“THE COLLECTION OF STANDARDS FOR PSYCHOLOGICAL TRAINING FOR THE ARMED FORCES OF UKRAINE”

MAIN DEPARTMENT OF MORAL AND PSYCHOLOGICAL SUPPORT OF
THE ARMED FORCES OF UKRAINE
SCIENTIFIC AND RESEARCH CENTRE OF HUMANITARIAN ISSUES

OF THE ARMED FORCES OF UKRAINE
MILITARY INSTITUTE OF T. SHEVCHENKO

KYIV NATIONAL UNIVERSITY
COLLECTION OF STANDARDS FOR

PSYCHOLOGICAL TRAINING FOR THE ARMED
FORCES OF UKRAINE
Training Manual
Under the general editorship of the Chief of the Main

Department of Moral and Psychological Support of the
Armed Forces of Ukraine Major General V. KLOCHKOV
KYIV - 2023
UDC index 159.96
H 50
Recommended for publication by the Academic Council of the Scientific and

Research Centre of Humanitarian Issues of the Armed Forces of Ukraine (Minutes No. 7
from the 31st of July of 2023)
Reviewer:
V. Stasiuk, Doctor of Psychology, Honoured Educator of Ukraine, Professor of

the Department of Moral and Psychological Support of Troops (Forces) of the National
Defence University of Ukraine
Authors: Colonel I. Neminsky, Colonel O. Roy, Colonel A. Romanyshin, Colonel V.

Olenchuk, Lieutenant Colonel G. Pshenychniuk, Lieutenant Colonel M. Hyzhnyak, Captain
K. Kravchenko, Captain S. Kvych, Captain O. Hoptiy.1
Collection of standards for psychological training of the Armed Forces of Ukraine:

training manual. / Under the general editorship of major general V. KLOCHKOV - K.
Scientific and Research Centre of Humanitarian Issues of the Armed Forces of Ukraine,
2023. - 337p.
This training manual contains programs, standards, and methodological guidelines for
psychological training of servicepersons approved by the Armed Forces of Ukraine.
The manual is developed in the Main Department of Moral and Psychological Support
of the Armed Forces of Ukraine jointly with the Scientific and Research Centre of
Humanitarian Issues of the Armed Forces of Ukraine and Military Institute of T. Shevchenko
Kyiv National University.
This training manual may be used in the practical work of unit commanders, moral
and psychological support officers, psychology officers (psychologists), department teachers
(instructors), sergeants and officer cadets of military higher education institutions as the
main guidelines when preparing lessons on psychological training.
UDC index 159.96
H 50
© Scientific and Research Centre of Humanitarian Issues of the Armed Forces of Ukraine, 2023
2
TABLE OF CONTENTS
List of abbreviations and terms 7

Introduction 8
Chapter 1. Training programs for servicepersons of the Armed 10

Forces of Ukraine (psychological training)
1. Military basic training program (to train mobilised personnel) 10
edition 2 ТП 7-00(206)246.63
2. Joint training program for section commanders of mechanised and 18
motorised infantry, mountain assault, air assault, airmobile,
airborne, and marine units ТП 7-01(40).03
3. Primary military professional training program (basic military 22
training) for officer cadets studying at military higher education
institutions
Chapter 2. Individual psychological training standard for 37

servicepersons of the Armed Forces of Ukraine СТІ 000А.22А
2.1 Behavioural reactions to stressful situations, self-help and support 43
methods and techniques for servicepersons
2.1.1. Types of stress, categories of stress symptoms, nature of combat 43
stress
2.1.2. Typical behavioural reaction types in a stressful situation (fear, 51
anxiety, frustration, hysteria, panic, aggression, stupor, trembling,
crying, sense of guilt, delusion, muscle hypertension etc.
2.1.3. Methods of psychological first aid for typical combat stress 62
reactions
2.1.4. Methods and techniques for regulation (self-regulation) of acute 64
stress reactions and other signs of combat stress
2.1.4.1. Breathing normalisation method 65
2.1.4.2. Methods to relieve muscle tension 67
2.1.4.3. “Grounding” method 66
2.1.5. Factors causing a serviceperson to experience combat stress in the 79
conditions of warfare
2.1.6. Servicepersons’ mental reactions before battle, in combat and 84
consequences of traumatic events
2.1.7. Main notions in servicepersons’ psychotraumatisation scheme 84
2.1.8. Psychological first aid in extreme conditions 86
2.1.9. Rules of psychological first aid “6P” (6П) 89
3
Chapter 3. Standard for individual psychological training of 93
servicepersons of the Armed Forces of Ukraine (training course)
СТІ 000Г.22Л
3.1. Military personnel's negative mental states (reactions) and stress 104
factors causing them. Psychological first aid and self-help
3.1.1. Types of military personnel’s negative mental states (reactions) in 104
the conditions of warfare. Self-regulation methods and techniques
3.1.3. Psychological first aid (self-help) in extreme conditions 104
3.2. Mental regulation (self-regulation) strategies 104
3.2.1. Factors affecting servicepersons in the conditions of warfare 104
3.2.2. Types of combat stress in servicepersons 104
3.3. Building up and strengthening military personnel's psychological 104
resilience while fighting enemy’s armoured vehicles
3.3.1. Building up military personnel’s psychological confidence in their 104
actions aimed at destroying enemy’s armoured vehicles.
Psychological overcoming of servicepersons’ fear of tanks during
tank
rollover drills
3.4. Building up and strengthening military personnel's psychological 106
resilience on a special assault course
3.4.1. Servicepersons’ special obstacle race with the use of combat 106
environment simulation tools

servicepersons of the Armed Forces of Ukraine (training course)
СТІ 000Г.22Л.02
4.1. Mental self-regulation strategies. Psychological first aid and self- 122
help
4.1.1. Self-regulation methods and techniques 122
4.1.2. Effect of stressful reactions on a serviceperson’s mental health 129
4.1.2.1. Psychotraumatic factors of combat operations 129
4.1.2.2. Factors of negative impact on servicepersons’ mental health. 130
Peculiarities of servicepersons’ mental states during training and in
the course of warfare
4.1.2.3. Peculiarities of servicepersons’ mental states during training and in 131
the course of defensive warfare
4.1.2.4. Peculiarities of servicepersons’ mental states during training and in 133
the course of offensive warfare
4.1.3. Self-regulation techniques in various stressful scenarios 134
4.1.4. Exercises on building up trust and courage 134
4.1.6. Psychological first aid (self-help) in extreme combat conditions 137
4
4.2. Building up and strengthening servicepersons’ psychological 138
resilience during an obstacle race (a special assault course)
4.3. Building up and strengthening servicepersons’psychological 138
resilience during counteraction to heavy armoured vehicles
4.4. Building up and strengthening servicepersons’ psychological 138
resilience under enemy IDF
4.4.1. Unit servicepersons’ psychological adjustment for survival under 138
enemy IDF
4.4.2 Servicepersons’mental toughness under enemy IDF 139
servicepersons of the Ukrainian Armed Forces (training course) СТІ
000Г.22К(И)
5.1. Mental self-regulation techniques. Psychological first aid and self- 152
help
5.1.1. Psychological first aid techniques 152
5.1.2. Idea visualisation, affective experiences neutralisation 159
5.2. Psychological work with a group’s resistance as one of the main 161
reactions to stress in an uncertain environment
5.2.1. Psychological resilience to warfare-related psychotraumatic factors 161
5.2.2. Signs of helplessness (despair) when resistance coping group 162
strategies are applied
5.2.3. Relaxation methods and techniques (exercises) 164
5.2.4. General principles of psychological aid (self-help) in extreme 164
conditions
5.3. Servicepersons’ motivation to perform assigned tasks 166
5.3.1. Sources and types of motivation 166
5.3.2. Non-material motivation tools 168
5.3.3. Unit’s motivation tools and mechanisms 169
5.4. Psychoemotional stabilisation techniques under the impact of 172
combat-related psychotraumatic factors
5.4.1. Idea visualisation, affective experiences neutralisation. Behavioural 174
strategies in a novel and uncertain environment
Chapter 6. Standard for Field Leaders Reaction Course СТІ 188

000Г(В).58А
Chapter 7. Standard for special training (professional training) СТІ 196

101А.26В
Chapter 8. Guidelines for psychological training of Armed Forces of 236

Ukraine personnel
8.1. Purpose and content of the guidelines for AFU servicepersons’ 236
psychological training on stress resistance in abruptly changing
5
combat situations ТКП 1-160(31)03.01
8.1.1. Techniques for modelling combat psychological factors with the use 239
of simulators, weapons, military vehicles, models, and terrain
8.1.2. Psychological training techniques on the waters 247
8.1.3 Techniques for modelling combat-related psychological factors 250
8.1.4. Psychological training techniques during military service 256
8.1.5. Psychomotor training techniques 257
8.1.6. Communication training techniques 263
8.1.7. Techniques for general concentration and stress relief 263
8.1.8. Psychophysiological evaluation techniques 269
8.2 Purpose and content of the guidelines for AFU servicepersons’ 281
psychological training for being held in captivity (ВП 7-00(03).01)
Glossary 296
References 299
Appendices
Appendix A. Armoured vehicle vulnerability scheme 303
Appendix B. Lesson plan for site 1 304
Appendix B.1. Lesson plan for site 2 306
Appendix C. Prepared site equipment scheme for unit military 341
personnel’s psychological adjustment for survival under enemy IDF
Appendix C.1. Psychological training simulation according to basic 342
training program ТП 7-00(03).01
Translators’ Notes 344
Ukrainian-English Glossary 346
6
LIST OF ABBREVIATIONS AND TERMS2
AAR after action review3

DRG diversion and reconnaissance group
AFU Armed Forces of Ukraine
MWR morale, welfare and recreation
PTSD post-traumatic stress disorder
NATO North Atlantic Treaty Organization
military educational publication
military higher education institution
reference material
strength exercises
morale
psychological training
situational psychological training
individual training standard
collective training standard
training standard
tactical and technical characteristics
tactical publication
7
INTRODUCTION
The onset of large-scale fighting to rebuff the aggression of the Russian Federation
was marked by a number of changes both in Ukraine and in the Armed Forces of
Ukraine respectively.
Our servicepersons’ daily routine is made up of constant danger, the death of fellow
soldiers, significant physical and psychological load, massive air strikes, rocket and
artillery shelling, high and long-term fighting intensity, and a number of other
combat-related stress factors. All that causes such mental states as fear, apathy, panic,
anxiety etc. which sooner or later will lead to negative consequences.
The foundation of building up mental preparedness and psychological resilience in
servicepersons is psychological training. It ensures a high level of stress resistance
and allows to preserve the fighting efficiency of servicepersons (units) under the
conditions of combat-related psychotraumatic factors. During psychological training,
servicepersons build up and develop the required knowledge, skills, competences,
cohesion, and psychological resilience to combat-related stress factors and mental
preparedness for assigned missions.
It has become crucial to train servicepersons to overcome fear of tanks by rollover
drills using armoured vehicles, demonstrating their vulnerabilities and the sequence
of hitting them. Servicepersons’ psychological adjustment for survival and their
conditioning for shelling are also of paramount importance. Not only will
servicepersons’ correct actions destroy enemy vehicles, but they will also boost their
chances for survival.
At the same time, the most pressing issue is to control and overcome servicepersons’
fear since uncontrollable fear may reduce to zero the efficiency of any activity in a
real battle.
For this purpose, systematic activities on psychological education are organised to
provide servicepersons with knowledge about behavioural reactions to stressful
situations, and (self-) help techniques. In doing so, servicepersons are able to quickly
restore their own mental functions, relieve tension, and provide psychological first
aid to their fellow soldiers.
Mutual trust inside the unit is equally important. The unit’s efficiency is largely
determined by the military collective’s solidarity, ability to direct cooperative efforts
to execute prioritised missions, effective communication, and ability to promptly
identify potential threats and favourable factors.
Modern warfare requires appropriate changes in psychological training of the Armed
Forces of Ukraine based on the experience of the Russia-Ukraine war and armies of
the world’s leading countries.
Nowadays, the process to improve organisation, methodological support, and
creation (building up) of the appropriate educational and material base for
psychological training is in progress.
8
Building up and development of servicepersons’ individual capabilities to execute
specific missions as well as the definition of their assessment criteria were determined
by the use of psychological training standards (СТІ000Г.22Л “Psychological training
(training course), СТІ000А.22А “Psychological training (individual training
system)”, СТІ000Г.22К(И) “Psychological training (training course)”, tactical
publication ТКП1-160(31)03.01 “Methodological guidelines on psychological
training of the Armed Forces of Ukraine to form stress resistance to the actions under
the conditions of abrupt changes in combat environment”, and military publication
ВП 7-00(03).01 “Methodological guidelines on psychological training of the Armed
Forces of Ukraine for being held captive”.
The process to improve and increase the educational and material base for
psychological training is in progress in the AFU’s training centres (military units). In
particular, training complexes have been created and are in use. They include special
assault courses, psychological training classrooms (enhanced with automated
systems and software), and simulators.
The use of psychological modelling elements provided an opportunity to bring the
training environment closer to real warfare conditions (explosions, gunfire, smoke,
noise, screams of the wounded etc.), and immerse in a “real” combat atmosphere.
In addition, artificial blood, dead body scent, fake body parts (torn limbs, intestines)
are used in training facilities.
Taking into account the above-mentioned and in order to harmonise the quality
organisation of psychological training, the Main Department of Moral and
Psychological Support of the Armed Forces of Ukraine has developed a training
manual “Collection of psychological training standards of the Armed Forces of
Ukraine” based on NATO standards (STANAG 2565, STANAG 7225, STANAG
7226, STANAG 7229) and the experience acquired during the Russia-Ukraine war.
This training manual may be used in the practical work of unit commanders, moral
and psychological support officers, department seniors, psychological training
teachers (instructors), psychology officers (psychologists), sergeants, and officer
cadets of military higher education institutions as the main guidelines when preparing
lessons on psychological training.
9
CHAPTER 1
TRAINING PROGRAMS FOR SERVICEPERSONS
OF THE ARMED FORCES OF UKRAINE
(PSYCHOLOGICAL TRAINING)
1. MILITARY BASIC TRAINING PROGRAM (TO
TRAIN MOBILISED PERSONNEL) EDITION 2
ТП 7-00(206)246.63.
Military educational publication
ТП 7-00(206)246.63 “Basic combat
training (to train mobilised resources)”
(hereinafter - Program), approved by
the Chief of General Staff of the
Armed Forces of Ukraine, 20.06.2023.
The program is the second edition
which replaces the military educational
publication ТП 7-00(03).01 (published
on 20.06.2022)
The current revision of the
program is based on the experience of
the Russia-Ukraine warfare and
military training of servicepersons in
some NATO member states.
The program is developed to
train mobilised resources in training
facilities (centres, schools, training
grounds) of the Armed Forces of
Ukraine and other military formations
and is implemented during the martial
law (special period).
Based on the above-mentioned, structural and systemic changes in the
organisation, approaches, time reduction of military training, in particular of basic
training are especially relevant. Attention is focused on servicepersons’
psychological and physical preparedness for swiftly moving combat operations.
The basic combat training program is designed to train persons called up to the
armed forces by conscription during the mobilisation for the special period and
serving in the military by contract who have not served military service and/or have
a break in military service for over 5 years.
The feature of the training program is building up a practical component of
the training by:
10
building up tactical training with an emphasis on teaching and training assault
action elements;
including preparatory marksmanship training into drills performed together
with tactical and psychological drills (movement, trench clearance etc.);
3-day fieldcraft to consolidate knowledge, skills, and competences acquired by
servicepersons during training.
The relevance of this edition of basic military training program is due to the
creation of an efficient military training system in training facilities (schools, training
grounds) of the Armed Forces of Ukraine and other military formations which will
allow to train servicepersons to perform missions according to their positions in the
shortest time possible.
Topics and time allocation for psychological training

Lessons
Topic Hours
No Theory Practice Self-study
total
Topic 1. Mental self-regulation
1 strategies. Psychological first aid and 3 1 2
self-help
Topic 2. Building up and strengthening
2 military personnel's psychological 2 2
resilience on a special assault course
military personnel's psychological
3 4 4
resilience while fighting enemy’s
armoured vehicles
military personnel's psychological
4 2 2
resilience under enemy IDF and
Total: 11 1 10
Topics and lessons for psychological training

