted in the classroom or in a tactical field as part of
a training platoon under the guidance of a military psychologist.
Servicemembers are taught to understand the unit's purpose, the role of each
individual, the overall and personal goals, and to take responsibility and be
accountable for the consequences. The session aims to create conditions for
high combat readiness among personnel. At the end of the session, an
analysis of the actions taken is conducted, with each servicemember's input
being heard and their personal actions evaluated.

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 REFERENCE MATERIAL
to the topic No. 4 "Techniques of psycho-emotional stabilisation under
the influence of psycho-traumatic factors of the combat situation"

Lesson 1: Providing psychological assistance to servicemen in combat

conditions in case of fear.

Dealing with servicemen's fears is a complex, ongoing activity of

commanders, staffs, officers of moral and psychological support structures,
and each individual serviceman aimed at forming and maintaining the
psychological readiness of a serviceman to act in conditions of uncertainty,
lack of time to make a decision, threats to the health and life of the individual
and others.
Fears of servicemen are addressed through the planning and
implementation of a number of combat training and moral and psychological
support activities.
Guidelines. Consistently present the main content of the educational
issues of the lesson, basic definitions and formulations, setting tasks and
ways to solve them, logical evidence (initial data, method and stages of
solution, final results), conclusions on individual issues and in general.
Indicate the ways and means of fulfilling the educational and training
objectives of the lesson.
A list of combat training and moral and psychological support measures
that should be implemented to deal with the fears of military personnel:
1. Commander's information about the nature of fear.
2. Training in methods of stress regulation.
3. Teaching methods of overcoming fear.
4. Professional training and unit management.
5. Formation of positive (for resilience in combat) and negative (for
leaving the battlefield) reference groups.
6. Creating a "safe space" around the commander.
7. Controlling the situation during a firefight or shelling.
Commander's information about the nature of fear.
Fear is a normal reaction of the body to abnormal conditions. The cause
of fear is the unconscious threat of unmet needs of servicemen
(physiological, safety, love, belonging to a group, recognition, self-realisation).
In combat, fear is mainly associated with the threat of unmet needs for
physical health (fear of injury), personal safety (fear of death), loss of loved
ones (fear of leaving loved ones without support or being left without the
support of comrades), lack of confidence in one's abilities and lack of
information (fear of the first battle) and is accompanied by anxiety and stress.
The unknown gives rise to uncertainty, which produces anxiety and
fear. No one knows what will happen next and when everything will return to
normal, and in such circumstances, the psychological defence mechanism of
the psyche - avoidance - is triggered.
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 Stress is a universal adaptive reaction of a serviceman to a dangerous
or uncertain situation that is significant for him in the absence of an adequate
behavioural stereotype or due to the inability to apply it.
Thanatophobia - excessive anxiety about one's own death or the
process of dying. It is a specific phobia. Fear of death is one of the basic
human fears. It is associated with the unknown and the basic need for
security.
The most important point in understanding fear is to find out its
functions. In fact, the widespread prevalence of fear in a combat situation is
due to the fact that "ideally" it performs extremely useful functions. To a large
extent, it is thanks to fear that a person is able to turn into a real soldier.
Table 1.4
Functions of fear in combat
№ з/п Fear phenomena Functions.
1 Anxiety, release of adrenaline and Bringing into a state of vigilance, combat
norepinephrine into the bloodstream. alertness.
2 Increased heart rate, redistribution of blood Better supply of energy to the muscles for the
flow (from internal organs to skeletal muscles). adaptive fight-or-flight response.
3 Increased lung volume and respiratory rate. Increase the amount of oxygen entering the
bloodstream to supply muscles with energy.
4 Increase in blood sugar. Obtaining "fuel" for fast energy needed for
"emergency" activity.
5 Outflow of blood from internal organs, skin, Prevention of large blood loss in case of injury
"glove and sock" zone. Thickening of the blood. or trauma.
6 Release of opiates into the bloodstream. Providing total pain relief in case of injury or
trauma.
7 Increased sweating, the appearance of the Maintaining the temperature balance in the
"goose skin" effect. body.
8 Increase in body temperature. Suppression of pathogenic processes in the
body in case of injury, trauma, disease.

Table 1.4 shows the most important functions of fear to ensure this
transformation. In particular, it can be seen that fear maximises the
mobilisation of all organismic resources, physical, nervous and mental
energy, and makes a person less vulnerable to pain, injury, and adverse
combat circumstances. The motivation to survive in the face of fear of death
and pain is the most powerful driver of activity.
Thus, the task is not to "destroy" fear, but to subdue it and turn it into a
resource for combat activity.
The results of studies show that soldiers who have participated in
combat have a much lower fear of death and less pronounced thanatic
anxiety compared to those who have not participated in combat. The
experience of combat reduces the fear of death, reduces anxiety about
physical changes and the pain and stress associated with it. Obviously,
military personnel's encounters with the death of people or with the threat to
their own lives help them overcome the fear of death, including at the
unconscious level.
Training in stress management techniques.
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 For military personnel. Massage your thumb, near the nail, until you feel
tingling sensations from the back of your head to your ribs (if it doesn't work,
hurt yourself). Take (10 - 20 times) quick inhalations and slow exhalations (on
the count of "one, two, three" - inhale; on the count of "four, five, six, seven,
eight, nine" - exhale), until you have full control over your breathing.
While observing the battlefield, control the breath by moving your
attention from landmark to landmark - inhale, next landmark - hold the breath,
next - exhale, next - hold the breath and start again.
When firing a weapon, control your breathing.
For commanders:
If subordinates are in a state of psycho-emotional stress, pay attention
to breathing exercises;
if breathing does not help, "drop" adrenaline through physical action:
brisk walking, running, simple physical exercises (push-ups and
squats), any monotonous activity (loading magazines, improving firing
positions, etc.) that requires concentration and depth of load (slowing down
thinking);
ensure sublimation of fear into activity, aggression, direct it at the
enemy, to do this, inform them about
the enemy's atrocities in Ukraine, always accompanying it with
appropriate video footage (photos and videos of destruction, interviews with
survivors);
plans to destroy Ukraine as a state and nation;
conduct a psychological debriefing at the end of the combat episode or
actions:
organise a discussion of the events that happened (living, immersion in
that atmosphere);
allow each serviceman to speak out (with each debriefing, the tension
of the narrator decreases);
Encourage them to look for meanings: "You are alive", "you may have
even saved some resources", "you can fight", "you are needed";
if we see that the person is left alone, has no external support, we work
on finding new meanings;
focus on the fact that at the initial stage of combat, the soldier is obliged
to help himself.
Teaching methods of overcoming fear.
For all categories (commanders and subordinates).
Actions to take when overcoming fear on your own:
admit to yourself that you are afraid;
Identify the threatening object, situation, etc;
plan a step-by-step action plan to eliminate the object or situation of
fear and follow it;
if it is not possible to eliminate the object or situation, plan and execute
instructions for completing the task.
Preliminary exercises with groups of soldiers.
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 Exercise "Apocalypse" (or any other name).
Part 1. The one who has not yet been born is immortal. A conversation
with military personnel on the taboo topic of fear of death.
Fear is an emotional state aimed at survival and is evolutionarily
justified. Death gives us vitality. Each of us has thought about our own death
at some point. A healthy person is afraid of dying, and this is normal, but they
do not want to. Death is the only stable event in our lives. We can say with
certainty that it will happen.
"The worst of all evils, death, has nothing to do with us, because as
long as we exist, death is not yet present; when it comes, we no longer exist"
(Epicurus).
Part 2. Soldiers discuss their fear of death. People feel relieved and
calm when they talk about their fear of death out loud. This allows them to get
to know it, to understand that they are not alone, that every member of the
group has this fear; to get closer to it, to understand their attitude, to get rid of
the reasons that cause this fear.
Part 3. The next stage is to discuss, share experiences and feelings.
Even those who were silent during the discussion and only listened can get
answers to their questions. "Death unites".
Exercise "Avoidance as a maladaptive strategy".
It is necessary to "bring" the person suffering (experiencing fear) closer
to the object of his or her fear: writing a story about his or her own death;
writing an obituary; making a will; describing his or her own funeral in detail.
Imagine your own death as vividly as possible in detail. If possible, visit
a place associated with death, such as a funeral home. The psychologist can
demonstrate sanitary bags for corpses.
Exercise "Watching a film about death".
A film showing decomposing bodies. Some studies have shown that
people who are reminded of death become more patriotic. People look for
support, want to feel involved in something big and strong (their country, for
example) and think that as part of a large community they are immortal.
The experiment consisted of the following: one group of subjects was
shown neutral short films, and the other group was shown references to
death, and then given an article about the country with missing adjectives.
Those who were reminded of mortality used more positive epithets: "good
president", "beautiful country", etc.
The purpose of the preparatory exercises is for the soldiers to look fear
in the eye without hiding their gaze. To acknowledge that there is a danger, a
plan of action, to admit that this is known and that such situations have been
favourably experienced before.
Professional training and collective training.
For the commander, organise individual training (preferably in several
specialities). Conduct collective training in pairs, sections, and preferably
platoons with live fire.
For subordinates, training is the key to success. In a critical situation,
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you will act as you have been trained. Master: yourself, information, the
situation, weapons, equipment, and gear. Practice locating your place: know
exactly where you are at the moment, even without the help of a map. Make
stress your ally.
Be focused. Expect the unexpected. Something unusual can be a signal
of danger. Don't relax too quickly. Have a plan, especially for the worst case
scenario. Before you enter, find out where the exit is. Before you go, know
how and where to get out. Before you shoot, see the enemy. Believe in
yourself - work in a team: the first to die is the first to die alone. It is bad to
overestimate the danger, worse to underestimate it. Avoid patterned and
predictable behaviour. Avoid "tunnel vision" (the ability to see clearly and
distinctly far ahead, but only in a straight line). Look and see "beyond your
nose", 360º. In case of danger, act actively: don't freeze, don't fall into a
stupor, manoeuvre.
The law of battle: "One covers, the other moves". Know your partner
(your men). Two or three men are a firing team with a leader. They are
responsible for each other, cover each other, and interact together. A fire
team is the basis of a combat team (squad, platoon). When asking for help,
evaluate the assistant - the one who will help you.
Formation of positive (for resilience in combat) and negative (for leaving
the battlefield) reference groups.
For military personnel:
talk to family and old friends about your feelings;
continue to follow your idols;
choose your ideal fighter in the military team;
take a step and meet new people, talk about life before the war, discuss
dreams, activities in the classroom, the area, look for common interests and
hobbies;
take the initiative by being frank, ask questions when you do not
understand, point out problems without accusing and offering solutions.
For commanders:
"Positive" reference groups: those with which the serviceman identifies
and wants to be a member of, are formed by:
1) organising the exchange of experience of servicemen who have
managed to confidently overcome or master their fear of death in war with
those servicemen who are planned to be involved in combat operations or
who are already involved in such operations. This can be done in person, via
video communication, etc;
2) introduction of patronage (mentoring) in combat units by experienced
and combat-resistant servicemen over inexperienced and less stable
servicemen;
3) disseminating the experience of skilful actions and heroism displayed
in the battles to defend Ukraine;
4) establishing a trusting, friendly atmosphere in the unit.
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 "Negative" reference groups: those reference groups that cause
rejection in the serviceman are formed by:
1) raising hatred of the enemy to the highest possible level - to the level
where the serviceman's hatred of the enemy begins to exceed the fear of
death. This level of hatred is characterised by a dominant desire to destroy
the enemy at all costs, regardless of the risk to one's own life, when personal
destruction of the enemy, or assistance to it, becomes the only meaning of
life for the serviceman;
2) condemnation of attempts or cases of abandonment of combat
positions, explaining the threats that arise:
For a soldier personally - the likelihood of dying after receiving a bullet
in the back during a firefight with the enemy increases, and you will have to
explain to your comrades, relatives, children, and friends how you acted in
battle;
for your comrades-in-arms - the sectors of fire that they hid behind
when trying to save you may be left uncovered, and others may die.