Topic 1. Mental self-regulation strategies.
Psychological first aid and self-help (3 hours)
Lesson 1. Combat impact on servicepersons’ mental state (1 hour)
Conditions: theoretically; in a classroom/at a training location.
Guidelines: Lessons are conducted either in a classroom or on a tactical
ground in a group of 20-30 under the guidance of a psychology officer.
Servicepersons are introduced to stress states, self-regulation strategies, mental
reactions, psychological first aid cards. The lesson is summed up at the end.
Lesson 2. Psychological first aid (self-help) in negative mental states,
exercises on building up trust and courage (1 hour)
Conditions: practically; at a training location.
11
Guidelines: Lessons are conducted on a training ground in a group of 6-8
(even number) under the guidance of a psychology officer. Servicepersons do
practical psychological aid drills. At the end of the lesson, a group debriefing is
conducted where everyone shares their feedback and assesses their personal feelings.
Lesson 3. Self-recovery techniques and strategies (1 hour)
Guidelines: Lessons are conducted on a training ground in a group of 6-8
(even number) under the guidance of a psychology officer. Servicepersons do
exercises on breathing, calming, attention shifting, emotional relief, and autogenic
training.
At the end of the lesson, a group debriefing is conducted where everyone
shares their feedback and assesses their personal feelings.
Topic 2. Building up and strengthening military personnel's

psychological resilience on a special assault course (2 hours)
Lesson 1. Servicepersons’ special assault course enhanced with
simulation tools (2 hours)
Conditions: practically; at a training location; during daylight hours.
Guidelines: Lessons are conducted on a special assault course (hereinafter
lane) under the guidance of a unit commander.
IMPORTANT! If a stationary assault course is unavailable, its analogue is
improvised in a designated area of the tactical ground, which may include trenches,
ditches, communication trenches, covered slits, duck-boards, anti-tank ditches, wire
entanglements, abatis and industrial rubble, worn tires etc. During the lesson, a
smoke and battle noise simulators reproducing the sound of gunshots, screams of the
wounded, and false orders are used. A psychology officer observes mental reactions
of servicepersons overcoming the lane under time limit and psychological pressure
and gives the lead instructor recommendations on their building up in accordance
with each serviceperson’s psychological peculiarities. A lesson should be attended
by a military medic who provides medical aid if required.
At the end of the lesson, a group debriefing is conducted where everyone
shares their feedback and assesses their own performance and the actions of their
fellow soldiers.
Topic 3. Building up and strengthening military personnel's

psychological resilience while fighting enemy’s armoured vehicles (4 hours)
Lesson 1. Building up military personnel’s psychological confidence in
their actions aimed at destroying enemy’s armoured vehicles. Psychological
overcoming of servicepersons’ tank panic during tank rollover drills (4
hours)
Guidelines: Lessons are conducted on a tactical ground (specially equipped
12
location) under the guidance of a unit commander who prepares a lesson using
conditions and algorithms for psychological training drills.
For the purpose of visualisation, sequence and density, a lesson is conducted
together with the deployment of training stations. The number of training stations and
their lesson timetable are defined by the lead instructor based on the number of the
trainees.
IMPORTANT! During lesson planning, it is recommended to follow the
training sequence:
analysis of strengths and vulnerabilities of armoured vehicles for military
personnel to have a clear understanding of enemy’s armoured vehicles; samples of
armoured vehicles (tanks, armoured infantry fighting vehicles, armoured personnel
carriers), schemes (photos) of their strengths and vulnerabilities with weak spots
marked with bright colours are displayed and notes with most effective weapons are
made;
demonstration of anti-tank weapons of domestic and foreign production which
is in service with military units of the Armed Forces of Ukraine;
demonstrating fields of view of observation and aiming devices of armoured
vehicles (tanks, armoured infantry fighting vehicles, armoured personnel carriers)
by each trainee’s personal inspection (what a commander, gunner, or driver-
mechanic sees in sight); crawling under an armoured vehicle without the engine
running in order to overcome servicepersons’ fear of confined space;
crawling under armoured vehicles with the engine running in order to build
13
up psychological resilience to sound effects (armoured vehicle humming). To
strengthen the sound effect, the armoured vehicle engine is switched to different
modes;
final (main) component is armoured vehicle rollover drills for servicepersons.
The last three drills may involve tanks, armoured vehicles (armoured infantry
fighting vehicles, armoured personnel carriers, rocket and artillery launcher
carriers).
Sequence of execution: One by one, servicepersons hit armoured vehicles
moving towards them and firing blanks. The lead instructor defines the conditions of
the exercise (the sequence for occupying a trench, the number and order of shots),
and the use of additional simulation tools for each serviceperson. A serviceperson is
given an opportunity to do the drill three times. In case of a serviceperson’s low
psychological resilience, an exercise can be repeated until the positive results are
achieved.
For servicepersons with a panic fear of an armoured vehicle in order to
overcome tank panic, it is advisable to crawl repeatedly under an armoured vehicle
without the engine running and then with the engine running followed by rollover
drills by placing them in the trench with a more experienced serviceperson or a unit
commander.
It is crucial for rollover drills that each serviceperson should be highly
motivated to destroy an enemy vehicle. For this purpose, they should be given a
mission to destroy a tank both approaching and moving away. While being placed in
the trench about to be rolled over by a tank, a serviceperson should be given a mission
to fire at observation devices using small arms followed by extending a mine chain
when a tank is approaching at a distance of 10-15 meters, crouching while a tank is
rolling over. When a tank is moving away from the position, a grenade launcher
should be used to hit the tank followed by firing at infantry moving behind the tanks.
A psychology officer observes the mental reactions of servicepersons
conducting rollover drills and gives the lead instructor recommendations on the
required number of exercise repetitions to build up psychological resilience in
accordance with each serviceperson’s psychological peculiarities.
During the exercise, the lead instructor observes trainees’ actions and their
compliance with safety rules.
An experienced soldier or a trained instructor is placed in the trench next to
servicepersons with signs of fear.
During tank rollover drills it is advisable to use worn-out grenade launchers to
hit tanks. After throwing a grenade, the shooter should fire blanks from their personal
weapon in the direction of the armoured vehicle in order to defeat the crew, who will
attempt to flee the burning vehicle.
In order to create a smoke screen and slow down the movement of the vehicle
as it approaches the trench, the personnel use smoke obscurants (hand smoke
grenades).
During the drill, 2 or 3 smoke puff charges are blown up at a distance of 10-30
14
meters from a serviceperson; a shooting with small arms and a machine gun of a tank
(armoured object) is conducted using blank ammunition. On approaching the trench,
the tank’s turret turns slightly right and left.
During the lesson, simulation assets and gunfire sound simulators should be
used extensively in order to bring the training environment closer to real warfare
conditions, as well as to train actions under fire and to develop adaptation to the
sounds of gunfire and explosions.
It is suggested to assess the results based on grenade hits in the three impact
zones (see Appendix A):
“excellent” if the armoured object is hit in zone 1;
“good” if the armoured object is hit in zone 2;
“satisfactory” if the armoured object is hit in zone 3; “unsatisfactory” if the armoured
object is not hit.
The lesson should be attended by a military medic who provides medical aid if
required. At the end of the lesson, a group debriefing is conducted where everyone
shares their feedback and assesses their own performance and the actions of their
fellow soldiers.
Topic 4. Building up and strengthening servicepersons' psychological

resilience under enemy IDF and combat-related psychotraumatic factors (2
hours)
Lesson 1. Unit military personnel’s psychological adjustment for survival
under enemy IDF (overcoming the fear of explosion) (1 hour)
Guidelines: Lessons are conducted on a tactical training ground under the
guidance of the unit commander who prepares а lesson using conditions and
algorithms for psychological training drills specified in Appendix 4 of this program.
For a lesson it is required to have a prepared terrain (sector) with a radius of
approximately 400 m where three impact zones with the following radii are built: the
first is 200 m, the second is 300 m, and the third is 400 m. In these impact zones,
troop shelters are built in order of increasing distance from the circle centre: a bunker
(3 or 4 overhead covers or concrete preferred) with an angled entrance in the circle
centre followed by a covered slit at a distance of 250-300 m and an open slit at a
distance of up to 400 m. Combat vehicles are placed in equipped covers next to the
covers for servicepersons: a tank at a distance of up to 200 m from the centre, and
IFVs (APCs) at a distance of up to 300 m.
Servicepersons are introduced to psychological aspects of artillery use, ways
to build field fortifications (covered slits, bunkers) with reinforced concrete, steel and
wooden structures, an earth embankment, as well as to specifics of their reinforcing
in case the enemy uses cluster munitions.
Figure targets and fortifications are shelled from prepared artillery positions
with view to demonstrating actions and results of artillery barrage thus prompting
15
ideas for better fortifications.
In order to build up servicepersons’ confidence in fortifications for sheltering
troop and vehicles, it is required to show the results of artillery barrage on them, to
explain their protection specifications as well as ways to build fortifications with
consideration of protection against cluster munitions in strongpoints.
Servicepersons are informed of their recommended positioning in fortifications
under shelling with view to decreasing harm and injuries as well as building up and
maintaining mental preparedness for active actions before, under, and after IDF.
At the end of the lesson, a group debriefing is conducted where everyone shares
their feedback and assesses their own performance and the actions of their fellow
soldiers.
Lesson 2. Military personnel’s mental conditioning when a unit’s positions
are under IDF in combat conditions (1 hour)
Guidelines: Lessons are conducted on a tactical ground under the guidance of
a department teacher (instructor, platoon or company commander) for a training
group of up to 30 by the way of demonstration with safety measures and tactical
situation briefed. Conditions and algorithms on psychological training drills are
specified in Appendix 4 of this program.
Servicepersons in turn take cover (in bunkers, covered slit, open slit, trench)
and in combat vehicles located in trenches (shelters) and on open ground while IDF
is imitated. It is recommended to use appropriate mortar and artillery training rounds
IM-82, IM-85, IM-100, IM-120, battle simulation sounds, artillery shell burst
simulators, TNT blocks, various modifications of fuses, detonating cords, practice
grenades ПІРО-5 for the imitation of mine and artillery shell bursts. Imitation fields
16
should be located no farther than 20 m from the servicepersons’ shelter. MLRS and
anti-tank guided missile launches are imitated by smoke puff charges and flares.
The lead instructor should stay with servicepersons under IDF and have a
reliable connection with assistants to the lead instructor in charge of simulation-
based training.
Servicepersons conduct defensive warfare and observe the enemy’s IFV
movement using recce’s observation devices. According to the table of signals, the
lead instructor gives a command about the enemy’s artillery barrage. Servicepersons
occupy designated places in trenches, bunkers etc. The simulation team switch on
battle noise simulators and imitate an artillery barrage (air raid) on the positions with
TNT blocks. Smoke grenades and incendiary fuel are ignited.
Upon receiving a command from the lead instructor (when an artillery barrage
or an air raid simulation is over), servicepersons occupy fighting positions according
to an established sequence, engage enemy firing blanks and using practice grenades
while changing fighting and firing positions. At the end of the lesson, a group
debriefing is conducted where everyone shares their feedback and assesses their own
performance and the actions of their fellow soldiers.
General guidelines regarding most effective psychological training
1) Not only do servicepersons need to be instructed on methods and

techniques of providing psychological first aid, but it is also preferred to drill them
in pairs (one person simulates a negative mental state, the other drills psychological
aid techniques).
2) It is required to increase the complexity of drills:
At first, an instructor defines by themself what negative states will be drilled
(for example, now we are going to drill providing psychological first aid for
aggressive states);
Then mental states to be drilled are chosen randomly in each pair. Thus, a
serviceperson needs to define their fellow soldier’s state and what happens prior to
providing psychological aid;
feedback from a person who received psychological first aid is required (it will
be beneficial for a serviceperson to hear feedback on their actions, comments and
recommendations to build up their psychological first aid skills).
3) It is obligatory to check acquired knowledge and skills.
17
2. JOINT TRAINING PROGRAM FOR SECTION COMMANDERS
OF MECHANISED AND MOTORISED INFANTRY, MOUNTAIN
ASSAULT, AIR ASSAULT, AIRMOBILE, AIRBORNE, AND MARINE
UNITS ТП 7-01(40).03
Military training educational

publication ТП 7-01(40).03 “Joint
training program for section
commanders of mechanised and
motorised infantry, mountain
assault, air assault, airmobile,
airborne, and marine units”
(hereinafter referred to as Program),
approved by the Chief of General
Staff of the Armed Forces of Ukraine
10.11.2022.
This program defines
educational organisation during
training of section commanders of
mechanised and motorised infantry,
mountain assault, air assault,
airmobile, airborne, and marine units
(hereinafter referred to as
mechanised section (platoon) in
training centres (schools) of the
Armed Forces of Ukraine with aim to
improve their knowledge, skills, and
competences acquired during professional training and combat missions.
The relevance of this program is due to the creation of an efficient military
training system in training centres (schools) whose one of the key components should
train section commanders and platoon sergeants able to perform missions according
to their positions. The provisions stipulated in the Program should be applied
creatively, with consideration of servicepersons’ level of training.
Topics and time allocation for psychological training

Hours
No Theory Practice Self-study
Topic total
Mental self-regulation techniques.

1 2 1 1
Psychological first aid and self-help
18
Psychological work with a group’s
2 resistance as one of the main reactions 2 2 -
to stress in an uncertain environment
Motivating servicepersons to perform
3 assigned missions 3 3 -
Psychoemotional stabilisation
techniques under the impact of combat-
4 3 3 -
related psychotraumatic factors
Total: 10 1 9 -
Topics and lessons for psychological training
Topic 1. Mental self-regulation techniques. Psychological first aid and self-

help (2 hours)
Lesson 1. Combat impact on servicepersons’ mental state (1 hour)
Conditions: theoretically; in a classroom/at a training location.
Guidelines:
Lessons are conducted either in a classroom or on a tactical ground in a group
of a training platoon under the guidance of a psychology officer.
Servicepersons are introduced to stress states (fear, panic, anxiety, anger,
aggression, apathy, depressive symptoms). Then the training team demonstrates self-
regulation techniques for the above-mentioned states. Servicepersons use self-
regulation techniques on themselves and their fellow soldiers and study
psychological first aid cards.
At the end of the lesson, a debriefing is conducted where everyone shares their
feedback and self-assessment.
Lesson 2. Psychological first aid techniques during acute stress reactions (1
hour)
Conditions: practically; training; at a training location.
Guidelines:
Lessons are conducted on a tactical ground in a group of a training platoon
under the guidance of a psychology officer.
Servicepersons learn to identify negative mental reactions (fear, panic, anxiety,
anger, aggression, apathy, depressive symptoms) in themselves and their subordinate
personnel and the sequence of their overcoming with a further practical exercise of
providing psychological aid to each other.
Topic 2. Psychological work with a group’s resistance as one of the main

reactions to stress in an uncertain environment (2 hours)
19
Guidelines:
Lessons are conducted on a tactical ground, in a trench or bunker in a group of
a training platoon under the guidance of a psychology officer.
At the beginning of the lesson, a training platoon is broken down into 3 (three)
teams where two teams get trained and the third one simulates signs of helplessness
and lack of belief in achieving an assigned mission. In a practical way, servicepersons
define signs of helplessness and lack of belief, conditions when the use of group
techniques to work with a group’s resistance is more efficient. They use exercises on
relaxation and calming breathing, muscle stretching, grounding, and psychological
aid thus building up psychological resilience to the psychotraumatic factors of
modern warfare.
Topic 3. Motivating servicepersons to perform assigned missions (3 hours)

Guidelines:
Lessons are conducted on a tactical ground, in a trench or bunker in a group of
a training platoon under the guidance of a psychology officer.
A psychology officer teaches servicepersons to build up their subordinate
military personnel’s psychological resilience using:
motivational dialogue (reflection, open questions, evaluation, summary);
motivation by command;
motivation by speech (inspire to attack or staunch defence);
work with negative beliefs;
shaping a warrior’s identity;
psychological rules of warfare.
Topic 4. Psychoemotional stabilisation techniques under the impact of

combat-related psychotraumatic factors (3 hours)
Lesson 1. Providing psychological aid to servicepersons in combat conditions
if they experience fear (2 hours)
Conditions: practically; training; in a classroom/at a training location.
Guidelines:
Servicepersons define missions, goals, taskings of their unit and their personal
ones based on their experience and by searching vital resources.
20
Lesson 2. Building up tolerance to uncertainty (psychological ability to
overcome stress, stress resistance, psychological resilience) (1 hour)
Guidelines:
Servicepersons are trained to be aware of a unit’s assignment, everyone’s
position, general and personal goal, to take responsibility and be responsible for
consequences; to create prerequisites for servicepersons’ combat activity.
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3. PRIMARY MILITARY PROFESSIONAL TRAINING
PROGRAM (BASIC MILITARY TRAINING) FOR OFFICER CADETS
STUDYING AT MILITARY HIGHER EDUCATION INSTITUTIONS
Primary military professional training program (basic military training) is

developed to train officer cadets studying at military higher education institutions
(hereinafter referred to as program).
The training goal is to introduce officer cadets to knowledge and skills on
providing psychological first aid (self-help), to instil survival skills on a battlefield,
and to build up sustainable psychological habits, i.e. to get knowledge and skills
needed to defend the country.
During the training, servicepersons should have all their kit and PPE on
(helmets, body armour etc.).
During the training, officer cadets should follow a methodological sequence
with a transition from the known to the unknown, from easy to difficult. At first,
accuracy of performance should be achieved, then speed to gradually build up
physical and psychological load, knowledge, competences and skills.
Officer cadets’ training should be organised and conducted according to the
list of topics for psychological training within the general framework of the
educational process. It should be carried out by drilling certain topics during practical
training (exercises, drills) with the use of educational and training equipment and
facilities, by involving a psychological component with the use of corresponding
dummies and sound simulators and by conducting lessons on certain element
components of a psychological obstacle course.
TOPICS AND HOUR CALCULATION

Number of Practice
No Topic
hours lessons
Mental self-regulation techniques. Psychological first aid and self-
1 help 3 3
Building up and strengthening military personnel's psychological

2 resilience on a special assault course 3 3

3 resilience while fighting enemy’s armoured vehicles 2 2

resilience under enemy IDF and combat-related psychotraumatic
4 2 2
factors
Total 10 10
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Lesson topics
Topic 1. Mental self-regulation techniques. Psychological first aid and self-
help (3 hours)
Lesson 1. Combat impact on officer cadets’ mental state (1 hour)
Goal: to teach servicepersons to define officer cadets’ negative mental states and
to be aware of stress factors causing them.
Missions:
To know: impact of stressful reactions on a human psyche, self-regulation methods
and techniques.
To be able to: use self-regulation techniques in various stressful scenarios.
Conditions:
Practical, a training tactical ground.
Assessment criteria:
Officer cadets are assessed positively if they:
know how to recognize stress states by their signs;
have acquired correct self-regulation exercises on breathing, muscle relaxation,
and concentration;
can perform a monotonous tasking regardless of external distractors.
Guidelines:
Lessons are conducted on a tactical ground (trench, bunker, or covered slit) in a
group of 20-30 under the guidance of an officer (a psychological training instructor,
teacher).
Officer cadets are introduced to stress states, self-regulation techniques, and human
mental reactions in a practical way. In addition, they study psychological first aid cards.
their feedback and assesses their personal feelings.
The lesson is summed up at the end.
Sustainment:
Weapons, kit, body armour for each cadet, bottled water.
Books, manuals, and instructions:
1. Psychological training standard СТІ 000Г.22Л.02 and ДМ (RM) to СТІ
000Г.22Л.02 (Psychological training. Training course).
2. R. C. Mamedov, I.V. Neminsky. Organisation of psychological training in the
Armed Forces of Ukraine: Textbook edited by V. V. Klochkov. – Kyiv: Research Centre
on Humanitarian Issues of the Armed Forces of Ukraine, 2023.
3. Officer cadets’ negative mental reactions card, Rules of psychological first aid
“6P” (6П) / Psychological Support Department of the Main Department of Moral and
Psychological Support of the Armed Forces of Ukraine.
Lesson 2. Psychological first aid (self-help) in negative mental states, exercises

on building up trust and courage (1 hour)
Goal: formation of officer cadets’ positive psychological motivation to perform
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military service duties, teaching them techniques on emotional and voluntary
mobilisation, negative mental reaction elimination, teaching psychological first aid and
self-help techniques.
Missions:
To know: types of negative mental reactions and their signs in officer cadets.
To be able to: recognize and categorise negative mental reactions in oneself and
others, provide psychological first aid (self-help).
Conditions:
Practical; a training tactical ground.
Officer cadets are assessed positively if they:
know types of negative mental reactions, can categorise them, and are able to
administer psychological first aid (self-help);
have acquired correct self-regulation techniques on breathing, muscle relaxation,
and concentration.
Guidelines:
Lessons are conducted on a tactical ground (trench, bunker, covered slit) in a group
of 20-30 under the guidance of a psychology officer (a psychological training instructor,
teacher).
Since a lesson is aimed at practising ways of providing psychological aid and
applying mental regulation (self-regulation) techniques, it is preferred to involve more
instructors to supervise practical drills in addition to the lead instructor (approximately 1
instructor per 4-5 pairs).
Additional printables should be prepared for each officer cadet. They should be in
the form of a brochure and contain necessary schemes and drawings for better mastery of
the material.
By the decision of the lead instructor, 5-10 minute breaks may be made after each
topic (after a presentation of each topic).
Officer cadets are introduced to the specifics of psychological first aid and mental
regulation (self-regulation) techniques. Defined techniques should be drilled. At the end
of the lesson, a debriefing is conducted where everyone shares their feedback and assesses
their personal feelings.
The lesson is summed up at the end.
Sustainment:
Weapons, kit, body armour for everyone, bottled water.
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Psychological Support of the Armed Forces of Ukraine.
4. Military publication “MP” (ВП) 1-00(160).03.01 – Instruction “Guidelines for
providing psychological aid to servicepersons of the Armed Forced of Ukraine in combat
(extreme) conditions”.
Lesson 3. Self-recovery methods and techniques (1 hour)

Goal: to teach servicepersons to provide psychological first aid using mental
regulation (self-regulation) techniques, teaching mental recovery self-regulation
techniques.
Missions:
To know: self-regulation techniques, types of negative mental reactions and their
signs in officer cadets.
To be able to: recognize and categorise negative mental reactions in oneself and
others, provide psychological first aid (self-help).
Conditions:
Practical; at a training location.
Guidelines:
Lessons should be conducted on a tactical training ground in a group of 6-8 (even
number) under the guidance of an officer.
Officer cadets do practical drills on breathing, calming, attention shifting,
emotional relief, and autogenic training.
their feedback and assesses their personal feelings.
Sustainment:
Weapons, kit, body armour for each cadet, bottled water.
2. Military publication “The AFU Commander-in-chief’s order No. 99 of
28.07.2020 ‘On Approval of the Regulations on Psychological Aid in the Armed Forces
of Ukraine’”.
Topic 2. Building up and strengthening military personnel's psychological

resilience on a special assault course. (3 hours)
Lesson 1. Officer cadets’ special assault course enhanced with simulation tools
(3 hours)
Goal: formation of an appropriate level of psychological resilience and
preparedness to the impact of combat-related psychotraumatic factors in officer cadets;
boosting officer cadets’ mental stamina; formation of servicepersons’ high level of
combat activity; instilling in officer cadets behavioural psychological habits in extreme
25
conditions.
Missions:
To know: self-regulation and concentration techniques aimed at controlling mental
states.
To be able to: control mental reactions and overcome all obstacles disregarding
any external stimuli.
Conditions:
Practical; on a tactical training ground; during daylight hours.
A serviceperson is assessed positively if they:
can control their mental state;
respond promptly to situational changes;
have overcome all the obstacles.
Guidelines:
Lessons are conducted on a tactical training ground, in a group of staff members
under the guidance of a psychology officer (psychological training officer, instructor)
who monitors psychological load and adjusts its intensity, gives advice on self-regulation
techniques. During a lesson, smoke and battle noise simulators reproducing the sound of
gunshots, screams of the wounded, and false orders are used.
Officer cadets overcome component segments of a psychological obstacle course
while simulation tools are used nearby. Should an officer cadet fail to overcome a
component segment, they overcome that segment again. Officer cadets help each other if
they overcome a special obstacle course in twos or threes.
IMPORTANT! If a stationary assault course is unavailable, its analogue is
improvised in a designated area of the tactical ground, which may include trenches,
entanglements, abatis and industrial rubble, worn tires etc.
Drilling self-regulation techniques and overcoming psychological obstacle course
are conducted during combat training drills together with performing certain missions
(standards) of tactical training.
A psychology officer observes the mental reactions of officer cadets overcoming
the lane under time limits and psychological pressure and gives the lead instructor
recommendations on their building up in accordance with each officer cadet’s
psychological peculiarities.
The lesson should be attended by a military medic who provides medical aid if
required.
their feedback and assesses their own performance and the actions of their fellow soldiers.
Knowledge and skills gained at a lesson are improved at tactical training lessons.
Sustainment:
a prepared special obstacle course;
weapons, kit, body armour for each officer cadet;
battle sound simulation equipment and pyrotechnics;
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bottled water.
000Г.22Л.02 (Psychological training. Training course.)
Psychological Support.