Creating a "safe space" around oneself as a commander.

Establish clear rules of interaction, avoid threats, and explain how to
follow orders, ensuring their execution. Emphasize the importance of life and
the need to exercise caution for the successful completion of combat tasks.
Provide detailed information to servicemembers about all potential
dangers to their lives and ensure they are proficient in military-professional
methods of effective protection from such dangers. This is advisable because
unknown dangers induce significantly higher levels of fear than known ones.
Always speak the truth but do so without panic or unnecessary emotions, and
avoid using jargon and technical terms unless necessary when discussing
problematic issues.
Clearly allocate tasks (determine fire control sectors, procedures for
different likely situations, identify those responsible for providing initial
medical and psychological assistance to the wounded, and establish
evacuation routes). Train the personnel in performing these tasks.
Gradually increase the complexity and danger of combat tasks based
on each individual's capabilities, and ensure the adaptation of
servicemembers to the rising level of danger in combat conditions.
Control of the situation during a firefight or shelling.
To the commander:
Control your own condition, speak calmly and clearly, avoid shouting. In
case of negative changes, take a break and use the assistance of the junior
commander, practice self-regulation of your own state.
Manage the battle confidently (give clear orders and instructions, avoid
blaming subordinates, provide support, and assist if possible). Express your
faith in the professionalism of the servicemen.

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 During shelling, appoint an observer, periodically communicate with
them, and monitor the condition of the servicemen in cover. If necessary, give
orders for providing first aid and psychological assistance. React
understandingly to temporary weaknesses, listen without interruption, provide
support, and express your faith in the strength of the servicemen.
In the event of a subordinate's death, express admiration for their
bravery, faith in victory, and indicate the inevitability of revenge.
Immediately make decisions regarding the evacuation of the wounded
and those with psychological trauma.
Isolate panickers (involve them in evacuating the wounded, work on
improving firing positions, lifting non-critically important supplies, and send
them together with servicemen who have experienced traumatic stress
disorders).
After 3-4 days of active firefighting, try to move the unit to a safe place
for rest and the provision of psychological assistance. If this is impossible,
organize shifts. Research conducted during World War II by J. Appel and G.
Vibe showed that fear becomes traumatic in direct relation to the duration of
servicemen's exposure to combat situations. J. Dollard established that
"prolonged exposure to danger does not strengthen the soldier but depletes
his limited resources." Several other studies have shown that each soldier
has their limit for staying in a dangerous situation, beyond which their
effectiveness in combat decreases. Even the strongest and most resilient
person can psychologically break if they are "overexposed" to an environment
of total fear.
To the subordinate:
Maintain self-control and self-regulation of your state.
Listen to your commander and follow orders clearly.
Provide first aid and psychological assistance to your comrade if
needed.
Evacuate the wounded to a safe place according to the commander's
orders, take ammunition, and then return.
Seek revenge on the enemy for the ruined lives and the fallen (open fire
when you see the enemy, protect your own life and the life of your
commander).
These proposed measures, apart from their immediate purpose of
forming psychological readiness for servicemen to act in conditions of
uncertainty, time constraints for decision-making, threats to health and life,
both for themselves and those around them, also help increase the combat
readiness of units in general.

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 Session 2: Building Tolerance for Uncertainty

Good military, physical, and psychological training, along with

knowledge, trust in the commander, a high level of cohesion, and previous
military experience, help reduce the negative impact of anxiety, fear, and
panic on the battlefield. Therefore, the process of training and psychological
preparation of soldiers, which contributes to increasing their psychological
and overall combat readiness, is incomparably more important for the
prevention and mitigation of the negative effects of anxiety and fear than
"firefighting" intervention during or after combat actions.

Guidelines: Present the main content of the training questions

sequentially, including key definitions and formulations, task setting, ways to
solve them, logical arguments (initial data, method and stages of solution,
final results), conclusions on individual questions and as a whole. Indicate the
methods and ways of achieving the educational and developmental goals of
the session.
Typical stress factors in modern combat include the significance of the
situation (the cost of failure), novelty and uncertainty, risk, and uncertainty.
To build tolerance for a typical stress factor in combat, such as novelty
and uncertainty, it is advisable to use the methodology of situational-imagery
psychoregulatory training for combat teams (hereinafter referred to as SIPR).
The session leader teaches participants the procedure for applying the
methodology for building tolerance to uncertainty through the analysis of
combat actions and the combat situation using the SIPR method.
Situational-imagery psychoregulatory training (SIPR) is a method of
psychological preparation for military personnel before combat. It is based on
recreating in the minds of soldiers the combat situation, various scenarios of
its development, actions taken, and the emotional background of their activity.
In this method, the military personnel perceives the real combat situation
through the eyes of its participant (the subject of the combat situation).
SIPR should be conducted at least 4-6 times during the preparation for
combat operations. This number of repetitions helps develop primary self-
navigation skills, reduces decision-making time, and increases their
effectiveness in combat situations. Appropriate scenarios can be developed
for each combat situation that may arise during mission execution.
Considering that the subject of the combat situation is a serviceman,
the reproduction of combat conditions is done from the perspective of their
military specialty. Up to 20 military personnel can participate in SIPR
simultaneously. Its organization includes three components:
1. Preparation and Selection of the Combat Situation:
The preparation and selection of the combat situation involve either
using a real combat scenario or creating one based on an interview with a
participant who has experienced such a situation. Once the description of the
combat situation is available, every detail of what the facilitator will say during
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the SIPR is carefully outlined. The effectiveness of SIPR is significantly higher
when conducted in a state of autogenic immersion.
2. Situational-Imagery Training (SIPR):
SIPR consists of four parts:
a) Achieving the necessary motivation and rationale state among the
warriors with the guidance of the facilitator.
b) Imaginative reproduction of the combat situation.
c) Imaginative reproduction of behaviour and actions.
d) Self-navigation to confidence and psychological readiness for
action after SIPR.