resilience while fighting enemy’s armoured vehicles (2 hours)
Lesson 1. Building up officer cadets’ psychological confidence in their actions
aimed at destroying enemy’s armoured vehicles. Psychological overcoming officer
cadets’ tank panic during tank rollover drills (2 hours)
Goal: to form in officer cadets an appropriate level of psychological resistance to
overwhelming fears, perception of combat psychotraumatic factors as familiar, habitual,
expected (i.e. adaptation to warfare against armoured vehicles).
Tasks:
To know: strengths and vulnerabilities of armoured vehicles; self-regulation and
concentration techniques aimed at controlling mental states
To be able to: overcome negative mental reactions (hysteria, panic, aggression,
stupor), to get focused on a combat situation, to control mental states.
Conditions:
Practical; a training tactical ground.
Guidelines:
Lessons are conducted on a tactical training ground (specially equipped location)
under the guidance of a unit commander who prepares a lesson using conditions and
algorithms for psychological training drills.
To increase psychological influence and ensure officer cadets' mental conditioning,
psychological load modelling is performed during practice lessons on all kinds of training
for servicepersons.
Psychological load simulation is conducted with the use of smoke in a training
location and the sound of gunshots as well as screams of the wounded during practical
training on all the subjects after officer cadets drilled the techniques in emotionally stable
conditions.
During a practice lesson on building up officer cadets' psychological confidence in
their actions aimed at destroying enemy’s armoured vehicles, the lead instructor adheres
to the following algorithm:
conducts safety briefs, exercise sequence of execution and assessment; questions
servicepersons concisely on main safety procedures; demonstrates samples of anti-tank
27
weapons which is in service with the Armed Forces of Ukraine, introduces weapons
specifications (it is desirable to give a demonstration using real samples or slides,
drawings, and photos in case real samples are unavailable);
using a stationary sample of an armoured vehicle (tank, infantry fighting vehicle),
demonstrates its strengths and vulnerabilities and ways of hitting it using anti-tank
weapons and Molotov cocktail;
demonstrates dead zones on a terrain which cannot be hit with a cannon and tank
machine guns;
demonstrates each officer cadet limited observation capacities from the inside of the
tank so that they could become convinced of dead zones unavailable for a crew;
explains and demonstrates the servicepersons’ sequence of crawling under a
stationary tank (infantry fighting vehicle);
controls servicepersons’ practical training on crawling under a stationary tank
(infantry fighting vehicle), and points out weak points;
explains and demonstrates the servicepersons’ sequence of crawling under a tank
(infantry fighting vehicle) with a running engine;
controls servicepersons’ practical training on crawling under a tank (infantry
fighting vehicle) with a running engine, and points to weak points;
explains and demonstrates the servicepersons’ actions on destroying a tank
approaching positions (firing at observation devices when a tank is at a distance of 15-20
m. – extending a mine chain or throwing a fake Molotov cocktail, crouching in a trench
while a tank (infantry fighting vehicle) is rolling over);
explains and demonstrates the servicepersons’ actions when a tank is moving away
(hitting a tank (infantry fighting vehicle) with a grenade launcher or throwing a fake
Molotov cocktail followed by firing at infantry moving behind tanks (infantry fighting
vehicles);
explains recommendations and demonstrates techniques and ways to form and
support in oneself a state of mental readiness for active actions on destroying enemy’s
tanks;
controls servicepersons’ tactical training techniques and ways to form and support
in oneself a state of mental readiness for active actions on destroying enemy’s tanks, points
out weak points;
conducts a debriefing helping officer cadets to define their level of lesson purpose
achievement in general and to focus on positive results of a lesson as well as general
weaknesses, reasons for them and ways to improve.
During the training, officer cadets act according to the following algorithm: absorb
instructional information, ask questions, answer questions regarding main safety measures;
absorb instructional information, ask questions, if real weapons samples are
available, take control of them, familiarise themselves with the ergonomics of anti-tank
weapons etc.;
on the lead instructor’s permission, they mount armoured vehicles and examine
weak spots; in turn, they occupy places of a tank or infantry fighting vehicle crew to
become convinced of dead zones unavailable for a crew; then they take turns to crawl
28
under a tank (infantry fighting vehicle);
officer cadets designated by the lead instructor answer questions about the briefed
course of action.
officer cadets drill techniques and ways to form and support in themselves a state of
mental readiness for active actions on destroying enemy’s tanks;
they take an active part in conducting a debriefing: answer questions about their
level of lesson purpose achievement in general and focus on positive results of a lesson as
well as general weaknesses, reasons for them and ways to improve.
For better mastery of the material, it is necessary to mark real spatial boundaries
unavailable for hitting as well as arcs of observation at a training location. It will allow
servicepersons to better perceive and memorise these opportunities.
To form up servicepersons’ confidence in anti-tank (infantry fighting vehicle)
weapons and means, it is crucial to demonstrate these weapons and means in their natural
form during a lesson: anti-tank guided weapons, anti-tank road obstacles (mine and
explosive obstacles, hedgehogs, dragon teeth, escarps, barriers, ditches, traps etc.) and to
visually demonstrate their possibilities. Besides, experience has shown that prior to a
specific lesson it is justified to give servicepersons practical training on anti-tank
weapons.
At a practical training on overcoming officer cadets’ tank panic during rollover
drills the lead instructor implements the following algorithm:
conducts a safety brief, explains sequence of execution and exercise assessment,
concisely asks servicepersons about main safety measures;
the lead instructor demonstrates an officer cadet correct drills on taking a standing
position in a trench, adjusting a weapon to fire at an armoured vehicle etc., controls the
correctness of the actions;
a designated officer cadet takes a position in a trench and gets ready to repel a tank
attack; other officer cadets observe their actions attentively;
the officer cadet executes an exercise on repelling a tank attack: firing at
observation devices when a tank approaches at a distance of 15-20 m., extending a mine
chain or throwing a training Molotov cocktail, crouching in a trench when a tank (infantry
fighting vehicle) is rolling over the trench, hitting a tank (infantry fighting vehicle) with
a grenade launcher or throwing a training Molotov cocktail followed by firing at infantry
moving behind tanks (infantry fighting vehicles), while other officer cadets observe their
actions attentively;
using means of communication, checks a tank (infantry fighting vehicle) crew
readiness for movement, gives a command to the tank (infantry fighting vehicle) crew to
start or stop a movement;
assesses an officer cadet's actions, points out weak points, answers servicepersons’
questions; gets out of the trench and listens to the lead instructor’s assessment, asks
questions; gives a tank (infantry fighting vehicle) crew a command to return to the starting
position;
gives a command to the next officer cadet to take a place in the trench; everybody
in turn occupies a place in the trench, adjusts their weapon to fire at an armoured vehicle.
29
The lead instructor ensures compliance with training guidelines and assessment of
an officer cadet’s actions according to the respective parameters.
After all officer cadets finish their training, the lead instructor conducts a debriefing
helping officer cadets to define their level of lesson purpose achievement in general and
to focus on positive results of a lesson as well as general weaknesses, reasons for them
and ways to improve.
NOTE!
Tank rollover drills are an effective tool for an officer cadet psyche, it forms a high
level of endurance and stamina, determination and courage. Rollover drill should be done
with armoured vehicles involved which move in a closed circuit. The route is equipped
with various trenches of different profiles, terrains with trenches, slits, and models of
local objects. It is crucial for rollover drills that each officer cadet should be highly
motivated to destroy an enemy vehicle. For this purpose, they should be given a mission
to destroy a tank both approaching and moving away.
During the lesson, if a few lead instructors (instructors) are present, it is possible
to use 1-2 tanks (infantry fighting vehicles) which move in a circle over trenches
preliminarily dug and equipped where officer cadets are located.
During the drills, the lead instructor observes officer cadets’ actions and controls
their compliance with safety rules.
It is justified to have the lead instructor, trained instructor, or an experienced soldier
in a trench next to officer cadets showing signs of fear.
During tank rollover drills, it is advisable to use worn-out grenade launchers to hit
tanks. After imitating a shot or throwing a training Molotov cocktail, the shooter should
fire blanks from their personal weapon in the direction of the armoured vehicle in order
to defeat the crew, who will attempt to flee the burning vehicle. To create a smoke screen
and to slow down a combat vehicle approaching the trench servicepersons may use smoke
obscurants (smoke grenades).
During this exercise, it is necessary to fire blanks from a tank machine gun at 10-
30 m from an officer cadet. On approaching the trench, a tank turret turns slightly right
and left.
During the lesson, simulation assets and gunfire sound simulators should be used
extensively in order to bring the training environment closer to real warfare conditions,
as well as to train actions under fire and to develop adaptation to the sounds of gunfire
and explosions.
During the training of mechanised unit servicepersons, in order to form their
determination, bravery, and courage it is appropriate to drill various anti-tank techniques
in a combat environment: throwing grenades, jumping on the moving tank with the aim
of blinding a crew, pulling up anti-tank mines under tank tracks using a rope (wire).
For the purpose of visualisation, consistency, and density, a lesson is conducted
together with the deployment of training stations. The number of training stations and
their lesson timetable are defined by the lead instructor based on the number of trainees.
IMPORTANT!
During lesson planning, it is recommended to follow the training sequence:
analysis of strengths and vulnerabilities of armoured vehicles for military
30
personnel to have a clear understanding of enemy’s armoured vehicles; samples of
armoured vehicles (tanks, infantry fighting vehicles, armoured personnel carriers),
schemes (photos) of their strengths and vulnerabilities with weak spots marked with
bright colours are displayed and notes with most effective weapons are made;
demonstration of anti-tank weapons of domestic and foreign production which are
in service with military units of the Armed Forces of Ukraine;
demonstrating fields of view of observation and aiming devices of armoured
vehicles (tanks, infantry fighting vehicles, armoured personnel carriers) by each officer
cadet’s personal inspection (what a commander, gunner, driver-mechanic sees in sight);
crawling under an armoured vehicle without the engine running in order to
overcome officer cadets’ fear of confined space;
crawling under armoured vehicles with the engine running in order to build up
psychological resilience to sound effects (armoured vehicle humming); to strengthen the
sound effect, the armoured vehicle engine is switched to different modes;
the final (main) component is armoured vehicle rollover drills for servicepersons;
the last three drills may involve tanks and armoured vehicles (infantry fighting vehicles,
armoured personnel carriers, rocket and artillery launcher carriers).
Sequence of execution:
One by one, officer cadets hit armoured vehicles moving towards them and firing
blanks. The lead instructor defines the conditions of the exercise (the sequence for
occupying a trench, the number and order of shots), and the use of additional simulation
tools for each serviceperson. An officer cadet is given an opportunity to do the drill three
times. In case of an officer cadet’s low psychological resilience, a drill can be repeated
until positive results are achieved.
For officer cadets with a panic fear of an armoured vehicle to overcome tank panic,
it is advisable to crawl repeatedly under an armoured vehicle without the engine running
and then with the engine running followed by rollover drills by placing them in the trench
with a more experienced officer cadet or a unit commander.
It is crucial for rollover drills that each officer cadet should be highly motivated to
destroy an enemy vehicle. For this purpose, they should be given a mission to destroy a
tank both approaching and moving away. While being placed in the trench about to be
rolled over by a tank, a trainee should be given a mission to fire at observation devices
using small arms followed by extending a mine chain when a tank is approaching at a
distance of 10-15 meters, crawling while a tank is rolling over. When a tank is moving
away from the position, a grenade launcher should be used to hit the tank followed by
firing at infantry moving behind tanks.
A psychology officer observes the mental reactions of office cadets conducting
rollover drills and gives the lead instructor recommendations on the required number of
drill repetitions to build up psychological resilience in accordance with each officer
cadet’s psychological peculiarities.
During the drills, the lead instructor observes trainees’ actions and their compliance
with safety rules.
An experienced soldier or a trained instructor is placed in the trench next to officer
31
cadets with signs of fear.
During tank rollover drills, it is advisable to use worn-out grenade launchers to hit
tanks. After throwing a grenade, the shooter should fire blanks from their personal
weapon in the direction of the armoured vehicle in order to defeat the crew, who will
attempt to flee the burning vehicle. To create a smoke screen and to slow down a combat
vehicle approaching the trench, servicepersons should use smoke obscurants (smoke
grenades).
During the drill, 2 or 3 smoke puff charges are blown up at a distance of 10-30
meters from an officer cadet; a shooting with small arms and a machine gun of a tank
(armoured object) is conducted using blank ammunition. On approaching the trench, a
tank turret turns slightly right and left.
extensively in order to bring the training environment closer to real warfare conditions,
as well as to train actions under fire and to develop adaptation to the sounds of gunfire
and explosions.
It is recommended to assess the results based on hitting three weak spots with a
grenade (see Appendix A):
“excellent” if the armoured object is hit in zone 1;
“good” if the armoured object is hit in zone 2;
“satisfactory” if the armoured object is hit in zone 3;
“unsatisfactory” if the armoured object is not hit.
An officer cadet is assessed positively if they:
can control their mental states;
respond promptly to changing situations;
a sequence of drills specified by the lead instructor has been completed.
A lesson should be attended by a military medic who provides medical aid if
required.
their feedback and assesses their performance and the actions of their fellow soldiers.
Sustainment:
weapons, kit for each officer cadet;
armoured vehicle with blank rounds (munition);
anti-tank grenades (dummies);
pyrotechnics and gunfire sound simulators (blank rounds, stun and smoke
grenades, battle noise simulators);
bottled water.
32
resilience under enemy IDF and combat-related psychotraumatic factors (2 hours)
Lesson 1. Unit military personnel’s psychological adjustment for survival under
enemy IDF (overcoming fear of explosion) (1 hour)
Goal: to form in officer cadets an appropriate level of psychological resistance to
and expected (i.e. adaptation to combat situations).
Missions:
To know: strengths and vulnerabilities of enemy’s artillery systems; self-regulation
and concentration techniques aimed at controlling mental states while being under IDF.
stupor), get focused on a combat situation, observe enemy, control one’s mental states.
Conditions:
Guidelines:
Lessons are conducted on a tactical training ground under the guidance of a unit
commander who prepares a lesson using the following conditions and algorithms for
psychological training drills.
Before the artillery barrage:
While on the ground, always evaluate the terrain's capabilities in terms of your
shelter during IDF.
Plan your behaviour at the time of the barrage:
in your imagination, simulate the algorithm of your actions if IDF begins;
practice your actions to take shelter in the event of possible IDF.
During the barrage:
Try to react quickly to danger and take a safe place. While in the shelter, divert
your attention from danger:
Try to solve a difficult mathematical problem (multiplication of 3-digit numbers in
your mind, counting backwards from 100 every 7 units etc);
Perform breathing exercises (inhale air to inflate your stomach, then hold your
breath for 2-5 seconds and then slowly exhale (exhalation should be twice as long as the
inhalation));
Perform self-massage of your collar zone or ask someone nearby to do it;
Perform fine motor skills exercises (loading magazines etc);
Maximally tense and relax muscles of different parts of your body alternately;
Read a prayer.
Help calm down those nearby who need it:
Take their hand, put your hand on their shoulder;
Talk about a peaceful life after the war, tell an anecdote or a joke.
After the barrage:
33
Praise yourself for control and courage.
Thank those who were nearby and helped you, discuss your feelings with them.
Help those who are nearby and need it (psychological first aid in acute mental
states).
Have some hot tea. If you feel worse than before IDF, consult a psychologist.
For a lesson it is required to have a prepared terrain (sector) with a radius of
approximately 400 m where three impact zones with the following radii are built: the first
is 200 m, the second is 300 m, and the third is 400 m. In these impact zones, troop shelters
are built in order of increasing distance from the circle centre: a bunker (3 or 4 overhead
covers or concrete preferred) with an angled entrance in the circle centre followed by a
covered slit at a distance of 250-300 m and an open slit at a distance of up to 400 m.
Combat vehicles are placed in equipped covers next to the shelters for servicepersons: a
tank at a distance of up to 200 m from the centre, and an IFV (APC) at a distance of up
to 300 m.
Officer cadets are introduced to psychological aspects of artillery use, ways to build
field fortifications (covered slits, bunkers) with reinforced concrete, steel and wooden
structures, an earth embankment as well as specifics of their reinforcing in case enemy
uses cluster munitions.
Figure targets and fortifications are shelled from prepared artillery positions with
view to demonstrating actions and results of artillery barrage thus prompting ideas for
better fortifications.
To build up servicepersons’ confidence in fortifications for sheltering troops and
vehicles, it is required to demonstrate the results of artillery barrage on them, to inform
their protection specifications, and ways to build fortifications with consideration of
protection against cluster munitions in strongpoints.
Servicepersons are informed of their recommended positioning in fortifications
under shelling with view to decreasing harm and injuries as well as building up and
maintaining mental preparedness for active actions before, under, and after IDF.
their feedback and assesses their own performance and the actions of their fellow soldiers.
Sustainment:
bottled water.
34
Goal: to form in officer cadets appropriate level of psychological resistance to
expected (i.e. adaptation to combat situations).
Missions:
To know: strengths and vulnerabilities of armoured vehicles; self-regulation and
concentration techniques aimed at controlling mental states.
stupor), get focused on a combat situation, and control one’s mental states.
Conditions:
Guidelines:
Lessons are conducted on a tactical ground under the guidance of a department
teacher (instructor, platoon or company commander) for a training group of up to 30 by
the way of demonstration with safety and tactical situation briefed. Conditions and
algorithms for psychological training drills are specified in Appendix 4 of this program.
Servicepersons in turn take cover in shelters (bunkers, covered slits, open slits,
trenches) and in combat vehicles located in trenches (shelters) and on an open ground
while IDF is imitated. It is recommended to use appropriate mortar and artillery training
rounds IM-82, IM-85, IM-100, IM-120, battle simulation sounds, smoke puff charges,
TNT blocks, various modifications of fuses, detonating cords, practice grenades ПІРО-5
for the imitation of mine and artillery shell bursts. Imitation fields should be situated no
farther than 20 m from servicepersons’ cover. MLRS and anti-tank guided missile
launches are imitated by smoke puff charges and flares.
The lead instructor should stay with servicepersons under IDF and have a reliable
connection with assistants to the lead instructor in charge of simulation-based training.
Servicepersons conduct defensive warfare and observe enemy’s combat vehicle
movement using recce’s observation devices. The lead instructor gives a command about
enemy’s artillery barrage according to the table of signals. Servicepersons occupy
designated places in trenches, bunkers etc. The simulation team switch on battle noise
simulators and imitate an artillery barrage (air raid) on the positions with TNT blocks and
other simulation devices. Smoke grenades and incendiary fuel are ignited.
Upon receiving a command from the lead instructor (when an artillery barrage or
an air raid simulation is over), servicepersons occupy fighting positions according to an
established sequence and engage enemy by firing blanks and training grenades while
changing fighting and firing positions.
At the end of the lesson, a group debriefing is conducted where each officer cadet
shares their feedback and assesses their own performance and actions of their fellow
soldiers.
Sustainment:
35
bottled water.
36
CHAPTER 2
INDIVIDUAL PSYCHOLOGICAL TRAINING STANDARD OF
SERVICEPERSONS OF THE ARMED FORCES OF UKRAINE
CTI 00А.22А
1. GENERAL INFORMATION:
1.1. A practical lesson is
conducted on a tactical training ground
(area), in a group of up to 20 (even
number), under the guidance of an
officer, sergeant, or government official
(employee) with a degree in psychology
(a psychological training instructor, a
teacher from a psychology training
department, a specialist psychological
training team official, or a close support
official);
1.2. During the theory part of the
lesson, the group personnel obtain the
knowledge necessary to be able to
recognise types of stress and typical
behavioural reactions in stressful
situations. They also learn to recognise
the stress states in servicepersons
impacted by combat-related negative
factors and the methodology for
administering psychological first aid,
which they will be able to use when
executing assigned combat missions;
1.3. During the practice part of the lesson, through purposeful and conscious
repetition of designated techniques, trainees develop the necessary skills and
competences to recognise stress states by their signs, apply self-regulation (self-
control) techniques in various stressful situations, and provide psychological first
aid;
1.4. During the lesson, the completion of missions and the level of acquired
knowledge should be systematically assessed.
2. MISSIONS
2.1.To know the behavioural reactions to stressful situations as well as self-

help and support methods and techniques for servicepersons.
37
To know behavioural reactions to stressful situations as
Mission well as self-help and support methods and techniques for
000А.22А.01
servicepersons
To know types of stress, categories of stress symptoms,
000А.22А.011 and the nature of combat stress
To know typical behavioural reactions in stressful
situations (fear, anxiety, frustration, hysteria, panic,
000А.22А.012 aggression, stupor, nervous tremor, crying, sense of
guilt, delusion, hypertension, etc.)
To know first aid methods for typical acute stress
000А.22А.013 reactions in servicepersons
To know self-diagnosis and self-regulation techniques in
000А.22А.014 case of acute stress reactions
Sub-missions To know the factors that define mental impact on a
000А.22А.015 serviceperson (basic needs)
To know servicepersons’ mental reactions before and
000А.22А.016 during combat, and the consequences of traumatising
events
To apply self-help and support methods in case of acute
000А.22А.017 stress reactions
To provide psychological first aid in extreme conditions
000А.22А.018
To apply rules of psychological first aid “6P” (6П)
000А.22А.0119
3. EXECUTION CONDITIONS
3.1. Mission CTI 000А.22А.01 (Section 2.1 – Topic 1)
3.2. Safety measures
During training, servicepersons must strictly comply with the lead instructor’s
requirements, maintain appropriate discipline, and follow the rules and safety measures.
During the practical execution of drills and techniques, servicepersons must remove
anything that could cause an injury in the event of a fall from their pockets, and remove
any jewellery, watches, bracelets, etc. that may get in the way.
4. SEQUENCE OF EXECUTION
4.1. Step-by-step execution of Mission CTI 000A.22A.01 (Section 2.1. –
Topic 1)
4.1.1. The lead instructor explains: learning materials in accordance with
СТІ 000А.22А.011 - 000А.22А.019 (see Section 2.1).
4.1.2. The training team demonstrates to personnel:
basic psychological support measures;
psychological support techniques for servicepersons during typical behavioural
reactions in stressful situations;
the correct sequence of execution of regulatory and self-regulatory exercises
(breathing normalisation, anti-stress breathing exercises, muscle relaxation and self-
massage techniques, use of pressure points to adjust psychophysiological reactions
during combat, concentrate, develop an internal sense of safety etc.).
38
4.1.3. The lead instructor gives commands (signals) and controls the execution of
the following missions by each serviceperson (pair): identifying negative mental states
and methods of providing psychological first aid and self-help (applying self-
regulation techniques).
After the order (signal) is executed, the lead instructor conducts a breakdown of
each serviceperson’s actions.
4.1.4. At the end of the lesson, a group debriefing is conducted where self-study
objectives are set.
5. ASSESSMENT SHEETS
5.1. Mission СТІ 000А.22А.01
Not
No
Assessed items Completed completed
(graded)
Topic 1. Behavioural reactions to stressful situations and self-help and support techniques for
servicepersons
Theoretical knowledge
a* Does the serviceperson know the types of stress and the negative
factors that impact the psyche of servicepersons during combat?
b* Does the serviceperson know the peculiarities of human mental
states during training and in the course of warfare?
c* Does the serviceperson know the nature of combat shock reactions,
combat stress, and post-traumatic stress disorder?
d* Does the serviceperson know the basic techniques for self-help and
self-control?
e Does the serviceperson know the signs and sequence of actions to
overcome and minimise fear?
f Does the serviceperson know the nature of the reaction to anxiety
and its types?
g Does the serviceperson know the signs and sequence of actions to
overcome the reaction to stress (panic)?
h Does the serviceperson know the types of frustration behaviour and
the sequence of actions in case they occur?
i Does the serviceperson know the basic techniques for breathing
normalisation?
Total number of items assessed per topic (section):
Practical actions (skills, competences)
a* Is the serviceperson able to recognize stress states by their signs?
b* Is the serviceperson able to apply the support techniques for typical
behavioural reactions to stressful situations?
c Is the serviceperson able to apply exercises to relieve muscle tension
and develop the internal sense of safety?
d Is the serviceperson able to apply the stress release exercises?
Total number of items assessed per tasking topic:
39
CTI training subject interim evaluation assessment table /
training level summary
No Items Section
Section Topic (topic)
Activity
Number % grade
Total number of assessed items