3. Analytical Review of Situations and Possible Courses of Action:

This step involves analysing mistakes made by participants, potential
scenarios for action, and the feelings and experiences that arise during
combat. The analysis can take the form of psychological debriefing,
discussion, or conversation.
Beginning of the Training:
Introduction: Start by stating the purpose of the training session, which
is to study the experience of actions and behaviour in a real combat situation
and to conduct mental training for successful execution of combat tasks.
Explain the format of the training.
Set the objectives for the participants:
1. Carefully familiarize themselves with the imaginary situation.
2. Visualize their actions, participation, emotions, and feelings, as
guided by the facilitator during the training.
3. Analyse possible mistakes made by the subject of the situation and
potential scenarios for the situation's development.
Introduction of Participants to the Situation:
The facilitator of the training provides participants with a description of
the situation, including where and when it occurs, how it unfolds, who the
participants are, and the expected outcome.
Imaginary Psycho Training.
1. Achieving a State of Autogenic Immersion.
Facilitator: "Find a comfortable position, close your eyes, and in your
thoughts, try to imagine everything I will be talking about, or as if you were a
participant in the event:
a). Visualize the surroundings that the event's participant will acquaint
you with (acquaintance with the event - description of the situation) (pause for
1 minute);
b). Feel your hands, how they are resting... and imagine how your heart
beats... and calmly... your chest rises and falls as you breathe... and this
helps you relax... calm down... prepare yourself (pause for 1 minute);
c). You can still hear my voice... and perhaps some other sounds... and
this helps... feel comfortable and calm... it helps the flow of thoughts without
haste... (pause for 1 minute)."
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 2. Imaginary Reproduction and Application in a Combat Situation.
Phraseology. (Cut of the combat situation).
All your sensations... help you prepare for the combat situation... try to
vividly imagine the combat situation... your actions in it... and this will help you
always be confident... brave in battle...
Imagine that you are a real participant in the event.
The commander's command "Take positions" makes your heart beat
fast... your breath quickens... you know you can overcome the excitement...
you breathe slowly and deeply... you conquer the anxiety... you will handle
it... You participate in deploying the equipment... You know... your actions will
determine your life... the lives of your comrades... victory... task
accomplishment... You quickly step forward... You exit the vehicle.
Within a few meters, you see your comrades... You hear their voices...
They have started deploying the equipment (station). You confidently and
quickly do your job... The team's work is coordinated, fast, and confident...
You rejoice for your comrades... After the exhausting march and equipment
setup... Your heart beats rhythmically... Your body, your legs... Your hands
obey you... respond to the slightest signal from your brain... You are better...
You go to your workplace... You take your place... You breathe evenly... and
you feel a calm self-assuredness. You are ready to complete the task... You
know you will succeed... You will reach your goal... Your combat team is
united, friendly, and trained... You are confident in yourself... You are
confident in your comrades... You know the enemy's weaknesses well... You
are ready for combat...
Here comes the command "Watch the targets." You know about the
enemy's targets... You are ready to stop them... You have the skills and
abilities to perform this complex task... The combat crew acts confidently,
harmoniously, following the action algorithms... Performs duties on time...
Everything is ready to open fire... The entire combat crew waits for the
command "Fire"... The command "Fire" is given... You hear how the cannon
fires... You are full of confidence and readiness for further actions... You hear
the report "Target destroyed"... You feel a surge of strength... and joy for
contributing to a job well done... You have succeeded... You breathe evenly...
The "Readiness 2" command... You feel fatigue and joyful uplift... You are not
afraid of anything... You were brave and determined... You did not let your
comrades down (2-minute pause).
Repeat the situation with modelling behaviour in real danger conditions
to develop the qualities necessary for combat.
Self-assurance in one's abilities, bravery, and readiness to act in the
most challenging combat situations:
Instructor: "You can hear me, and you will mentally repeat the phrases I
will say."
3 times: - I am calm and confident.
2 times: - I am brave and agile in battle.
3 times: - I will complete any combat task.
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 4 times: - You can hear my voice clearly... and now each of you will
start counting to 10 in your mind, repeating the phrase 'I can do it' after each
number, and on 'ten,' your eyes will open (three dots indicate pauses of 3-5
seconds). Discussion of the situation, conducting a free discussion. After the
servicemembers open their eyes, the instructor conducts the final stage in the
form of a free discussion. Each servicemember shares their thoughts on the
situation, possible developments, and their impressions.

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 Appendix B.1

Appendix B.1 – Algorithm of actions of the leader and servicemen

during the training session "Psychological set-up of the personnel
before performing a task"

Actions of the class leader Actions of the learners

Explains the safety precautions, Perceive the learning information.
procedure and evaluation of the exercise. Ask questions.

Communicates clearly and uniformly the Repeat after the leader the role,
role of the unit and the place of each individual place, purpose, and tasks of the unit.
in it, the unit's purpose and objectives, and Each serviceman says for whom (what)
gives examples of why combat operations are he will fight.
necessary.

Suggests that each serviceman accepts Perceive the learning information.

and takes responsibility for the actions and Ask questions. In the role of a
consequences of the task. commander, give a combat order to the
personnel.
Discuss the real-life consequences of
combat operations.
Demonstrates personal weapons, Perceive the learning information.
ammunition, personal protective equipment, Repeat loudly together.
first aid kit.
He speaks loudly:
Shift your weapon.
Look to the LEFT,
tap the left shoulder
and say... READY!
Look to the right,
clap your right shoulder READY!
and say...
Look DOWN, clap both sides of your feet READY!
and say...
Look up, make a tight fist,
say... READY!
Look back, smile and say… READY!
Look ahead and shout I`M READY!

Conducts a body scan, determines the Perceive the learning information.

current psycho-emotional state (anxiety, Ask questions.
emotions, attitudes, pleasure-displeasure,
apathy-inspiration, vigour-fatigue).

To mobilise the body, the demonstrator Perceive the educational information.

does 10-15 sit-ups, claps his/her cheeks,
shoulders, back. Causes moderate pain
(presses active points on the hand, inner
surface of the forearm, under the nose), rubs
the earlobes, bites the tip of the tongue, etc.
First, they clap themselves on the
cheeks, shoulders, back, and then ask a
partner to do the same. Press the active
points.

Demonstrates mobilising forced Perceive learning information. Ask

breathing, shouting and active movement questions, tense and relax a particular
(dancing). muscle group.

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 Supervises the practical training of the Everyone inhales for 4 counts,
following exercises for calming down the exhales for 2 counts, without grooves, 8-
personnel: 10 cycles. Ask questions.
find 5 objects of red colour (or a certain Perceive the training information,
shape); perform. Ask questions.
self-massage of tense parts of the body
(pressing active points);
massaging the thumb (until you feel
goosebumps from the back of the head to the
ribs);
pressing the eyeballs with a finger (in case
of a panic attack - up to 30 seconds);
a series of eye movements: vertical,
horizontal, in the form of a figure of eight
(Pierce's relaxation);
deep defragmentation breathing
(inhalation for 2 counts, slow exhalation for 4,
pause for 2 counts, 8-10 cycles).

Articulates and reads about confidence Perceive educational information.

and self-belief.
Proves the words of the commander!
I believe in you! You are doomed... to
SUCCESS!!!
Talks about the psychological impact of Perceive the learning information.
SHOUTINGS and GESTURES (up to 6 words: Offer their own variations of shouting
for example: Ours is the Will, Together is the and gestures.
Power, Ukraine is above ALL!!!), accompanied Ask questions.
by certain gestures (tactile pressure, a special
handshake, etc.), which will then be a kind of
anchor of "confidence and faith in one's own
strength"!!!

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 Appendix B.2

Appendix B.2 – Algorithm of actions of a section (crew, squad)

commander to prevent the negative impact of the fear of death on
military personnel during combat operations
The sergeant's actions Possible situations
By his example, he demonstrates to his Arrival of servicemen
subordinates a model of behaviour during combat who do not have combat
operations, a model of confidence, courage and control experience (not fired upon) to
over fear. man a unit (crew, team)
Any measures to transform the fear of death in combat
into a resource for combat activity, carried out by a non-
authoritative commander, will not have the expected
result.
He divides his subordinates into three conditional
groups: Group 1 - servicemen who not only maintain a
high level of self-control in firefights, but are also able to
provide the necessary support to others; Group 2 -
servicemen who mostly maintain self-control in
firefights, do not need outside help, but are unable to
provide support to others; Group 3 - servicemen who
lose their self-control in firefights and are unable to
control their own state and fear of death.
Assigns specific servicemen of Group 1 to specific
servicemen of Group 3 for the purpose of practical
ongoing assistance based on the experience of one to
another (a kind of mentoring) in overcoming their own
fear and maintaining self-control. For this purpose, Group
1 servicemen must always stay close to their assigned
Group 3 servicemen during a firefight (if possible).
This method can significantly increase self-control
and mastery over their own fear of death not only for
Group 3 but also for Group 1 servicemen, as
responsibility for others, the practice of helping and
caring for them, contributes to the effective development
of the necessary personal qualities in combat.
Separates and takes measures to withdraw from the Manifestations of panic
front line servicemen who are completely incapable of and self-doubt among
self-control in combat, lose their temper instantly, as a servicemen before a battle
result of fire clashes with the enemy, and who have a (they are afraid to attack,
demoralising effect on others through their behaviour and fight, look for various reasons
appearance (so-called psychogenic casualties). not to perform tasks (no
When setting tasks for personnel, emphasise the artillery, aviation, etc.))
ability to mobilise their forces to successfully complete Demands to give a written
the task, support each other in combat and be ready to order (provocative actions)
provide psychological assistance, focus on explaining
the tasks, noting that this is an order from the company
commander or higher commander, and not provoke
subordinates with their behaviour.
The personnel as a whole and each soldier should
have a clear plan of action. This removes uncertainty and