13 (* 9) 100
(* including critical items)
Items that involve theoretical knowledge assessment: 9 (* 4)
І. 1. Total number of items with
“COMPLETED” positive grade
Items that involve practical actions

4 (* 2)
(skills, competences) assessment:
ІІ. 1. Total number of items with

Individual training standard assessment as per training subject interim control

(completion of individual taskings):
5.2. Assessment sheet for psychological training (final evaluation)

Not
No Assessed items Completed completed
(graded)
1 2 3 4
1* Theory question as per Topic 1
5 Theory question as per Topic 1
1* Practice question as per Topic 1
3 Practice question as per Topic 1
Total number of items per СТІ:
40
Note:
* : a critical item of the training standard;
+ : a completed item (sub-item);
– : an item (sub-item) that was not completed;
0 : an item that was not assessed.
“Completed” is only awarded if the exercise is performed to the standard of no lower than
“satisfactory”.
Questions and their quantity per the respective training subject which are submitted for the
final assessment of a serviceperson are determined by the lead instructor on their own.
Excellent Good Satisfactory

if the first grade is no if the first grade is no lower if both grades are no lower than
lower than “good” and than “good” and the second is “satisfactory” or if the first grade is
the second is “excellent” no lower than “satisfactory” “unsatisfactory” and the second is no
lower than “good”
СТІ training subject completed tasking assessment table /

Items Section
Section (topic)
Activity
number Number % grade

(* ) 100
Items that involve theoretical knowledge assessment: (* )
І. Total number of items with “COMPLETED”
positive grade

(* )
ІІ. Total number of items with “COMPLETED”

positive grade
Individual training standard assessment as per training subject interim

control (completion of individual taskings):
No Question Overall grade

Name
theory practice
1
2
3
41
Notes:
Observations
Discussions
Recommendations
42
REFERENCE MATERIAL FOR CONDUCTING PSYCHOLOGICAL
TRAINING LESSONS ACCORDING TO СТІ 000А.22А STANDARD
2.1. Behavioural reactions to stressful situations, self-help and support

methods and techniques for servicepersons
2.1.1. Types of stress, categories of stress symptoms, nature of combat

stress
Modern warfare is a severe test of the physical and mental capabilities of a

serviceperson; their ability to actively counter the impact of factors, that are extreme
and highly unfavourable for life; and their ability to maintain will and decisiveness
and fully execute the assigned combat mission.
The experience of modern military conflicts demonstrated that no matter how
well-trained troops are and no matter how skilled the military command is, the
personnel's psyche is not always going to cope with the psychological overload
caused by modern warfare.
The soldier’s psyche is affected by a huge number of various factors in a combat
environment. Some of them facilitate the mobilisation and concentration of the
physical and mental capabilities of a serviceperson and enhance their combat
performance, bravery, and selflessness. Others, on the contrary, disrupt the
43
serviceperson’s combat performance, block the access to the available resources, and
impair nervous system and psyche. Some of the others do not have a noticeable
impact on combat behaviour.
Let us examine the patterns between the manifestations of psyche and the
behaviour of soldiers in combat. Combat is the most severe drama in a serviceperson’s
life. Threat to life and health, rapid change of combat environment, prolonged and often
excessive strain, loss of fellow soldiers, engaging in brutal violence against the enemy,
a battle between conflicting internal motives – are all accompanied by a severe strain
on one’s physical and mental capabilities. There is a consensus among the majority of
psychologists that the state of a serviceperson in combat can be classed as stress
(psychological strain).
Stress is a wide range of human states that are a response to various
unfavourable actions or stressors (stress factors). According to Hans Selye, a Canadian
scientist and the founder of the stress theory, stress is a non-specific response to any
request that helps the body cope with the complication in any way.
Stress is accompanied by energy mobilisation within the body; it causes
significant changes in cardiovascular, respiratory, musculoskeletal, as well as
endocrine and biological functions. Concurrently, there are changes happening in
mental processes, as well as emotional and motivational shifts.
Moderate stress facilitates the mobilisation of one’s physical and mental
capabilities as well as the body's defences; it activates intellectual processes and creates
an optimal level of combat agitation, while intensifying the relevant actions of a
serviceperson.
However, prolonged or highly intense exposure to combat-related negative
factors that carry high subjective significance for a serviceperson may cause counter-
productive states of stress (distress). Distress occurs when a person experiences
feelings of helplessness, powerlessness, hopelessness, and depression.
Distress is usually accompanied by disruptions in the normal run of mental
processes (sensations, perception, memory, and thinking); negative emotions (fear,
indifference, aggressiveness, etc.); uncoordinated movement (fidgeting, tremors,
numbness, etc.); temporary or prolonged personal transformations (apathy, loss of will
to live, loss of confidence in victory, loss of trust in fellow servicepersons and
commanders, fixed-action patterns, primitive imitation, etc.). Stress is subjectively felt
in a form of experiencing fear, anxiety, anger, resentment, yearning, despair, immense
fatigue, etc.
Fear occupies the central part among the negative emotional experiences of a
soldier in a state of stress. In terms of its nature, fear manifests itself in the form of fear
of death, pain, injury, mutilation, being rendered combat-inefficient, losing fellow
soldiers’ respect, etc.
Every serviceperson has two objectives in combat conditions: survival and
executing a combat mission. It should be noted that executing a combat mission is
often the only way to survive.
In a combat environment, the main causes of psychological stress are threat to
44
life, responsibility for executing the assigned mission, insufficiency and uncertainty of
the information received, lack of time to make decisions and conduct combat actions,
disparity between the level of military and professional skills and the requirements of
peacekeeping activities, psychological unpreparedness to a specific mission, lack of
confidence in the reliability of weapons and military equipment, lack of trust in
commanders, isolation-related factors (operating while separated from main forces,
being in an ambush, on patrol, or at a checkpoint), etc.
Thus, analysing the impact of modern warfare-related factors on the human
psyche and behaviour allows us to draw the following conclusions.
A dangerous environment will inevitably cause servicepersons to experience

mental strain. This state has a substantial impact on mental processes (perception,
attention, memory, thinking, will, and emotions) as well as the combat effectiveness of
a serviceperson.
Stress can affect the psyche both in a mobilising (combat agitation) and
depressing (distress) ways. The nature of this impact depends on:
a) motivation;
b) individual psychological resilience;
c) servicepersons' combat experience.
Consequently, there are real grounds for changing the susceptibility of soldiers
to the impact of combat-related stress factors in the process of psychological training
and ensuring they remain highly active in combat.
Thus, the nature and content of every serviceperson's and every unit's
psychological training are determined by the nature of adversity overcome in the
45
conditions of modern warfare, the nature of a particular military role, and the range of
service duties. This training should prepare soldiers for war and their first fight, direct
their mindset at destroying the enemy, and develop mental resilience against the impact
of psychological factors of warfare.
An analysis of psychological studies of combat in wars of centuries past allows
us to distinguish between two categories of factors that have an impact on troops'
performance in combat: external and internal. In turn, external factors are subdivided
into social, combat-related, and environmental and ergonomic factors. Internal factors
include psychophysiological and psychological factors.
Social factors have a crucial impact on servicepersons in a combat environment
because they serve as the foundation for the formation of the general social motives
for their behaviour and combat mindset.
A nation’s attitude towards war is a macrosocial factor. Experience shows that
the nature of the serviceperson's actions in combat (active, passive, selfless, self-
preserving, etc.) largely depends on how popular the war is amongst the minds of the
masses. There are three ways in which a nation’s attitude towards war affects the
servicepersons’ combat performance. First, servicepersons absorb the attitudes that are
prevalent in society and develop the corresponding attitudes and motives that dictate
their behaviour in combat via the mechanisms of mental contagion, suggestion, and
imitation. Second, servicepersons’ combat readiness is largely determined by the
nation’s attitude towards their armed forces. Third, servicepersons succumb to the
contagiousness of the nation’s emotional attitudes towards the enemy, which has a
significant impact on their combat performance. The experience of wars convincingly
demonstrates that the armies, whose servicepersons perceive their adversary as a hated
enemy, are more likely to win battles.
Cohesion within a military unit is a microsocial factor that largely determines
the servicepersons’ behaviour in combat. It is thought that confidence in fellow soldiers
and trust that they will be there when needed are important prerequisites for every
serviceperson's decisive and selfless actions in combat. Having analysed the
experience of participating in combat, I would like to highlight that soldiers go into
battle for their fellow servicepersons, side by side with them. Soldiers are not
concerned with politics or strategy, they care for their comrades-in-arms.
Trust in one’s commanders is another considerable microsocial factor.
When servicepersons feel trust and respect towards their commander, they
would eagerly carry out even those orders the purpose of which they either do not fully
understand or cast aside on ethical grounds.
Combat-related factors are a wide range of variables that determine reactions,
states, and behaviour of a serviceperson in combat. Psychological research data
suggests that combat-related factors, such as type, conditions, and intensity of warfare;
characteristics of the weapon systems used; reliability of protective equipment; time-
related factors; conditions of nature, geography, and weather and climate; and numbers
of losses on either side and their ratio – all bear particular significance.
How effective troops are in combat is largely determined by the correct choice
46
of strategy and tactics. Strategies can be “costly” and “psychological”.
Often, the “weak side” would primarily seek to pursue psychological goals in a
combat confrontation, which would lead to the weakening of enemy forces. An
advantage of this approach is that it places the enemy forces in unfamiliar conditions
and forces them to operate in atypical ways and use methods of combat they have not
mastered.
Studies on troops' combat experience show that a lack of confidence in one’s
abilities naturally grows in servicepersons also due to the fact that the weapon systems,
military equipment, and specialist assets at their disposal often prove ineffective in a
local military conflict. For many years, armed forces of developed countries have been
preparing for a decisive battle against an equal enemy, which led to a substantial
deviation of the weapon systems characteristics values from the values that would have
allowed for their effective use in local conflicts.
Combat intensity is also an important behavioural factor affecting soldiers in

combat. It has been established that high-intensity combat leads to a rapid increase in
servicepersons' fatigue and a general rise in psychotraumatisation, about 1.2 times
higher compared to low-intensity combat.
The disruption of life activity rhythm has an adverse effect on servicepersons'
combat performance. It implies a sharp or frequent change in the usual rhythm of
alternating states of being active, sleep, nutrition, climatic conditions, as well as
extreme weather conditions (severe frost, highland conditions, etc.).
Ecological and ergonomic factors reflect the specifics of the impact of external
(nature and geographical, weather and climatic, technical and technological)
47
circumstances and a combat mode (duration, mode, frequency of contacts with an
enemy, ergonomics of the military equipment, extent of isolation from the main forces,
etc.) on the mental states of opposing parties. They determine the extent to which a
serviceperson's psyche is engaged during the execution of combat missions. Familiar
conditions and activities, as well as well-mastered modes of combat behaviour allow
servicepersons to operate on a battlefield while predominantly using their subconscious
mind (automatisms, skills, behavioural patterns drilled into subconscious), while only
minimally involving their conscious mind and emotions. And vice versa, unfamiliar
circumstances and unmastered combat techniques necessitate the constant involvement
of consciousness and cause negative emotional experiences, which reduces the
effectiveness of a serviceperson's actions.
Ergonomic aspects of combat operations also include the extent of isolation of
forces operating on a battlefield and units from the main forces.
The nature-related and geographical factors also introduce significant
adjustments to the ratio of psychological capabilities of parties.
Internal factors include psychophysiological and psychological factors.
The type of nervous system is of great importance when it comes to the
psychophysiological factors that determine servicepersons' behaviour. There are three
conventional types of nervous systems: strong, weak, and medium.
Observing serviceperson's actions in a combat situation as well as other extreme
situations shows that their behaviour is largely dependent on the type of their
temperament.
For example, servicepersons with sanguine temperament tend to make decisions
quickly and act courageously under difficult conditions. In case of failure, they only
lose their decisiveness for a brief time and recover quickly. Persons with choleric
temperament show courage and determination mainly when they are experiencing an
emotional uplift. When their energy is low, they are prone to unconscious fear. People
of phlegmatic temperament are active and brave when they are thoroughly prepared for
their combat mission. They are characterised by the stability of emotional experiences,
perseverance, and endurance. Soldiers of melancholic temperament are capable of
displaying determination and staying active for a short time and when overcoming
minor difficulties.
When it comes to the psychological factors of combat behaviour, it should be
emphasised that a serviceperson is not just a blind tool in the hands of external combat
circumstances and natural instincts. Their behaviour is critically determined by
personality orientation, character nuances, intellect, will, emotions, and competences.
When it comes to how active a serviceperson is in combat, their faith, superstitions,
symbols-values, and ways of regulating mental states (rituals) are of great importance.
Without understanding of this, it is impossible to explain where self-sacrifice and
calculated risk come from along with mutual support in the situations where it would
seem that survival instinct should have prevailed.
It is the prevailing motivations and combat experience level that determine a
serviceperson's behaviour in an environment where they are affected by “secondary”
48
psychological factors of warfare: danger, suddenness, surprise, novelty of combat
events, lack of time and information, losing fellow soldiers, discomfort, engaging in
violence, etc.
Social, combat, physiological, and psychological factors of the servicepersons'
combat behaviour manifest themselves at different times, with different intensities, and
in different combinations. A life-threatening situation will be perceived differently by
servicepersons who have different understandings of what the war goals are, and whose
attitudes towards the enemy, and fellow servicepersons and commanders differ. There
will also be differences in terms of how a life-threatening situation is perceived among
those servicepersons, who participate in different types of combat, and who differ in
terms of their respective combat experience, nervous system types, etc.
Everyone experiences combat stress in warfare conditions. It occurs even before

the direct contact with a real threat to life and lasts until the point when the impact of
combat-related stress factors on a serviceperson is over. Because of the stress
mechanism, a memory trace of new emotional and behavioural skills and stereotypes
of primary importance in terms of staying alive is established.
Combat stress is a destabilising, pre-pathological condition that limits the body's
functional reserves, which increases the risk of mental and other disorders.
It should be noted that practical experience shows that there are social, mental,
and psychological nuances of combat stress specific to Ukraine. It is imperative to
identify them and take them into account.
Thus, combat stress is a range of emotional experiences that occur when a
serviceperson is impacted by combat-related stress factors either directly or indirectly.
49
They manifest themselves in the form of emotional, cognitive, psychophysiological,
and behavioural reactions.
Every serviceperson participating in combat should learn to identify combat
stress reactions in order to provide prompt and timely psychological first aid to their
fellow soldiers.
Commanders, in turn, should know combat stress reactions and be able to
recognise them timely, which will allow for more effective command of their unit and
efficient use of their personnel’s resources.
Combat stress is characterised by the following:
 All servicepersons experience combat stress;
 Combat stress can occur before a threat to life is directly encountered (for
example, low-intensity combat stress can be observed in servicepersons during
training);
 Combat stress development can either be exacerbated or mitigated through
professional training (including psychological training);
 Excessive compassion affects the development of combat stress;
 Servicepersons who are sent home without having received psychological
support after being rotated out of a combat zone only see their combat stress reactions
intensify;
 Combat stress causes character traits to manifest themselves more vividly;
 The longer the time spent in a combat zone is, the more there are personality
changes with manifestations of deviant behaviour;
 The higher combat stress levels are, the less confident a serviceperson is in
their own physical and mental health;
 The less combat stress and acute stress syndrome manifest themselves, the
more open to having a conversation the serviceperson is.
Let us examine combat stress reactions. As mentioned above, they can be divided
into emotional, psychophysiological, cognitive, and behavioural.
Emotional reactions: crying, hysteria, aggression, apathy, paralysing fear, panic,
irritability, anxiety, sense of guilt, shame, depressive states, emotional exhaustion that
leads to the emotional burnout syndrome, etc.
Psychophysiological reactions: impaired eyesight and hearing, frequent
urination, stomach upset (diarrhoea), rapid and irregular breathing, impaired blood
circulation leading to numbness in extremities, severe muscle tension, elevated heart
rate, pressing heart and chest pains, lower back pain, pain in after-surgery scars and old
wounds, uncontrollable salivation, hypersensitivity to noise, light, and smell, tremor,
sleep disorders, headache.
Cognitive reactions (note: cognitive reactions impairment is a disorder of human
cognitive processes, such as perception, memory, attention, imagination, and thinking):
inability to focus, partial or full memory loss, difficulties memorising information,
impaired logic and thinking speed, impaired critical perception of environment and
one's own actions, will weakening, etc.
Behavioural reactions: fussing in search of a shelter, rampage, hysterical
50
behaviour (screaming combined with hyperactivity), fainting, rapid speech, tendency
towards arguments and disagreements, performing unnecessary or meaningless work,
“jumping” from one activity to another, giving excessive suggestions, evading job-
related duties, lack of coordination, avoidance, disappearance, escape, deterioration of
self-control and composure, complaints about fatigue and inability to perform
functional duties effectively, etc.
We would like to reiterate that a serviceperson with negative combat stress
reactions partially loses their combat effectiveness; makes more errors in actions and
decisions; experiences an impairment in time, space, and environment awareness; acts
and makes decisions more slowly;
makes mistakes when using
weapon systems and equipment;
cannot understand or forgets
orders, which may lead to failure
to execute the assigned combat
missions, demoralisation of their
unit, loss of personnel, weapon
systems, and military equipment,
acts of violence against themself
(up to suicide) or fellow soldiers,
or crimes.
In general, normal
emotional experiences of a person
in a combat situation do not only
include the feelings of patriotism,
love for Ukraine, desire to take
revenge on the enemy, execute a
combat mission, or rage.
They also include such negative
feelings as fear of death, injury, or
mutilation, fear of being captured by the enemy, fear of not executing the combat
mission, fear of becoming a coward in the eyes of fellow soldiers, disbelief in oneself
and others, etc.
It is worth noting that combat stress can be of low and high intensity. Typically,
low-intensity combat stress manifests itself when a unit is preparing for combat,
whereas high-intensity combat stress can manifest itself during the actual participation
in combat operations (it is worth noting that the development of combat stress depends
on whether psychological first aid is provided to a serviceperson on time).
2.1.2. Typical behavioural reaction types in a stressful situation (fear,