295
fear of the unknown, and it reduces the possible fear of
failure and increases confidence in the possibility of
solving the problem. The soldier is encouraged to "scroll"
through his or her own actions in different scenarios (a
sequence of future actions). A detailed picture of future
activities reduces information uncertainty, increases the
chances of paying attention to weaknesses in training in
advance and making additional efforts to address them,
and prepares the nervous system for future scenarios.
Conducts a critical incident debriefing. It helps
participants in a crisis incident to cope with the
psychological consequences of the event and develop
the skills needed in the event of a repeated encounter Evaluation of the actions
with a similar situation. The debriefing procedure allows of each soldier during the
participants to respond to impressions, reactions and battle (analysis of actions is
feelings related to the event in a safe environment. carried out after the battle).
Seeing similar experiences in other people, participants
feel relieved - they have a reduced sense of uniqueness
and abnormality of their own reactions, less internal
tension, and lower levels of anxiety and fear.
Repeatedly talking through the events that
happened, living there again, immersing yourself in this
atmosphere allows you to get a result when the narrator's
tension subsides with each debriefing.
Give each soldier the opportunity to speak, he
must determine that he did the right thing in the task,
despite the negative final result. If he says that everything
is bad, the commander should help. Finding
successful, positive moments to praise increases self-
esteem and provides a source of motivation and strength
to overcome. "If I can do this well, then I am capable
of more." Servicemen are asked to name 1-2 specific
problems that prevented them from performing a combat
task well. These are the things that need to be worked on
and changed. Working on many tasks at once is
psychologically difficult and does not help to increase
confidence. In addition, it is important to look for
meanings. At least starting with the fact that you are
alive, have preserved perhaps even some resources, can
work, and are needed.

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 Appendix C
Appendix C – STANDARD SCHEME OF THE PSYCHOLOGICAL
TRAINING COMPLEX (PTC)

The psychological training complex is designed to ensure the quality

of psychological training, and to build the psychological resilience of
servicemen to the traumatic factors of combat

Element symbols: 1 - starting point; 2 - ditch; 3 - wall and embankment; 4 -

area with moving obstacles; 5 - burning passages;
6 - elements of the trench; 7 - structure with suspended ropes; 8 - log;
9 - anti-tank hedgehog; 10 - barricade of engineering barriers;
11 - section of barbed wire; 12 - tyre section; 13 - fence;
14 - destroyed building; 15 - bridge; 16 - rope over a ditch; 17 - blockage of
trees; 18 - facade of a destroyed building; 19 - minefield; 20 - broken
equipment; 21 - finish line.

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 Appendix C.1

Appendix C.1 – Standard elements of the training complex:

Obstacle "Fence"

The fence is constructed of wooden or metal (with rubber protection) material. The
height of the fence span is 1-2.5 m. The width is 3-5 m. The span of the fence can be:
solid, picket or metal mesh.
Overcoming the obstacle is performed independently or with the help of a partner.
To make it more difficult, you can overcome it with additional weights or combat
equipment. The fence is overcome in a combined way, which, depending on the height of
the wall, can combine: running, uphill jump, climbing and jumping into the depth of the
jump. An integral part of the run is running, which involves different paces with "jogging".
Climbing with a hook is performed when overcoming an obstacle up to 2.5 m high:
approach the wall with maximum speed, push off the ground with your foot at a distance of
one step from the obstacle and, resting the toe of your other bent leg on the wall of the
structure, grab its upper edge with your hands. Pulling yourself up, hang with your left side
to the obstacle so that the upper edge is under your armpit, hold the obstacle with your
right hand at chest level. Pull the left leg, bent at the knee and hip joint, up and press it
tightly against the obstacle, and move the right leg back with a free movement. With a
swing of the right leg, catch the top of the obstacle with the heel or shin. Pull yourself up
with your arms and supporting yourself with your heel (shin), go over the obstacle, jump off
and continue moving.

Obstacle “Tire section”

Tyres (30-40 pieces) from trucks are

used to build the obstacle. The obstacle is overcome by jumping with the right and left feet
sequentially to the end of the obstacle. The weapon is held in the hands in front of the
person at a 45-degree angle or on a belt behind the back. The next soldier starts moving
across the obstacle at intervals of 4-5 steps.

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 Obstacle "Wall and embankment"

The wall is built of brick or concrete. The height of the wall is 2-3 m. Width - 3-4 m.
Thickness - 20-30 cm. The filling is earthen soil.
To overcome the obstacle, you need to push off with your stronger leg from the
ground and, jumping on the obstacle with your second leg, grab its upper edge with your
hands; using the inertia of the run and the force of the push, jerk (with the help of your
hands) to jump up on the wall. Tilting the body forward and leaning on the obstacle on the
opposite side, move the legs over the obstacle with a swing, jump off, and continue
moving. Weapons behind the back.
The first soldier runs up to the obstacle and stands with his back to it. He bends his
knees, leans his back against the obstacle, and crosses his arms on his knees. The
second soldier runs up to the first soldier, places one foot on the first soldier's hands, and
uses his/her help to jump up onto the wall. On the wall, the first soldier takes a defensive
position from the knee and covers the other soldiers as they overcome the obstacle.

Obstacle "Barbed wire section"

The barbed wire section is constructed in three rows of stakes and should have two
crawl paths. The length of the obstacle is 9-12 m. The width of the obstacle is 3-4 m. Wire
nets are mounted on wooden stakes 35-45 cm high from the ground, which are dug in a
checkerboard pattern and braided with barbed wire. Wire spirals can be installed on the
sides.
The obstacle is overcome by crawling. Lie down on the ground with your chest,
pushing your left hand forward with your palm to the ground and pull up your right leg,
turning it toe to toe. Leaning on the right leg and pulling up on the left hand (pressing it
firmly to the ground), move forward, pushing the right hand forward on the ground and
pulling the left leg to the side. Further movement is carried out in the same sequence. The
weapon is placed on the forearm of the right hand and held by the belt near the forend. In
adverse weather conditions, the obstacle is overcome by stepping over the barbed wire,
raising the legs high.

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 Obstacle "Underground pipe"

The underground pipe can be metal (PVC plastic) or constructed of concrete. The
length of the pipe is 3-4 m. The diameter is 90-130 cm.
The obstacle is overcome by a group. The first soldier runs up to the entrance of the
underground pipe and takes a defensive kneeling position, covering the group as they
overcome the obstacle. The first soldier is the last to complete the obstacle. The second
soldier, having overcome the obstacle, jumps out of the pipe and takes up a defensive
kneeling position, covering the overcoming of the obstacle by all soldiers. All personnel
overcome the obstacle by holding their weapons in front of them at a 45-degree angle or
by holding the weapon in one hand.

Obstacle "Log"

The length of the central log is 5-6 m, the length of the side logs is 2-3 m. The
height of the log is 0.5-1 m from the ground. The width of the log is 20-35 cm.
To overcome the obstacle, you need to run up and stand on the log, slightly bending
your knees, and move in small, frequent steps, directing your feet along the log or partially
turning them to the sides. The obstacle is overcome in pairs on the command "cover".

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 Obstacle "Burning passages"

The length of the concrete slabs is 4-5 m. The height of the concrete slabs is 50 cm.
The interval between concrete slabs is 0.8-1 m. The height of the metal arcs is 1.6-1.8 m.
To overcome obstacles, a serviceman holds the weapon in front of him at a 45-
degree angle and bends over the obstacle at maximum speed. If the obstacle is overcome
with the use of fire pyrotechnics, the serviceman holds his breath to prevent damage to the
respiratory tract.

Obstacle "Trench Elements"

The barrier is constructed of brick or concrete at an angle. The total length of the
walls is 3-4 m. The height of the wall is 1.2-1.7 m. The interval between the walls is 0.8-1
m.
To overcome the obstacle, the group moves in pairs, and takes turns taking up
positions determined by the group leader. The soldiers hold their weapons in front of them
at a 45-degree angle and overcome the obstacle at maximum speed. If the obstacle is
overcome with the use of fire pyrotechnics, the servicemen hold their breath to prevent
damage to the respiratory tract. Upon completion of the obstacle, the group acts on the
command "cover".

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 Obstacle "Facade of a destroyed building"

The obstacle is constructed with brick or concrete. The length of the wall is 4-6
meters, and the height of the wall is 2-3 meters. The height to the window is 40-50 cm
from the ground surface. The window size: height - 1-1.3 meters; width - 0.8-1 meter.
The obstacle is overcome sequentially by a group. The first serviceman, after
overcoming the obstacle through the window, takes a defensive kneeling position,
covering the group. The group takes turns taking up positions determined by the group
leader. After completing the obstacle, the group acts on the command "cover".