anxiety, frustration, hysteria, panic, aggression, stupor, trembling, crying, sense
of guilt, delusion, muscle hypertension, etc.)
51
It should be remembered that emotional reactions occupy a special place among
the combat stress reactions a serviceperson may experience. On the one hand, this is
due to the fact that emotional reactions are the easiest ones to regulate and adjust.
On the other hand, stabilising emotional reactions will lead to a decrease in the
manifestation of other combat stress reactions.
In order to effectively apply the psychological first aid (self-help) methods, a
serviceperson needs to be able to distinguish between the manifestations of typical
combat stress reactions.
The sense of fear
Given that under extreme conditions, which combat is certainly an example of,
there is a constant threat to serviceperson’s life and health, the feeling of fear is a normal
(or even expected) reaction of our psyche to such circumstances. Most servicepersons
try to get rid of this sense, which, in their opinion, is a negative emotion. However, the
question is, is it always needed? If fear does not reach its peak level, it actually
mobilises the body's resources, promotes an increased level of caution (compliance with
the rules of wearing protective equipment, such as body armour and helmet), sharpens
our senses, etc. That is, jumping ahead, the main goal of providing psychological first
aid (self-help) in case of fear is to prevent it from reaching its peak level (i.e. developing
into paralysing fear).
Thus, fear is an emotion that arises due to a perceived threat to a person's
biological or social existence and is directed at a source of either real or imaginary
danger.
Note. Practical experience shows that servicepersons not only have different time
frames of resistance to fear, but also experience fear at its peak at different stages of
combat; i.e. they have different dynamics of experiencing fear. About 39% of
servicepersons (out of 91% of those who admitted to experiencing fear in combat)
experience maximum fear before combat starts. About 16% of soldiers experience
maximum fear after combat. Finally, only 36% are maximally prone to fear during
combat itself. This means that at least 60% of fear is the result of imagination and
memory alone, rather than the danger that exists objectively.
In terms of its nature, fear manifests itself in the form of fear of death, pain,
injury, mutilation, loss of combat effectiveness or the respect of fellow soldiers, “loss
of control” over a situation and over oneself, fear that a similar event could happen
again, etc.
Let us examine the signs of fear. Fear manifests itself not only on a psychological
level but also on a physiological one. Every person reacts to a particular situation in
different ways. One person can experience panic, another can feel only a mild anxiety.
The main physiological signs are: elevated heart rate; irregular breathing; dilated
pupils; increased blood pressure; increased sweating; and chills.
The main psychological signs are: detachment from the situation; stupor; denial
of what is happening; panic; anxiety; fussiness; and obsessive actions.
With short-term exposure to a fear-inducing factor, these signs generally do not
affect human health. However, prolonged exposure to anxiety may cause depressive
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states, nightmares, neurosis, depression, melancholy, and withdrawal from reality. It is
for this reason that a prolonged sense of fear must be overcome and eliminated.
The state of fear can vary across a wide range of emotional experiences. There
are following forms of fear: fright, dread, affective fear, individual and group panic.
Each form of fear serves its own purpose and has a specific manifestation dynamic.
Fright is an instantaneous implementation of an innate, instinctive algorithm
directed at preserving one's body integrity when being affected by threatening stimuli.
If people did not have this protective reaction, they would die before they could assess
the danger that is threatening them. The state of dread is a specific anxiety and is a
reaction to an immediate danger.
Affective fear (animal horror) is the most powerful fear, caused by extremely
dangerous and difficult circumstances; it paralyses the ability to act arbitrarily for a
certain time period.
Every single one of us has an individual limit of mental strain; beyond that limit,
defensive reactions start to prevail: concealing yourself (attempts to hide, disguise
oneself), desire to evade danger, to leave a threatening environment, or to sort of
“shrink in size” by adopting the embryo position. If a person experiences affective fear,
they “freeze”, cannot move, or they may run, often toward the source of the danger.
After experiencing such a state, we may not always be able to recall the details
of our behaviour and state; feeling broken and depressed is also common.
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An affect burst can be suppressed with willpower. The more developed the
serviceperson's volitional qualities are, the less they succumb to affect; they might even
prevent it from occurring. Affect can be also weakened or prevented via distracting
yourself and redirecting your attention. It is by no coincidence that the worldly wisdom
suggests that short-tempered people should count to 100 or immediately start doing
something when they are feeling agitated: repairing, cleaning, digging, doing physical
exercises, etc. It lets their consciousness escape from emotional “capture”; the person
begins to understand their state and behaviour and control them.
It is known that there are no individuals who are “fearless” and mentally healthy
at the same time. It is all about how long one requires to overcome confusion and make
a rational decision regarding their further actions.
Anxiety is an emotional state that arises in a situation where the danger is
unidentified; it manifests itself when an unfavourable development is anticipated. It is
often referred to as causeless fear because it is associated with an unconscious source
of danger.
Not only does anxiety signal a possible danger, but it also encourages searching
for and specifying its sources, as well as actively investigating the combat
environment. It can manifest itself in the form of a sense of helplessness, self-doubt,
powerlessness in the face of impending danger, and threat exaggeration.
Of the entire spectrum of emotions a person may experience, anxiety is not the
most pleasant one; however, it is undoubtedly necessary, as it allows us to sense a
dangerous situation in advance, prepare for it, and possibly make a decision and outline
a plan of further actions at the same time. For a healthy person, anxiety is a temporary
feeling.
The main difference between fear and anxiety is that fear is a reaction to a
specific danger, while anxiety's object is a danger that is non-specific, “unidentified”,
“objectless”; anxiety is also characterised by the feelings of uncertainty and
helplessness in the face of danger.
Types of body response to the reaction of anxiety
Low-degree reaction (weak extreme factor): desire to analyse the external
stimulus and assess its significance; changes in attention and its concentration;
impaired ability to execute professional skills (slowed down pace of work); motives
behind engaging in activities do not change; no significant emotional changes.
Moderate reaction (the level of extremeness is increasing): reduced capacity of
all memory types; deterioration of performing tasks that require long attention span
and concentration; difficulty memorising information; large numbers of errors in
stereotypical activities; pronounced emotional strain; increased noise, light, and smell
sensitivity; emergence of motives behind experiencing fear and escaping from an
extreme situation.
Extreme reaction to anxiety occurs in two forms: passive and active. In both
cases, loss of conscious control over behaviour and impairment in critical perception
of the environment and one's own actions are substantial.
Passive form: freezing; cessation of activity; the person does not understand
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what is being said when they are spoken to; not even attempting to counter the extreme
situation; loss of volitional control; paralysed will; state of stupor; apathy; sluggish
movements; unconscious states.
Active form: running away, withdrawing from the zone where the extreme
situation unfolded; illogical behaviour; visual and auditory hallucinations; nervous
activity; increased suggestibility; dashing in search of cover, rampage; laughing or
crying hysterically; shouting combined with hyperactivity; irritability and anger;
aggressiveness; imitation reactions.
When a person is in a state of anxiety, they can be observed copying the
behaviour of the majority or another person thoughtlessly. Since this reaction form is
characterised mostly by movement, it is often the most active individual that sets the
behaviour. This explains why it is so contagious when people who are in a state of
active anxiety start to flee the battlefield in panic.
Additional anxiety reaction symptoms: fearfulness; age regression (childlike
reactions); incoherent mumbling; severe trembling. Extreme forms of anxiety are
accompanied by mental or emotional strain.
Panic
A combat environment creates a favourable breeding ground for the
development of panic sentiments. This is promoted by the enemy's sudden, unexpected
actions, being under heavy fire, servicepersons’ excessive fatigue, overexertion, spread
of demoralising rumours and sentiments, lack of information from official sources,
receiving threatening text messages regarding relatives and loved ones from unknown
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numbers, etc.
Panic attack is a strong feeling of fear and/or internal discomfort that a person
experiences unexpectedly. It normally occurs with no precursor signs and is
accompanied by frightening physical symptoms in the form of increased heart rate,
suffocation, chest pain, dizziness, feeling extremely weak, and a sense of unreality of
what is happening. There is almost always a fear of sudden death as well as fear of
losing control over oneself and going insane.
Panic attacks are quick to develop; their symptoms normally reach maximum
intensity within 5-10 minutes and then quickly fade away. Thus, panic attacks occur
and pass on their own, without posing a physical threat to life; however, to the person
in question, this time feels like eternity. Nevertheless, it is worth remembering that
during a panic attack, a person may cause harm to either themself or others. After the
attack, a person feels very weak and completely broken. If such attacks are not
prevented, they may occur numerous times over the course of a week or even a day.
Panic attacks are also frightening because they occur either for no apparent
reason or in such situations where a person seems to have nothing to be nervous or
scared about. The pace with which they intensify, their intensity, and the fact that the
entire body is involved only exacerbate the feelings of fear and helplessness.
Let us examine the most common panic symptoms: difficulty breathing or the
feeling of suffocation; sense of heaviness in the chest or chest pain; trembling,
weakness; wet palms and excessive sweating; tingling or numbness in arms and legs;
palpitation or elevated heart rate; feeling of complete “detachment” from one's own
body or surrounding environment; nausea, feeling of emptiness or discomfort in the
stomach or gut areas; feeling hot or cold, “hot flashes”.
In addition to the purely physical panic symptoms, a serviceperson may be also
bothered by painful thoughts that depress their state even further, such as: “I'm losing
it”; “I'm losing control over myself”; “I'm about to faint”; “I'm going to collapse”; “I
think I'm having a heart attack”; “I'm having a stroke”; “I'm going to scream and put
myself in a very uncomfortable position”.
Group panic poses a particular danger, as it spreads quickly and intensifies via
mutual contagion. This is accompanied by loss of the ability to assess the situation
rationally and mobilise internal reserves; joint activities become pointless. This results
in a tendency to thoughtlessly imitate the actions of one or a group of servicepersons
who have started panicking and whose actions are aimed at their own salvation, while
dooming their fellow soldiers to death.
In a combat environment, panic most often occurs: 1) during night operations,
when the sense of fear is exacerbated by darkness; 2) after a defeat or an indecisive
fight with heavy losses, which undermines the servicepersons’ morale; 3) when units
are engaging in combat, when a fight begins, and any danger is exaggerated by
imagination.
At the same time, anything unexpected can cause panic during combat: getting
attacked from the rear or flanked as well as unexpected and sometimes imaginary
advantage on the enemy's side. In this case, one person succumbing to dread is enough
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for it to spread to others.
However, nervousness is common not only during combat itself but also
afterwards, during rest periods, when the impressions from a hard day are lived through
on a subconscious level during sleep. A sleeper’s cry or an accidental shot at forward
positions can lead to a massive shootout, the so-called “panic firing”, or to a chaotic
flight. Remember, succumbing to panic is equivalent to dooming yourself to death.
Psychomotor agitation state
Psychomotor agitation most often occurs after a severe fright, immediately after
receiving news about a tragic event, or if a person has to wait (for example, results of
a difficult surgery).
Sometimes the shock of a critical situation (explosions, human losses, etc.) can
be so intense that a person simply ceases to understand what is happening around them.
They are unable to determine where their enemies are and where they are not, where
there is danger, and where there is salvation. The person loses the ability to think
logically and make decisions, becomes like an animal throwing itself around a cage.
The main signs of psychomotor agitation are: twitching, often meaningless and
aimless actions; abnormally loud speech or increased speech activity (the person is
speaking non-stop, sometimes saying completely meaningless things); often no
reaction to others (to comments, requests, or orders).
Apathy is a reaction aimed at protecting the human psyche. As a rule, it occurs
after severe physical or emotional loads; after performing a prolonged and strenuous
but unsuccessful activity; in a situation where a person fails disastrously and ceases to
see the meaning in their actions; when a person fails to save someone and one of their
friends or loved ones is killed.
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The feeling of fatigue sets in; there is no desire to move or speak, movements
and speech become a massive effort. Emptiness and indifference spread within the
person’s soul, they do not even have the energy to express their feelings. A person can
remain in a state of apathy from several hours to several weeks.
The main signs of apathy are: indifference to everything around; sluggishness,
lethargy; slow speech with long pauses.
Sleep-related problems
This disorder is quite regular when a person is under combat stress. It has several
types: a serviceperson cannot fall asleep; their sleep is intermittent; they have
nightmares and wake up. In any case, the duration and quality of sleep affect the
combat effectiveness of a serviceperson (see Table 2.1).
Table 2.1.
Changes in a serviceperson's combat effectiveness depending on their sleep duration