Obstacle "Footbridge"

A footbridge is built over a dug trench or a ditch, using wooden planks or metal
shields with or without handrails. The length is 3-4 meters, and the width is 0.8-1 meter.
The obstacle is overcome in "pairs" or "threes" across the footbridge, following the
command "go." The first serviceman takes a defensive kneeling position, covering the
group. The first serviceman is the last to overcome the obstacle. The personnel take turns
taking up positions determined by the group leader. After completing the obstacle, the
group acts on the command "cover".

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 Obstacle "Structure with suspended ropes"

The obstacle is constructed of two metal poles 3-4 m high concreted into the
ground, between which two cables (ropes) are stretched. The distance between the posts
is 8-10 m. The minimum suspension height of the lower cable is 50 cm, the upper cable is
1.7 m from the ground.
The obstacle is overcome by pairs on the command of the "cover". The first soldier
takes a defensive position in a kneeling position, covering the group. The first soldier is the
last to overcome the obstacle. The rest of the group of servicemen take turns grabbing the
upper rope with their hands and standing on the lower rope with their feet. The obstacle is
overcome by holding the upper rope with the hands and moving along the lower rope with
the feet. After overcoming the obstacle, the personnel take up positions determined by the
group leader. Upon completion of the obstacle, the group acts on the command "cover".

Obstacle "Rope over the moat"

The barrier is constructed of three wooden logs or metal pipes. The height is 3-4 m
and the width is 2-4 m. The depth of the ditch is 50 cm, which is filled with water. A 4-6 m
long rope is fixed in the centre.
The obstacle is overcome with the help of a rope. It is necessary to wrap your arms
around it and vigorously push off the ground, move over the moat to the opposite side.
After the legs have reached the opposite side of the ditch, the soldier releases one hand
and pushes the rope to the next soldier with the other, then takes a defensive knee
shooting position, covering the obstacle with the whole group.

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 Obstacle "Anti-tank hedgehog"

The "anti-tank hedgehog" is constructed in the form of six-pointed stars made of

wooden beams or rolled metal (steel), braided with barbed wire, about 1 m in height.
To overcome the obstacle, the team moves in pairs. The first team approaches the
obstacle and lifts the barbed wire using the gun's sights. The next team passes under the
wire and takes up a defensive position. The third team passes under the wire and
intercepts it from the opposite side. The rest of the team passes and moves to the next
obstacle.

Obstacle "Barricade of engineering barriers"

"The slingshot is constructed as a frame made of poles braided with barbed wire
from wooden beams or rolled steel (metal), measuring 2-3 m in length and 1.5 m in height.
The obstacle is overcome by crawling. Lie down on the ground with your chest,
extend your left arm forward with your palm facing the ground and lift your right leg, turning
it to the side. Leaning on the right leg and pulling yourself up on the left arm (pressing it
firmly to the ground), move forward, pushing the right arm forward on the ground and
pulling the left leg to the side. The next soldier moves forward in the same sequence. The
weapon is placed on the forearm of the right hand and held by the belt at the forend.

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 Obstacle "Destroyed building"

The building is constructed of bricks. The size of the building can be arbitrary. The
obstacle is overcome in pairs. The first soldier takes a defensive kneeling position in front
of the building and gives the command "cover". The next soldier uses a grenade and, 4
seconds after the "assault" command is given, enters the building with his weapon in the
"full readiness" position, checks all corners and gives the "clear" command. The next
soldiers enter the building. They exit the building through the window opposite the
entrance. The first soldier to exit takes a defensive kneeling position and covers the exit of
the entire group. After overcoming the obstacle, the soldiers take up the positions
determined by the group leader. Upon completion of the obstacle, the group acts on the
command "cover".

Obstacle "Broken equipment"

Movement to this obstacle is carried out by crawling in pairs and simulating the
defeat of an object with training or simulation grenades. An alternative method is to act on
the obstacle, remove the wounded from the vehicle and provide him with medical
assistance.

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 Obstacle "Mined path"

It is overcome by pairs on the command "cover". This section is used to simulate

an injury and provide first aid, as well as to transfer the wounded to a safe place.
Overcoming is carried out in step with the marking of a safe direction of movement

Obstacle "Tree blockage"

The barrier is built crosswise from wooden logs with a diameter of at least 20 cm.
The height of the obstacle is 60-120 cm. The length of the obstacle is 6-10 m. The width
The width of the obstacle is 3-5 m.
To overcome the obstacle, it is necessary to push off with the left foot in front of the
obstacle and, raising the right hand with the weapon up, jump on the obstacle, leaning on
it with the left hand and the right foot taken to the side. Without delay, move over the
obstacle or crouch under the obstacle
.
Obstacle "Area with moving objects"

The obstacle is constructed of wooden logs or rolled metal. The height of the
obstacle is 2.5-4 m. The length of the obstacle is 6-10 m. The width of the obstacle is 1-2
m. Wheels (4-8 pcs.) are hung on the central log. The instructors swing the wheels like a
pendulum, and the personnel overcome the obstacle by dodging their action. The obstacle
is overcome by pairs on the command "cover".

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 Appendix D

Appendix D – TYPICAL LAYOUT OF A PSYCHOLOGICAL TRAINING

CLASS

The psychological training class is designed to conduct theoretical and practical

psychological training (psychoeducation, training, counselling), as well as, if necessary,
professional psychological selection and psychological study of individual qualities of
servicemen.

A typical list of components of facilities and

material and technical means:
furniture (desk and coffee table, chairs, 2-3 armchairs, sectional cabinets for storing
books, teaching materials, reference and information documentation, archives, etc;)
safe for storing accounting and statistical documentation, audio and video materials,
flash drives, etc;
office equipment: computer, printer (MFP), scanner, photocopier, licensed software,
TV, voice recorder, audio equipment, diagnostic tools, projection equipment and devices
for its use (screen, curtains, remote control, etc.), colour and lighting system, air freshener
and ioniser, communication equipment, etc;
stationery: A4 paper (white and coloured), notebook, flipchart, markers, felt-tip pens,
materials for classes (pencils, ballpoint pens, glue, plasticine, paints, etc.), etc.
Note. The psychological training class can be equipped with other equipment,
depending on the specifics of the activity and functional purpose.

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 Appendix E

Appendix E – ASSESSMENT METHODS OF PSYCHOLOGICAL

READINESS OF MILITARY PERSONNEL

The final control is a form of verification of the mastery of the class

material. The purpose of the control is to comprehensively identify and
evaluate the theoretical knowledge and practical skills of students within the
scope of the training programme.
The final control of the serviceman's assimilation of the acquired
knowledge is carried out by conducting a control lesson, which includes a test
part (orally or in writing) and an assessment of practical skills.
Evaluation of servicemen during the psychological training complex
route is carried out in accordance with the evaluation card (Appendix D.1).
To conduct the control, a list of questions and tasks is prepared in
accordance with the subject matter of the classes. A variant of the final
written control of servicemen can be found in Appendix D.2.
Assessment of the state of psychological preparedness of servicemen
is one of the main criteria for the overall assessment of the performance of
commanders of all levels and their deputies. A variant of the questionnaire on
the readiness of servicemen to perform combat missions can be found in
Appendix D.3.
The psychological preparedness of servicemen should be considered
insufficient if the unit received a lower score in conditions of mental stress
than in normal conditions.
The psychological preparedness of personnel can be assessed as
satisfactory only if it results in the preservation of the specified parameters of
performance in conditions of mental stress, which corresponds to the combat
situation.
Control over the organisation of psychological training and testing of
knowledge of servicemen is carried out by commander and chiefs, as well as
by operational (working) groups of the General Staff, commands of the
branches of the Armed Forces of Ukraine.
The assessment of the level of knowledge of servicemen on
psychological training is carried out in the scope of the completed training
material by conducting tests, examinations, control surveys and taking into
account the performance of functional duties according to the criteria
(Appendix D.3).
The questionnaire can be used in units participating in combat
operations or immediately before sending units to the combat zone. The
assessment is based on 24 indicators of psychological resilience of the
Armed Forces of Ukraine in combat conditions, which correspond to 6
components of psychological resilience (moral and psychological,
motivational, cognitive and evaluative, emotional, volitional and individual and
personal). Also, the results of this individual questionnaire provide an
308
opportunity to compare them with the results of the first questionnaire
(questionnaire for commanders), since 24 indicators of self-assessment of
psychological resilience of servicemen correspond to 12 criteria for assessing
the moral and psychological state of personnel by commanders.
To assess the level of formation of socio-psychological conditions for
psychological resilience of an individual serviceman and units as a whole, it is
recommended to use the Methodology, which is a modernised version of the
questionnaire on psychological resilience of servicemen of the Armed Forces
of Ukraine in combat conditions (Appendix D.4).
The analysis of the state and generalisation of the results of
psychological training is carried out in order to identify shortcomings, timely
correct them and introduce innovations in psychological practice, in the
general system of summarising the results of training and application of units.
The results of psychological training sessions are recorded in the
individual (combat) training logs for the training year.

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 Appendix E.1
Appendix E.1 – Evaluation card of the course performance on the
psychological training complex (PTC)
______________________________________________________________________________________
__
(military rank, surname, initials)
______________________________________________________________________________________
__
(unit)
PTC element name Conditions and criteria of the situational task Scores
1 2 3
for "clean" passage of the section +2
no shooting at the beginning of the movement +1
Start
the weapon is not armed (the course leader immediately stops
–1
the movement)
for "clean" passage of the course +4
Barbed wire section for touching the wire with equipment –1
for crawling under it for sand getting into the barrel –2
for a weapon with the bolt turned down –1
for "clean" passage of the course +3
the weapon is not disengaged from the safety –1
for lack of "cover" –1
Bulkheads wrapped for loss of time in overcoming an obstacle (more than 1
–1
in barbed wire minute)
for failure to overcome an obstacle or violation of safety removal from the
measures for handling weapons route and
disqualification
for "clean" passage of the trench +4
for not attaching the bayonet in a timely manner –1
for not holding the weapon in a standing firing position –1
Trench
for not hitting the first target with the bayonet, or for a weak hit –1
for not shooting at the second target or not throwing a
–1
simulation grenade
Barricades made of for "clean" passage of the hedgehog barricade +2
engineering for holding a weapon in a position other than standing –1
obstacles for touching the barricade, delay in overcoming subtle
("hedgehogs", low- obstacles –1
visibility obstacles)
for "clean" passage of the blockage in accordance with the
+2
requirements of the instructor
A blockage of trees
for the lack of "cover" for each other –1
for falling during the overcoming –1
A plot with tyres, for "clean" passage of the ruins +2
wicker, brick for the lack of "cover" for each other –1
ruins for falling while overcoming obstacles –1
for "clean" passage of the area +6
For a direct hit of a grenade into a foxhole +1
for the absence of shots at the line of fire –1
Wood and earth for improper crawling –1
firing point for not putting the weapon on the safety –1
for a weapon with the bolt turned down –1
for disguising oneself in preparation for throwing a grenade
–1
and firing

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PTC element name Conditions and criteria of the situational task Scores
1 2 3
the weapon is not disengaged from the safety –1
for "clean" passage of the area +2
for wearing a gas mask incorrectly –1
Smoke-filled area
for holding a weapon in a position other than the standing
–1
firing position
for a "clean" passage of the site +5
the weapon is not fitted with a safety catch –1
Construction with for falling from tyres –1
wheels and for falling from the ropes –1
suspension rope for not covering each other –1
the weapon of the second trainee is not disarmed –1
for failure to overcome an obstacle disqualification
for "clean" passage of the ditch +5
for falling into the ditch –2
Jumping over a
for touching the water, the frame with your feet –1
ditch with a rope
for the lack of "cover" for each other –1
for not firing at a certain line (sector) –1
for "clean" passage of the log +2
Unsecured log over
for the lack of "cover" for each other –1
the ditch
for falling from the log –2
for "clean" passage of the area +2
for the absence of "cover" for each other –1
Swampy area
for diving with your head under the log –1
for not overcoming an obstacle disqualification
for "clean" passage of the log +3
for the lack of "cover" for each other –1
Bridge with moving
for falling from the log –1
obstacles
for touching suspended objects that swing –1
for failure to overcome an obstacle disqualification
for "clean" passage of the bridge +2
Wooden overpass for the lack of "cover" for each other –1
for jumping off the bridge after losing balance –1
for the "clean" passage of the obstacle +3
for the lack of "cover" for each other –1
Anti-tank ditch
for falling (falling off the ropes) into the ditch –2
if it is impossible to overcome the obstacle disqualification
for "clean" passage of the obstacle +2
for failure to help a friend –1
Wooden fence
for falling from the fence –1
for failure to overcome an obstacle disqualification
for "clean" passage of an obstacle +1
for the absence of shots at the line of fire –1
Suspension bridge
for falling from a bridge –1
for failure to overcome an obstacle disqualification
for "clean" passage of the obstacle +5
for the lack of "cover" for each other –1
for missing a stretch –2
Minefield for removing only one stretch –1
for missing two stretches –4
for distracting from covering the actions of a partner by
–1
prompting and demasking

311
 PTC element name Conditions and criteria of the situational task Scores
1 2 3
for breaking at least one tripwire disqualification
for a "clean" passage of the area +2
POW search for incorrect location during the search –2
for not finding a weapon –2
for "clean" passage of the area +2
Inspection of broken for the lack of "cover" for each other –1
equipment and for a superficial search of broken equipment –1
evacuation of the for not finding a package on a "corpse" –2
wounded for not recognising the relevant signs and emblems –2
for the fall of the "wounded" –2

Analysis of error causes:

1) “professional”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2) “psychological”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Recommendations for the serviceman to form and maintain a state of psychological

readiness for active actions in an emergency (extreme) situation:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Total passage time ____________ Score _____________

Commander ______________________
(unit)
________________________________________________________________________
(military rank, signature, first name, surname)
Date
“___” ___________ 20__

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 Appendix E.2

Appendix E.2 – Variant of the final written control of servicemen on the

topics covered in STI 000A.22

______________________________________________________________________________________
(military rank, surname, initials)
______________________________________________________________________________________
(unit)

Topic 1: Behavioural reactions to stressful situations and methods and

techniques of self-help and assistance to military personnel

1. Measures aimed at formation and development of relevant

knowledge, skills, abilities, capabilities and experience of servicemen,
cohesion of units, which ensure their psychological readiness for organised,
proactive and active actions in combat, resistance to combat stressors and
negative psychological factors:
1 socio-psychological diagnostics;
2 social and psychological support;
3 psychological training;
4 psychological rehabilitation.
2. A state of the body characterised by increased tension in conditions
of threat, when the normal adaptive response is insufficient:
1 relaxation;
2 sleep;
3 stress;
4 fatigue.
3. Reaction after severe physical or emotional stress, prolonged
intense but unsuccessful activity, or in a situation where a person suffers a
serious failure, ceases to see the sense of their activity:
1 relaxation;
2 sleep;
3 apathy;
4 fear.
4. A reaction in which the serviceman shows excessive excitement, a
lot of movements, theatrical poses, emotionally intense, rapid speech,
shouting, sobbing:
1 stupor;
2 panic;
3 hysteria;
4 apathy.
5. A strong feeling of fear and/or internal discomfort that occurs
unexpectedly and is accompanied by frightening physical symptoms in the
form of sudden heart palpitations, shortness of breath, chest pain, dizziness,
severe weakness, a sense of unreality of what is happening and of one's own

313
changeability:
1 hysteria;
2 apathy;
3 panic attack;
4 fear.
6. The strongest fear that is caused by extremely dangerous and
difficult circumstances and paralyses the ability to act autonomously for some
time:
1 anxiety;
2 apathy;
3 panic attack;
4 affective fear.
7. Self-help during a panic attack includes:
1 slow breathing method, "paper bag" method;
2 distraction methods (rubber band method, counting, imagination
method).
3 method of frequent breathing.
8. “Harmful" stress, which exhausts the body's defences and disrupts
adaptation mechanisms, leading to the development of various
psychosomatic diseases:
1 emotional stress;
2 eustress;
3 distress;
4 information stress.
9. The method of slow breathing is used as a means of providing first
psychological aid to a serviceman in case of the following acute stress
reactions:
1 aggression, motor agitation, hysteria;
2 fear, anxiety, panic attack;
3 auditory, visual hallucinations
10. What are the general rules for providing psychological assistance
to a serviceman?:
1____________________________________________________________
2____________________________________________________________
3____________________________________________________________
4____________________________________________________________
5____________________________________________________________

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 EVALUATION CRITERIA

The level of knowledge of psychological training is checked in groups

of servicemen of all categories. All groups of officers in the military unit are
subject to the test. The total number of groups tested should be at least 10%
of the total number of groups. The number of servicemen in the groups is not
less than 70% of the total number of personnel.
The assessment of the level of mastery of the training material by the
servicemen is based on a four-point system: "excellent", "good",
"satisfactory", "unsatisfactory":
"excellent" - if at least 90% of correct answers to all test questions
were provided within the allotted time, and correct and substantiated answers
to additional questions were given. The answers were meaningful, the
thoughts were presented clearly, understandably, in a logical sequence;
"good" - if at least 85% of correct answers to all test questions were
provided within the allotted time, correct answers were given to all additional
questions, but minor inaccuracies were made, the answers were meaningful,
and their logical sequence was not maintained;
"satisfactory" - if at least 70% of correct answers to all test questions
are provided within the allotted time, answers to additional questions are
mostly correct, but not sufficiently deep and without the necessary
justification, answers are uncertain, thoughts are not expressed clearly and
without following a logical sequence;
"unsatisfactory" - if the conditions for a "satisfactory" rating are not
met.
The grade of the study group (unit) should be determined on the basis
of the individual assessments of those who participated in the final lesson:
"excellent" - if at least 80% of the servicemen received positive marks,
of which 50% were "excellent";
"good" - if at least 80% of the servicemen received positive ratings, of
which at least 50% were "good" and "excellent";
"satisfactory" - if at least 70% of servicemen received positive
assessments;
"unsatisfactory" - if the preceding conditions are not met.
The overall psychological training score for a military unit is derived as
the arithmetic mean of the scores of the groups that were subject to the
inspection.