Sleep duration,
hours Combat effectiveness
Combat effectiveness sufficient to execute combat missions is
0 maintained for 3 days. On day 4, all servicepersons are rendered combat
ineffective.
50% of the serviceperson's combat effectiveness is maintained for 6
1.5 days. On day 7, 50% of the servicepersons are rendered combat
ineffective.
91% of servicepersons' combat effectiveness is maintained for longer
3
than 9 days.
Manifestations of aggression
Aggression is an individual or collective behaviour or action aimed at causing
physical or mental harm to another person or group, or even destroying them; it is an
emotionally charged, violent, and deliberate attack, a desire and readiness to harm, hit,
or destroy.
The main forms of aggression are: reactive aggression (occurs as a
serviceperson's reaction to frustration and is accompanied by such emotional states as
anger, hostility, hatred, etc.); hostile aggression; instrumental aggression (the
difference is that the purpose of actions of the serviceperson who exhibits aggression
is neutral, and aggression is used merely as a means of achieving this objective); and
autoaggression (aggression directed at oneself). Those forms of aggression that
develop within such mass social phenomena as warfare, terror, genocide, and clashes
on racial, religious, or ideological grounds, are usually accompanied by mental
contamination and mutual inductance as well as stereotyping of ideas within the
established “enemy image”. Being prepared to behave aggressively is seen as a stable
personality trait called aggressiveness.
Aggressive behaviour is sort of a defence mechanism, one of the forms of
responding to various physically and mentally unfavourable life situations that cause
stress, frustration, and other negative psychoemotional states. However, aggression is
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not necessarily a form of reaction, it is often the person's conscious choice.
It is worth noting that servicepersons directly involved in combat exhibit more
aggression than those engaged in other activities.
The causes of aggressive behaviour in servicepersons are not always to be found
among combat-related stress factors. There are other reasons that provoke aggressive
behaviour: social and economic conditions; moral climate; micro-environmental
conditions (relatives, friends); nature of upbringing, presence of significant aggressive
action stereotypes; age-related and individual psychological characteristics of a
serviceperson (the main reason for aggression manifestations); deteriorated health,
mental disorders, and trauma; influence of nicotine, alcohol, drugs, etc.
It is worth noting that some manifestations of aggression and autoaggression
may be a sign of pathopsychological personality changes (excitable psychopathy,
paranoia, epilepsy, etc.).
The signs of aggressive behaviour are: irritation, dissatisfaction, rage (for any
reason, even a minor one); physical manifestations of aggression (hitting others with
bare hands or objects); verbal abuse, swearing; muscle tension; increased blood
pressure, face flushing, etc.
Servicepersons’ professional activities imply that their actions will have the
signs of aggressive behaviour because servicepersons’ professional aggression implies
actions that are sanctioned by regulatory acts and manifest themselves in the form of
physical aggression with a purpose of physical destruction of the enemy or breaking
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the enemy’s will to resist (dealing them injury, wounding, death) and is appropriate in
a crisis situation. These actions may be carried out via the use of regular weapons,
hand-to-hand combat techniques, etc.
Servicepersons' aggressive behaviour in combat should only be directed toward
the enemy in order to complete their combat mission under any circumstances and
prevent the possibility of a backlash in the event of failures associated with
uncoordinated actions of units and individual servicepersons.
Hysteria is a state in which it is very difficult to help yourself in any way
because the person is in a very strained emotional state at that moment and has little
understanding of what is happening to them and around them. Hysterical fits last for
several minutes or several hours.
The main signs are: the person remains conscious; excessive agitation,
numerous movements, theatrical poses; emotionally saturated and fast speech;
screaming and sobbing (even death threats).
Frustration is a mental state of emotionally experiencing failure that occurs
when real or imaginary insurmountable obstacles are encountered on the way to an
objective. It can be considered a form of psychological stress.
Frustration is accompanied by a range of predominantly negative emotions:
anger, irritation, a sense of guilt, etc.
The degree of frustration depends on: 1) severity and intensity of the negative
situation; 2) functional state of a person that finds themself in a frustrating situation; 3)
stable forms of emotional response to difficult circumstances.
When it comes to studying frustration, frustration tolerance is an important
concept; it implies resilience to negative circumstances and is based on the ability to
adequately assess a situation and foresee a way out of it. It also occurs when the
accomplishment of personal objectives is blocked.
Stupor is a state of loss or deficit of consciousness, when a serviceperson
remains half-conscious and does not respond to stimulation from the surrounding
environment. It is rather difficult to get them out of this state fast unless a very intense
and powerful stimulation is applied. Some of the stimuli that can alter a person’s state
are, for example, screaming or pain-based stimulation, but these also do not work all
the time.
In general, stupor is one of the body's strongest defensive reactions. It occurs
after the most severe nervous shocks, when a person has spent so much energy to
survive that they no longer have the strength to interact with the outside world. Due to
a lack of interaction with the outside world, the serviceperson does not notice danger
and does not begin to take action to avoid it.
Signs of stupor: a sharp decrease or lack of deliberate movements and speech;
lack of reaction to external stimuli (noise, light, touch); “freezing” in a certain position,
a state of complete immobility.
Nervous tremor
After an extreme situation, uncontrollable nervous trembling may occur (a
person cannot stop this reaction at their own will). This is their body's way of “releasing
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tension”. If this reaction is stopped, that tension will remain inside the body and will
cause muscle pain, which may lead to serious disorders, such as hypertension, ulcer,
etc.
Signs of nervous tremor: trembling occurs suddenly, immediately after an
extreme situation or after a while; there is a strong shaking along the entire body or its
parts (the person cannot hold small objects or light a match, sometimes they cannot
hold a weapon, let alone fire it); this reaction can last up to several hours, and
afterwards, the serviceperson feels extremely fatigued and requires rest.
Crying
Crying is, perhaps, the rarest of all the reactions and states mentioned above.
This is not because our servicepersons are insensitive to the traumatic events they face
on a daily basis. This is rather due to the well-known social stereotypes, such as “men
don't cry”. Female servicepersons find it slightly easier in this case.
Usually, crying, especially among servicepersons, causes them to experience
grief, which in most cases is associated with the death of their fellow soldiers (civilians
tend to have a wider range of emotional prerequisites for such a behavioural reaction).
In most cases, servicepersons suppress crying via the power of their will. Such actions
lead to certain negative consequences, such as psychosomatic disorders. Their body's
overall functioning is also adversely affected since a lot of its resources are spent on
holding back crying and suppressing it.
Crying surprisingly serves a calming purpose. This reaction is caused by
physiological processes inside the body. When a person cries, their body releases the
substances that have a calming effect.
When it comes to providing psychological aid to a crying person, the main aspect
is being able to distinguish between crying and hysteria, as the respective psychological
aid measures will also differ. “Crying to attract attention”, falling on the floor, so that
as many people as possible noticed it and then were involved in comforting the person,
etc., these are all the manifestations of hysterical behaviour. On the contrary, when a
person secludes themselves and is not willing to talk to anyone, etc., these are all classic
manifestations of crying (in most cases this applies to men).
Hallucinations is an acute disruption in the perception of the world
accompanied by the emergence of falsely perceived objects and sensory images,
without an actual external stimulus. The simplest hallucinations include: flashes of
light, ringing in the ears, various smells, glowing silhouettes, humming, etc. Simple
hallucinations include: images of stationary people, animals, or household items.
Complex hallucinations include various dynamic phenomena, such as: voices, dynamic
images moving, etc.
Hallucinations can provoke a dramatic change in human behaviour, affect
emotions, feelings, desires, and thoughts. The degree to which the reality is being
“obscured” directly depends on the vividness of emerging images.
The main categories of factors causing hallucinations are:
physiological stresses: overheating, hypothermia, lack of air, exhaustion,
starvation, sleep deprivation, isolation from social environment;
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psychological stresses: related to different aspects, such as family or work
problems, wars, loss of loved ones, etc.;
mental illnesses: organic hallucinosis, delusional disorder, schizophrenia,
bipolar disorder etc.;
neuralgic pathologies: local brain lesions, neurodegenerative processes,
neuroinfections, loss of the analyser function;
psychoactive substance poisoning: consumption of drugs and alcoholism.
2.1.3. Methods of psychological first aid for typical combat stress

reactions
General rules of providing psychological first aid

1) Take care of your own safety. When experiencing high-intensity combat
stress and being under the influence of strong emotions, a person often does not
understand what they are doing and thus can be dangerous. Do not attempt to help a
person, unless you are absolutely certain of your physical safety (e.g. a serviceperson
may be handling their weapon inadequately).
2) Take care of medical aid. Make sure that the person is not suffering from
physical injuries or heart problems. Call a doctor, if necessary. The only exception is
when, for some reason, medical aid cannot be provided immediately. In this case, your
actions should be as follows:
 Inform the serviceperson that help is on its way;
 Guide them as to how to behave: save their energy as much as they can; take
shallow, slow breaths through the nose – that will allow them to save oxygen in their
body;
 Tell the serviceperson not to look at their injury.
3) Do not lose self-control. The serviceperson’s behaviour should not frighten,
irritate, or surprise you. Their state, actions, and emotions are a normal reaction to
abnormal circumstances.
4) If you feel that you are not prepared to support others, if you feel scared or
uncomfortable talking to the person, do not do it. Remember, this is a normal reaction,
and you have a right to feel that way. A person can always sense insincerity in your
posture, gestures, and intonation. Trying to help by forcing yourself will be ineffective
anyway. It is better to let someone who can handle it do it instead.
5) The main principle behind providing psychological aid is the same as the
one in medicine: “Do no harm”. It is better to refrain from unreasonable, ill-
considered actions than harm a person. Therefore, if you are not sure that what you are
about to do is correct, it is better to abstain from providing aid.
6) Before you start performing psychological first aid techniques with
servicepersons (especially when it comes to body exercises), it is recommended to
explain the purpose of these exercises and how they can be useful (for them
personally).
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7) If the psychological techniques imply holding the serviceperson's hands or
shoulders etc., make sure you ask them for permission first: “Can I hold your hand?”,
“Can I give you a hug?”
8) Ask the serviceperson how they would like to be addressed. They can give
you their name or a call sign, their patronymic or surname; some may prefer to be
addressed the way their grandma called them in their childhood. First, addressing a
serviceperson in their chosen way establishes psychological rapport. Second, it brings
the person back to the “here and now” moment (once the fight is over).
9) It is recommended to advise the serviceperson to drink plenty of water.
Main psychological aid techniques
1) Normalisation (everything that is going on with you is a normal reaction to
abnormal circumstances).
2) Glorification (guys, you are already heroes because you are here with us).
3) Humour (it defuses the situation and relieves fears but should be appropriate
in a particular situation).
4) Grounding (activation of volitional mechanisms).
Combat psychophysiology
Operating under IDF:
 When under shelling, adopt a squatting position in the shelter; this way you
are always ready to act in case the bunker starts to crumble;
 Keep your mouth slightly open to avoid your eardrums bursting;
 Do not lean against walls during shelling; otherwise, you risk receiving body
contusion.
If the necessary medication is unavailable for some reasons, you can use the
following methods to alleviate the serviceperson's state.
Dealing with acute psychological states:
 Using your left-hand thumb and index finger, squeeze the joint of the
casualty's right-hand little finger hard for 30 seconds;
 The more nervous strain they have experienced, the stronger and longer the
pressure applied must be; do not squeeze for more than 30 seconds.
Dealing with pain and loss of consciousness.
The following exercise can be used when dealing with loss of consciousness,
states of shock, injuries (to keep the serviceperson conscious), head injuries, gas and
poisonous substance poisoning, and heat strokes.
Procedure: 7 clockwise circular movements, 7 presses, 7 anti-clockwise circular
movements. Pressure strength is moderate, frequency is 2 sets per minute, total
duration – until the casualty regains consciousness (which happens within 1-3
minutes).
Dealing with heart failure. The casualty should bite down on their little fingers’
nails. Also, in case of acute heart attacks, pain, and arrhythmia, the following method
is used. Using your right-hand thumb and index, press on the specified 10 paired points
of their left-hand little finger on both sides. Use moderate pressure 3 times for 3
seconds each. Squeeze the 11th point after spreading apart their ring and little fingers.
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Dealing with an epileptic seizure. First, you need to determine whether the
seizure is actually epileptic. Some of its symptoms are involuntary defecation and lack
of response to light in pupils. For the casualty to open their mouth, you need to pinch
their lips together and then cover their nose: this way the person will open their mouth
mechanically. Immediately begin working with the point of consciousness. The
casualty will regain consciousness in about 5 minutes.
Dealing with adrenaline rush. Adopt the position shown in the diagram,
preferably next to a wall or some sort of cover. Remain in this position until your legs
start shaking from tension, until you start feeling pain.
Eliminating dizziness that occurs for different reasons. Applying moderate
pressure, grab your left-hand wrist and make 15 circular movements in each direction
(remember the “nettles” (kropyva) child game). Repeat this procedure using your right
hand.
Reducing overall sweating. Massage the specified points on each hand for 2-3
minutes. This state can be caused by nervous strain and does not depend on how
overweight a person is.
Severe thirst or dehydration. Place your tongue between your front teeth and
stimulate the specified area using short moderate pressure bites for up to 1 minute. This
area helps quench the thirst and regulate water metabolism.
Dealing with insomnia. Massage the area behind your ears for 30 seconds, then
the right side. In order to get better sleep, take off your shoes for at least 20 minutes
before going to bed; if possible, wipe your feet with a wet wipe or wash them. You can
use the following exercise to get rid of insomnia and fatigue. Do it at least 5-10 times
before sleep. Taking turns, move your foot up and down to the maximum.
2.1.4. Methods and techniques for regulation (self-regulation) of acute

stress reactions and other signs of combat stress
Acute stress reaction is a temporary transient disorder of significant severity

that develops in persons who do not suffer from a mental condition as a response to a
stress of extreme intensity or subjective significance. In most cases (but not always),
an acute stress reaction occurs in military personnel after situations that endanger their
lives.
Symptoms occur immediately after exposure to the influence of a stressor
(within an hour) and may last from several hours to several days. The main symptoms
include: focus narrowing, spatial disorientation, rage and verbal aggression, despair
and hopelessness, inappropriate hyperactivity, etc.
Generally, there are three basic methods recommended for use when dealing
with acute stress reactions: breathing normalisation, relieving muscle tension, and
grounding. These methods are quite simple to use, do not require any psychological
background, and can be used for both regulation (helping someone else or suggesting
the person uses the method) and self-regulation.
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2.1.4.1. Breathing normalisation method
The easiest way to self-regulate is to use one's breath to influence muscle tonus
and emotional centres in 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, and without tension, and to fully stretch the chest
and abdomen muscles.
The correct position of one’s head is very important: it should be set upright and
loose. A relaxed, upright head pulls the chest and other parts of the body up to some
extent.
If everything is fine and your muscles are relaxed, you can train breathing freely
while being constantly in control of your breathing.
Slow and deep breathing reduces the excitability of nerve centres and promotes
muscle relaxation.
Frequent breathing ensures your body remains highly active. It has also been
observed that mental tone is activated during inhalation and decreases during
exhalation.
By changing the rhythm of breathing, the duration of inhalations and
exhalations, you can influence changes in many body functions, including mental ones.
To improve psychophysical functioning, it is important that breathing is
conscious.
Breathing to activate the psychophysical state. Inhale through your nose.
Inhalations should be longer than exhalations. Exhale through your mouth; exhalations
should be short and energetic. Breathe like this several times without pauses.
Breathing to calm yourself down. Inhale through your nose, exhale through your
mouth (10 times without holding your breath). Exhalations should take longer than
inhalations. This breathing serves as a prevention of muscle cramps.
Relaxing breathing. Prevents restless obsessive thoughts. Use your right thumb
to block your right nostril so that no air can flow through it. Slowly inhale and exhale
through your left nostril. Then open your right nostril and block your left nostril with
your index finger. Breathe in and out. Perform 15-20 breathing cycles this way,
changing the nostrils.
“Fire breathing”. Imagine that you are a massive fire-breathing dragon. Slowly
exhale fire, gradually increasing the pace. Breathe only through your nose, focusing all
your attention on the exhalation. It helps to get rid of anger, aggression, and anxiety.
“Breathing in a square”. While sitting or standing, release tension from your
muscles and focus your attention on breathing. Next, perform 4 stages of a single
breathing cycle, accompanied by an internal count to facilitate the training.
On the count of 1-2-3-4, take a slow breath in; your abdomen is protruding
forward, abdominal muscles are relaxed, and the chest is still.
Hold your breath on the next count of 1-2-3-4 and exhale smoothly on the count
of 1-2-3-4, while bringing your abdominal muscles closer towards your spine.
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Before the next inhalation, make a pause for the count of 1-2-3-4.
Remember to breathe only through your nose, as smoothly as if there is a feather
10-15cm in front of your nose and it should not sway.
After 3-5 minutes of such breathing, you will notice that you have become calm
and balanced.
“Multi-purpose breathing” is called this way because it allows you to work
several negative emotions at once. It is known that emotions tend to “hide” within our
bodies, creating blocks that cause psychosomatic disorders later. By using this
exercise, you can influence the emotion of resentment (hiding in your throat),
emotional experiences of loss and grief (hiding in your chest), and a sense of fear
(hiding in your lower abdomen).
The algorithm for this exercise is as follows:
1) Ask the serviceperson to “breathe with their throat” and focus their attention
on this process. It is better if they breathe through their mouth and feel the air. They
can put their hand to their neck and feel the neck moving while the air is travelling
through. Such breathing will appear shallow.
2) Breathing with the chest. Place your hand on your chest and control its
movement as you are breathing.
3) Do the same with your abdomen.
Note: 1) When taking a breath in, both your chest and abdomen should be filling
up with air and bulging forward (as opposed to the way we breathe normally); when
breathing out, they should be emptying out (as if they were trying to stick to your spine),
i.e. try to take in as much air as possible, and exhale as much as possible; 2) During
this exercise, the serviceperson may display emotions (for example, crying). That is
normal for this exercise; do not stop these reactions, let their negative emotions come
out.
2.1.4.2. Methods to relieve muscle tension
This method is based on the alternation of tension and relaxation of certain