315
 Appendix E.3

Appendix E.3 – Version of the questionnaire on the readiness of military

personnel to perform combat missions

DEAR WARRIOR!
We are grateful to you for defending the homeland. The survey is
anonymous, you do not need to write your name. Please answer the following
questions about your readiness to perform assigned tasks. Please select "YES" or
"NO".
Your unit: ___ battalion (division), ___ company (battery), ___ platoon
Questions:
1. Did you join the Armed Forces of Ukraine voluntarily??
Yes _____
No ______
Other__________________________________________________________________________
2. Do you think that your unit - platoon (company) is cohesive and ready for
combat operations?
Yes _____
No ______
3. Are you and your unit - platoon (company) - provided with personal protective
equipment, small arms, and anti-tank weapons?
Yes ______
No _______
What is not provided __________________________________________________________
4. Were you prepared psychologically for combat?
No ______
Yes _____
Your suggestions _____________________________________________________________
5. Do you consider yourself psychologically ready to participate in combat
operations?
Yes _____
No ______
Other__________________________________________________________________________
6. Are you confident in your unit commander, his actions and do you have trust
in him?
Yes _____
No ______
7. In your opinion, is your unit ready for combat missions, and if not, why not?
No______
Yes_____
8. In your opinion, did the psychological training sessions help you overcome
your personal fears and develop your psychological readiness for combat?
Yes _____
No ______
9. What are your tips and suggestions for improving the quality of your unit's
preparation for combat?_______________________________________________
______________________________________________________________________________________

316
 EVALUATION CRITERIA
on the readiness of servicemen to perform tasks

Psychological training of personnel is a consistent and organised

process of forming mental stability and mental readiness to act in combat, in
difficult conditions, in a rapidly changing environment, during prolonged
nervous and mental stress, and overcoming difficulties related to the
performance of military duty to defend the homeland.
The purpose of this questionnaire is to provide unit commanders with
timely information on the level of psychological readiness of military
personnel to perform assigned tasks, and to take it into account in the
preparation and adoption of managerial decisions.
The main objectives of this questionnaire are:
assessing the level of psychological readiness of the unit's military
personnel to perform assigned tasks;
predicting the behaviour of personnel during the preparation and
execution of the task;
making managerial decisions on organising events and creating
optimal social and psychological conditions for effective training and combat
activities of personnel, including the assignment of servicemen in positions,
by commanders.
The results of the personnel survey are evaluated by summarising the
responses of the personnel who took part in the survey:
“READY” – if at least 70% of positive answers to all questions are
provided, which indicates the optimal readiness of the unit to perform its
assigned tasks;
“NOT READY” – if more than 30% of negative answers were provided
to all survey questions, which indicates a low readiness of the unit to perform
its assigned tasks.
In case of receiving the result of the survey "NOT READY",
commanders are provided with recommendations on how to eliminate the
impact of negative factors of servicemen that affect the cohesion of personnel
and the readiness of the unit as a whole to perform combat missions.

The unit commander, taking into account the recommendations of the

psychologist (moral and psychological support), makes decisions including:
redistribution of functional responsibilities;
transfer to another unit;
sending to the MEC (military medical commission)
referral for consultation with a psychologist.

317
 Appendix E.4

Appendix E.4 – Methodology for assessing the level of psychological

resilience of military personnel (by V. Klochkov)

The methodology is a modernised version of the questionnaire of

psychological resilience of the Armed Forces of Ukraine in combat conditions
(O. Kokun, I. Pishko, N. Lozinska) and is designed to assess the level of
formation of socio-psychological conditions of psychological resilience of an
individual serviceman and the unit as a whole by indicators (components)
ability to control one's state
self-confidence;
readiness to destroy the enemy;
willingness to endure discomfort;
conviction of superiority over the enemy;
confidence in commanders and colleagues;
readiness for self-sacrifice.
The methodology allows to differentiate servicemen and units by three
levels of formation of socio-psychological conditions of their psychological
resilience in combat:
socio-psychological pre-conditions of psychological resilience are
formed;
socio-psychological pre-conditions for psychological stability are
limitedly formed;
socio-psychological pre-conditions of psychological stability are not
formed.
During the testing of the methodology, it was found that
the questions are formulated in a way that is understandable for the
majority of servicemen (questionnaires were filled out in full without
reminders, no questions were asked, no cases of refusal due to difficulty in
understanding the questions were observed);
the methodology allows to differentiate units by the level of formation of
socio-psychological conditions of psychological resilience of personnel at a
statistically significant level:
p ˂ 0.01 - for units belonging to groups with formed and unformed
socio-psychological conditions;
p ˂ 0.05 - for units belonging to groups with formed, unformed and
limitedly formed socio-psychological conditions of psychological resilience.
The methodology involves conducting a survey of all personnel or a
scientifically based sample of a platoon or company using a self-assessment
questionnaire on the pre-conditions for psychological resilience in combat.

318
 Questionnaire for self-assessment of psychological resilience in
combat
Instructions: "Please read the following statements carefully and circle
the number in the appropriate box on the registration form to indicate how
true the statement is for you. Remember that there are no "right" or "wrong"
answers in this case. Try to be objective and choose only one (1) option."

Strongly disagree

Strongly agree
Don't know
Disagree

Agree
№ Statement

1 I am not ready to withstand the difficulties of military service in times 1 2 3 4 5

of war
2 I am ready to defend Ukraine from the enemy 1 2 3 4 5
3 I am not confident in my ability to perform combat missions 1 2 3 4 5
4 I am ready to show reasonable courage when performing combat 1 2 3 4 5
missions
5 I am confident in my commanders 1 2 3 4 5
6 I am not confident in my colleagues 1 2 3 4 5
7 I am able to activate thinking, attention, memory in combat 1 2 3 4 5
conditions
8 I am not able to show ingenuity and initiative in combat conditions 1 2 3 4 5
9 I am able to maintain self-control and control my own fear in combat 1 2 3 4 5
conditions
10 I am not able to overcome fatigue and other physical discomfort 1 2 3 4 5
11 I am able to overcome physical fatigue and mental exhaustion 1 2 3 4 5
12 When performing training and combat tasks, I feel an increase in 1 2 3 4 5
emotional excitement, excitement
13 I am not able to maintain self-control while solving combat tasks 1 2 3 4 5
14 In combat conditions, I am ready to look for ways to solve problems 1 2 3 4 5
that arise
15 I am convinced of a mandatory victory over the enemy 1 2 3 4 5
16 I am ready for self-sacrifice for the sake of victory over the enemy 1 2 3 4 5
17 I experience (feel) hatred towards the enemy nation 1 2 3 4 5
18 I am not ready to destroy the enemy nation 1 2 3 4 5
19 I am convinced of my moral and spiritual superiority over the enemy 1 2 3 4 5
20 I am not sure of my military and professional superiority over the 1 2 3 4 5
enemy
21 I am convinced of the high importance of my own military unit's 1 2 3 4 5
activity in the defence of Ukraine
22 I am ready to defend Ukraine as part of my military unit 1 2 3 4 5
23 In combat conditions, I will not be able to provide the necessary 1 2 3 4 5
support to others
24 I am able to inspire others by my example 1 2 3 4 5

The results can be processed and interpreted in two ways:

determining the level of psychological resilience of a serviceman; determining
the level of psychological resilience of a unit.

319
 To determine the level of psychological stability of a serviceman

1. Using the table of distribution of the questionnaire questions

(Table 1), calculate the arithmetic mean of the psychological resilience of
servicemen for each individual indicator of psychological resilience
Table 1
Distribution of the questionnaire by indicators of psychological resilience

№ Indicators (components) The value for the components of

of psychological resilience psychological resilience is calculated
as the arithmetic mean of questions ##
1 Ability to control your condition 4, 7, 9, 12, (-13), 14, (-23), 24
2 Self-confidence (-1), (-3), (-8), (-10)
3 Willingness to destroy the enemy 17, (-18), (-20)
4 Willingness to endure discomfort 11, 21
Conviction of superiority over the
5 15, 19, 22
enemy
Confidence in commanders and
6 5, (-6)
teammates.
7 Willingness to sacrifice 2, 16
(-1), 2, (-3), 4, 5, (-6), 7, (-8), 9, (-10), 11,
Overall level 12, (-13), 14, 15, 16, 17, (-18), 19, (-20),
21, 22, (-23), 24
Notes: points for questions marked (-1) are counted in reverse order (1
as 5; 2 as 4; 3 as 3; 4 as 2; 5 as 1).

2. Using the table of values of levels of psychological resilience

(Table 2), determine the level of formation of conditions for the psychological
resilience of a serviceman for each individual indicator of psychological
resilience.
Table 2
Values that determine the level
of psychological resilience of a serviceman

№ Indicators (components) Values of indicators that determine the level of formation of

of psychological resilience conditions for psychological resilience
(ᴪ )
res
R (critical) R (satisfactory) R (optimal)
1 2 3

1 Ability to control your condition ≥ 3,1 ˂ 3,6 ≥ 3,6 ˂4 ≥4 5

2 Self-confidence ≥3 ˂ 3,5 ≥ 3,5 ˂4 ≥4 5

3 Willingness to destroy the enemy ≥ 3,3 ˂4 ≥4 ˂ 4,4 ≥ 4,4 5

4 Willingness to endure discomfort ≥ 2,7 ˂ 3,2 ≥ 3,2 ˂4 ≥ 4 5

Conviction of superiority over the
5 ≥ 3,8 ˂4 ≥4 ˂ 4,7 ≥ 4,7 5
enemy

320
 Confidence in commanders and
6 ≥3 ˂ 3,5 ≥ 3,5 ˂4 ≥4 5
teammates
7 Willingness to sacrifice ≥ 3,2 ˂ 4,2 ≥ 4,2 ˂ 4,7 ≥ 4,7 5

3. Build a profile of a serviceman`s psychological resilience

conditions formation by marking the appropriate cells in the profile form
(Table 3).

Table 3
Profile of a serviceman`s psychological resilience conditions formation
№ Indicators (components) Levels of formation of psychological resilience conditions
з/п of psychological resilience R0 R1 R2 R3
(ᴪ ) (destructive) (critical) (satisfactory) (optimal)
res
1 Ability to control your condition
2 Self-confidence
3 Willingness to destroy the enemy
4 Willingness to endure discomfort
Conviction of superiority over the
5
enemy
Confidence in commanders and
6
teammates
7 Willingness to sacrifice

Interpretation of the results of the assessment (profile) of a

serviceman's psychological resilience
1. If all indicators (components) of psychological resilience are
satisfactory and above, or if there is one indicator that has a critical value
(except for 1 and 6), the serviceman is recognised as mentally stable. It is
recommended to conduct selective measures (possibly from the programme)
to correct a certain component of the socio-psychological prerequisites for
psychological resilience.
2. 2In the case of determining from 2 to 5 indicators (components) of
psychological stability, which do not reach the value of a satisfactory level of
formation of social and psychological conditions of psychological stability, the
serviceman is recognised as conditionally resilient. It is recommended to
conduct the following:
 3-hour training programme if there are 2-3 indicators (except for
one) for which the satisfactory level is not reached;
 11-hour training programme if there are 4-5 indicators for which
the satisfactory level is not reached.
3. If more than five indicators (components) of psychological
resilience are identified for which the satisfactory level is not reached, the
serviceman is recognised as unstable, with unformed social and
psychological pre-conditions for psychological resilience. Organisational
measures for additional study, reassignment, dismissal (if there are grounds),
etc. are recommended.
4. In the case of at least one indicator (component) of psychological
stability, which has a destructive level, the serviceman is recognised as

321
mentally unstable. It is recommended to clarify the circumstances of filling out
the questionnaire (to detect insincerity in the answers, negligence), to
conduct additional research on the presence of destructive antisocial
behaviour, various kinds of deprivation, psychological trauma and mental
disorders. Based on the results, it is proposed to take selective measures
(outside the programme) to correct the identified problem or make
organisational and personnel decisions.
To determine the level of psychological resilience of a unit:

1. Using the data of calculation of the arithmetic mean value of

psychological resilience of an individual serviceman for each individual
indicator of psychological resilience (see Table 1), calculate the number of
servicemen per unit who received the critical values of indicators that
determine the i-th level of formation of socio-psychological conditions of
psychological resilience for the j-th indicator indicated in Table 4 (NR1ᴪres1,
NR2ᴪres1, NR3ᴪres1, …, NRiᴪresj – write next to the critical values for each level
and individual indicator)
Table 4
Critical values that determine the level of formation of socio-psychological
conditions of psychological resilience of a unit
№ Indicators (components) Critical values of indicators that determine the level of formation
of psychological resilience of conditions for psychological stability in combat
(ᴪ )
res
R1 (critical) R2 (satisfactory) R3 (optimal)
1 Ability to control your condition ᴪ ≥ 3,1 N ᴪ ᴪ ≥ 3,6 N ᴪ ᴪ ≥4 NR3ᴪres1
res R1 res1 res R2 res1 res

2 Self-confidence ᴪ ≥3 N ᴪ ᴪ ≥ 3,5 NR2ᴪres2 ᴪ ≥4 NR3ᴪres2

res R1 res2 res res

Willingness to destroy the ᴪ ≥ 2,7 N ᴪ ᴪ ≥ 3,6 N ᴪ ᴪ ≥4

3 NR3ᴪres3
enemy res R1 res3 res R2 res3 res

Willingness to endure ᴪ ≥3 N ᴪ ᴪ ≥ 3,5 N ᴪ ᴪ ≥ 4

4 NR3ᴪres4
discomfort res R1 res4 res R2 res4 res

Conviction of superiority over ᴪ ≥ 3,8 N ᴪ ᴪ ≥4 N ᴪ ᴪ ≥ 4,7

5 NR3ᴪres5
the enemy res R1 res5 res R2 res5 res

Confidence in commanders ᴪ ≥3 N ᴪ ᴪ ≥ 3,5 N ᴪ ᴪ ≥4

6 NR3ᴪres6
and teammates res R1 res6 res R2 res6 res

7 Willingness to sacrifice ᴪ ≥ 3,2 N ᴪ ᴪ ≥ 4,2 NR2ᴪres7 ᴪ ≥ 4,7 NR3ᴪres7

res R1 res7 res res

2. Determine the percentage (P) of servicemen who received the

scores of psychological resilience indicators (NRiᴪresj) indicated in Table 2 by
the formula:

where: PRiᴪresj – is the percentage of servicemen who received assessments

of psychological resilience indicators NRiᴪresj;

NRiᴪresj – number of servicemen who received appropriate assessments

of psychological resilience for each indicator;

322
 m – total number of respondents.
3. Analyse the values obtained for each indicator PRiᴪresj:
if PR1ᴪresj ˂ 75%, and (or) PR2ᴪresj ˂ 50%, and (or) PR3ᴪresj ˂ 25%, – the level
of formation of socio-psychological conditions of psychological resilience in
the unit, according to each individual indicator, is assessed as destructive,
such that it prevents the manifestation of psychological resilience of
servicemen in combat;
in other cases - as constructive, contributing to the manifestation of
psychological resilience of servicemen in combat.

Interpretation of the results*

1. If all indicators (components) of psychological resilience are

determined to be constructive, or if there is one indicator for which the value
of destructive is not reached (except for 1 and 6), the unit is recognised as
mentally stable. It is recommended to carry out selective measures (possibly
from the programme) to correct the identified component of the socio-
psychological pre-conditions for psychological resilience.
2. In case of determining from 2 to 5 indicators (components) of
psychological stability, according to which the value of the destructive level of
formation of socio-psychological conditions of psychological stability has not
been reached, the unit is recognised as conditionally stable. The next
mandatory training is recommended:
 3-hour training programme if there are 2-3 indicators (except for 1) for
which the critical value has not been reached;
 11-hour training programme if there are 4-5 indicators for which the critical
value has not been reached.
3. If more than five indicators (components) of psychological resilience
are identified for which the critical value has not been reached, the unit is
recognised as unstable, with no social and psychological prerequisites for
psychological resilience. It is recommended to take organisational measures
to reform the unit, to man it up, to change its command personnel, etc.
 In the presence of 2-3 indicators (except 1) for which the value is less
than "satisfactory”, it is recommended to conduct selective psychological
work with a serviceman lasting up to 3 hours. During these measures, it is
necessary to focus on the correction of psychological resilience indicators
that do not reach the satisfactory level;
 In the presence of 4-5 indicators with a value less than "satisfactory", it is
recommended to conduct a set of psychological work with a serviceman
lasting up to 11 hours. All indicators of psychological resilience should be
corrected during this sessions.

323

Appendix F – BEHAVIOUROF A SERVICEMAN UNDER THE INFLUENCE
OF STRESS
BEHAVIOUROF A SERVICEMAN
UNDER THE INFLUENCE OF STRESS
Adaptability
Positive
behaviour
– group cohesion;
- loyalty to co-workers;
- loyalty to commanders;
- personal significance;
- sees sense in the purpose
of the mission;
- low anxiety, cheerfulness;
- exceptional willpower and
endurance;
- increased patience with
difficulties, discomfort and
injury;
- growth of faith;
- heroic actions;
- bravery;
- sacrifice.
Dysfunctional behaviour
Deviant
behaviour
– maiming dead enemies
without taking them
prisoner;
- killing captured
enemies, non-
combatants, animals;
- use of torture, brutality,
rape;
- fighting with everyone;
- use of alcohol and
drugs;
- carelessness,
indiscipline;
- looting, robbery,
looting;
- excessive soreness;
- gloating, refusal to fight,
self-injury, threats
(murder) of commanders,
escape from the
battlefield, desertion.
324
Appendix F
Combat
fatigue
– hyper anxiety;
- fear, cowardice,
irritability, anger,
scandalousness;
- sadness, self-doubt, guilt;
- complaints about
physical activity,
withdrawal, excessive self-
care.
- loss of trust, hope and
faith.
- depression and insomnia,
irregularity, excitability,
explosiveness, coldness,
panic, total exhaustion,
apathy, loss of skills and
memory, vision, hearing,
weakness and numbness,
hallucinations and
illusions, etc.
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