muscle groups. In general, there are plenty of exercises to relieve muscle tension;
below we describe some of them that do not require special conditions and are not
time-consuming, which is very important for their use in a combat area.
“Lemon” exercise
Sit on a chair(floor), make yourself comfortable. Imagine you are holding lemons
in both hands. Your task is to try to squeeze the juice out of these lemons on command.
You have to engage not only your hands but your entire body. Alternate squeezing
with relaxation. This method has to be repeated until your body feels slightly fatigued.
“Muscle gymnastics” exercise
When performing this exercise (both during tension and relaxation of separate
muscle groups), do not forget to breathe. Take deep and slow breaths with your
abdomen. Make sure that you only tense those muscles that are necessary to perform a
particular movement. The rest of the muscles should be loose and relaxed. Tense your
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muscles as much as possible and keep them tensed until they are completely fatigued.
After that, relax them as much as possible. When performing every movement, focus
on the sensations within your muscles that are tensed and relaxed. During this exercise,
the serviceperson should repeat everything the psychologist is saying.
Face. Raise your eyebrows as high as you can and keep them raised until the
muscles involved in it are completely fatigued. Relax. Now shut your eyes and squeeze
your eyelids together hard; then relax them.
Mouth. Smile from ear to ear; stretch your lips into a tube-like “kiss” position;
open your mouth as wide as possible, bring your lower jaw down as far as you can.
Every time make sure tension and relaxation alternate.
Shoulders. Reach your earlobe with your shoulder without tilting your head.
Relax. Now do the same with the other shoulder. Feel your shoulders become heavier.
Hands. Clench both fists tightly. Keep them that way. Relax. You should feel a
warm and tingling sensation in your fingers.
Hips and abdomen. Raise your legs in front of you while sitting on a chair. Keep
them in this position until your hips are exhausted. Relax. Tense the opposite muscle
group. Relax and focus on the relaxation that can be felt in the upper part of your legs.
Feet. Lift your heels up high while sitting on a chair. Only lift your heels! You
should feel tension in your calves and feet. Relax. Raise your toes. Feel the tension in
your feet and the front part of your legs. Relax. Try and feel the sensation within the
muscles of the lower part of your legs.
“Touching the sky” exercise
Stand up straight. Raise your arms up. Your task is to try and reach the sky (first
with one hand, then with the other one, then using both hands) without taking your feet
off the ground. Do this several times.
2.1.4.3. “Grounding” method
Grounding is a set of psychological techniques that can aid in calming a person

down here and now, “in the moment”; these tools are used for self-regulation in times
of stress. In other words, grounding techniques are aimed at switching off a part of the
brain that is responsible for activating the “fight or flight” red button.
Such techniques are useful not only when working with servicepersons who feel
“detached from this world or their own body” (they describe similar feelings after
combat), but also when encountering the following factors: overexertion, anxiety,
panic, intrusive memories, flashbacks, etc.
There are three categories of grounding techniques: physical, calming, and
mental. They are quite simple and will come in handy when working with
servicepersons.
1) Physical techniques:
Offer chewing gum to the serviceperson (if you have some). Some light
physical exercise can be perfPormed.
Stomp your feet.
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Pat yourself on the shoulders or ask someone to do it for you. If possible, take
off your shoes and walk on grass.
2) Calming techniques. Generally, calming breathing techniques described
above are used.
3) Mental techniques can help refocus and restructure thoughts. They are quite
useful when a serviceperson is overwhelmed with negative thoughts and needs to
switch their focus.
“5-4-3-2-1” exercise
This technique requires naming a certain number of items, based on your senses:
five items you can see; four items you can touch; three items you can hear; two items
you can feel; and one item you can taste.
“Linked phrase” exercise
Ask the serviceperson to answer some simple questions: “Who are you? How
old are you? What is your date of birth? Where are you right now? What time is it now?
What day is it today? What are your parents’ names?” etc.
Regulation (self-regulation) techniques for manifestations of combat stress

Sense of fear
In order to effectively provide support to others in a psychologically tense
situation, a serviceperson must first be aware of the nature of their own fears and ways
of controlling them. To manage fear, you have to be able to identify its main symptoms:
trembling, elevated heart rate, irrational laughter, excessive sweating, tunnel vision,
fluctuating hearing loss, “fight-or-flight” response, inability to make decisions,
attention fixated on minor details, problems with discipline, aggression and rage, and
“freezing” under fire. Knowing these symptoms allows to understand and identify them
on time as well as to “activate” psychological mechanisms of effective control.
It is not the fear itself that needs to be controlled, but its intensity. You should
accept your fear, even immerse yourself in it, allow yourself to be scared. Soon you
will notice its intensity significantly decreasing. For some servicepersons, faith in God
along with spontaneous prayer can also restore their self-confidence.
The next opportunity to overcome negative mental strain is a conscious
distraction of thoughts. For example: repeating the order you have received; finding
out where you are (“Who is where?”); information about the enemy (“Are the enemy
as strong as they seem to me at this moment?”); clarification of your mission (“What
do I have to do? What are my fellow soldiers and my commanders expecting me to
do?”) or your knowledge (“What were we doing during training back then?”; “What
was I studying back then?”; “What will be the next step?”).
An order fully understood, keywords, and a systematised situation assessment
all aid in achieving a sense of safety, maintaining clarity of thought, and restoring self-
confidence.
Conscious self-distraction is an excellent tool for self-control. This kind of self-
distraction, outside of rest periods, allows to prevent and overcome negative thoughts.
Cleaning equipment, devices, or weapons, maintaining shelters and field fortifications
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in working order or improving them, and so on can all distract from the actual difficult
situation.
“Apocalypse” exercise with training elements
Stage I. At the very first meeting, a distinction should be drawn between
pathological and non-pathological anxiety, as well as between anxiety and fear.
Servicepersons are explained that anxiety is one of the basic emotions that cannot be
completely eliminated from life and that in general, people experience absolutely no
anxiety only in two cases: when they are either unconscious or dead.
The only immortals are those not born yet. A conversation is held with
servicepersons about fear of death, which is a taboo topic in the society. Fear is an
emotional state, aimed at survival; it is evolutionarily justified. Has any one of us ever
thought about our own death? A healthy person is afraid of dying and that is normal;
but that is not something we strive for. Death is the only guaranteed event in our lives.
We can say for certain that it is going to occur. “Death, the most dreaded of evils, is of
no concern to us; for while we exist death is not present, and when death is present we
no longer exist” (Epicurus).
Stage II. Servicepersons discuss their fear of death
People experience relief and tranquillity when they talk about fear of death. This
allows them to familiarise themselves with it, understand that they are not alone and
that every group member has this kind of fear; it allows to approach it, understand their
own attitude towards it, and eradicate reasons that cause this fear. It is necessary to put
together a list of all the typical harmful thoughts that provoke and strengthen fear.
These thoughts can be noticed and uncovered by regularly keeping a self-observation
diary, training yourself to experience new thoughts and have a new standpoint that will
later become your second nature, similarly to that malicious habit that had been
previously programmed into you.
Try to identify your current body sensations and emotional state. Explain to
yourself: “These are just strong emotions and natural bodily reactions that are safe and
harmless for my healthy body”.
Allow yourself to feel uneasy because of the breathing difficulties, then
immediately start breathing slowly and rhythmically. You will find that you are getting
enough oxygen.
Measure your anxiety levels every one to two minutes using the Hornblow Scale
(see Appendix 3). You will see that, despite fluctuations in your anxiety levels, it
gradually decreases. Tell yourself that you are in control of the situation and know how
to help yourself. Take 10 slow deep breaths with your diaphragm. Measure your
anxiety levels again. Explain yourself what your feelings and states are related to.
Focus on the objects and physical phenomena around you.
Describe in your mind those clothes, sounds, and smells. Switch your focus from
internal emotional experiences to the phenomena around you.
Stage III. The next step is to discuss and share experiences and emotions
Even those who remained silent during the discussion and were only listening
can still get answers to their questions. “Death unites”. Take the initiative by being
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frank; ask when you do not understand something; point problems out but do not
blame, offer solutions instead.
Stage IV. Exposure therapy is the main method
Exposure therapy (a psychotherapy method) is a method of cognitive
behavioural therapy, a set of techniques that help a person reduce anxiety as well as
emotional and reflex reactions to fear-causing stimuli via consciously immersing
themself in stressful situations and repeating them in order to develop tolerance. It is
necessary to “bring” the person who is suffering from (experiencing) fear closer to the
object of their fear:
Write a story about one’s death;
Write an obituary;
Draft a will;
Describe one’s funeral in detail;
Imagine one's death in as much detail as possible; if possible, visit a place
associated with death: for example, a funeral house;
Watch a film about death; show a film in which there are scenes with bodies
decomposing.
The psychologist can demonstrate body bags. Servicepersons must face their
fear without averting their gaze. They have to acknowledge that there is danger, that
there is also an action plan, that it is known and that such situations have been
successfully handled in the past.
This approach addresses the basic emotional experience of intense fear, unveils
it, allows to work through it, and provides an adjusting emotional experience.
Servicepersons are explained that anxiety and fear are biological adaptive mechanisms
necessary for survival. They are taught techniques to overcome anxiety, the levels of
which increase in response to a stimulus, and to keep situation under control. Stimuli
that induce fear or anxiety are ranked according to the degree of their stressful impact;
servicepersons start by working through the mildest ones to gain confidence in their
abilities. As their confidence in their ability to cope with fear and anxiety is being built,
their symptoms of avoidant behaviour subside. Servicepersons are taught relaxation
skills that help control and tolerate fear and anxiety for a certain time period until they
dissipate.
Focus can be shifted towards physical exercises under psychoemotional strain:
if breathing techniques do not help, you can “burn off” adrenaline. Any movement-
based activity is recommended. Speed walking, physical activities, simple physical
exercises, and any monotonous activity that slows down thinking that requires focus
and depth, they all help. Doing press ups and squats also helps. For example, such
exercise as “Smooth arm swings” can be used.
The goal is to relieve emotional strain and develop sensory perception as well as
the ability to control one’s emotional reactions. Stand up straight and put your feet
together. Slowly raise your right arm, keep your fingers relaxed and bent at their joints,
palm must be facing the floor. As you are raising your arm, try to feel your palm and
fingers becoming warm. If you do not feel that warmth, slow down. After you have
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raised your palm to shoulder level, straighten it parallel to your body, tense it,
straighten your fingers, and slowly lower your arm; try to feel your arm becoming
colder as you are lowering it. Repeat 5-10 times per arm or use both arms
simultaneously (if you want). Then do it in a “criss-cross” way (for example, raise your
right arm while lowering your left arm).
When you are having a panic attack, try to remind yourself that this “attack” or,
the state of anxiety and fear, to be more precise, is already familiar to you and has been
experienced before. Your current state is not unique (no matter how badly your inner
irrational sabotaging voice wants to trick you) and thus, will soon be over, just like in
the past. This usually takes five to ten minutes.
Self-help when experiencing fear
Fear is a feeling that, on the one hand, protects a serviceperson from committing
risky or dangerous actions; on the other hand, everyone is familiar with the painful
state when fear deprives a person of the ability to think and act. One can try to cope
with such a fear attack on their own using the following techniques and suggestions:
1. Try to formulate in your thoughts what it is that causes you to experience
fear, then say it out loud. If possible, share your feelings with the people around you.
When “talked through”, fear becomes milder. Identify an object or a situation, etc. that
you find threatening (the cause of your fear). Plan a step-by-step action plan for
eliminating the fear-inducing object or situation and execute it. If it is not possible to
eliminate that object or situation, plan and execute the action plan for completing the
mission.
2. If you feel fear approaching, focus on your breathing: breathe slowly, do not
take deep breaths, inhale through your mouth and exhale through your nose.
You can try the following exercise: take a deep breath, hold your breath for 1-2
seconds, then exhale. Repeat several times. Then take a few normal (shallow) slow
breaths. Alternate between deep and normal breathing until you feel better.
3. Close your eyes for a split second, take 8-10 short, energetic breaths in and
slow and long breaths out. After that, tense and relax your body muscles several times.
4. Repeat the “fearlessness formula” 2-3 times in your mind, e.g.:
 I am calm and confident in myself;
 I am confident in my fellow soldiers, they will never let me down;
 I am decisive and courageous;
 I am ready for anything, I can do anything;
 I am like a steel spring: powerful, elastic, and unbreakable;
 My body is completely under my control;
 I am calm and confident in myself, I have solved more complex tasks, and I
will solve this one;
 No one can beat me.
REMEMBER! You can overcome fear, but cowardice will never be forgotten!
In case a serviceperson has lost control over their behaviour, is fussing aimlessly,
or, on the contrary, has “frozen up” and is not adequately responding to words and
actions, take them to a safe location, if possible, report the incident to a commander or
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a medical officer, and continue to execute combat missions.
Helping a fellow soldier experiencing fear
1. Place the serviceperson's hand on your wrist so that they can feel your calm
pulse. This will be a signal to them: “I am here for you, you are not alone!”
2. Take deep and steady breaths. Encourage the serviceperson to follow the
same breathing rhythm as you.
3. If the serviceperson needs to vent (which might be the case), listen to them,
show your interest, understanding, and sympathy (if necessary).
4. Lightly massage the casualty’s most tense muscles.
Anxiety
Self-help when experiencing anxiety
When a person experiences fear, they are afraid of something specific (injury,
mutilation, loss of fellow soldiers in combat, etc.); however, when experiencing
anxiety, a person does not know exactly what causes this feeling. Therefore, the state
of anxiety is more severe than the state of fear.
1. Turn anxiety into fear. Try to understand what it is exactly that is bothering
you. Sometimes that is enough to reduce your strain and make your emotional
experiences hurt less.
2. The most hurtful emotional experience when it comes to anxiety is being
unable to relax. Your muscles are tense, the same thoughts keep going through your
head over and over again; thus, it is useful to perform a few movements and do some
physical exercises to relieve tension.
3. Complex mental arithmetic also helps reduce anxiety. Try counting: for
example, alternate subtracting 6 and 7 from 100 in your mind, multiply two-digit
numbers, calculate what date the second Monday of the previous month was. You can
recite or write poetry, come up with rhymes, etc.
4. Perform the “coachman’s position” exercise. It will help you calm down and
relieve physical and mental strain effectively, which is of great importance for
preventing overexertion, neuroses, and psychosomatic diseases caused by stress states.
Energy recovers much faster in an autogenic state (if you perform this exercise
regularly) than during sleep or simple rest.
This autogenic training position is used most frequently because it can be
adopted almost anywhere where you have a chair, stool, box of a suitable height, etc.
The seat and your hips should be parallel to the floor: this is how you know an object
at hand is suitable for practising the “coachman’s position”.
Before you start, loosen your belt, undo the top button of your shirt, and take off
your watch and glasses.
In order to adopt the “coachman’s position” you need to:
a) sit on the edge of the seat so that the edge of the chair (or whichever object
you are using) is aligned with the creases of your buttocks;
b) spread your legs wide apart to relax the muscles that bring your hips together;
c) position your shins perpendicular to the floor (if you are still feeling tension
in your shins after that, move your feet 3-4 centimetres forward until the tension
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disappears);
d) tilt your head forward so that it is hanging by the ligaments and hunch your
back;
e) rocking back and forth, make sure your position is stable due to your tilted
head and hunched back balancing each other out;
f) place your forearms on your hips so that your hands gently bend around your
hips and are not in contact with each other; do not rest your forearms on your hips, as
the position is stable without it anyway;
g) close your eyes;
h) breathe calmly, the way you breathe when you sleep, through your nose.
This position seems uncomfortable at first, but as you master it, you discover its
advantages: it is versatile and does not require much; tilted head makes your face
invisible, which is important to many people.
Common mistakes are: occupying the entire seat as opposed to the edge of the
chair, which leads to your legs swelling up; not hunching your back enough and not
completely tilting your head; leaning forward too much, which leads to the pain in
your neck; resting your forearms on your hips.
In addition to the immediate benefits when mastering this position, it eliminates
the fear of practising it in the presence of other people, which applies not only to those
who demonstrate this position, but also to those watching.
5. Do not try to control the signs of anxiety, as this only exacerbates frightening
thoughts, and fighting them makes your inner discomfort worse. For this reason, it is
useful to use the method of “conscious self-observation” of your thoughts and feelings,
acknowledge their occurrence and accept that anxiety is a normal process. You are in
a state of impartial observation, complete acceptance, and openness to what is going
on.
6. Prepare in advance a positive statement that should neutralise an anxious
thought (e.g., a positive thought such as “I can handle this!” to neutralise the “I can't
bear it!” thought). Repeat this thought at every opportunity to create a pattern in the
brain which activates that positive thought at the moment when anxiety occurs.
Helping a fellow soldier experiencing anxiety
It is important to try to get the person to talk and understand what is bothering
them. That way, perhaps, the person will realise where their anxiety is coming from
and will be able to calm down.
1. People often get anxious when they lack information about the events that
are happening. In this case, you can try to create a plan as to when, where, and what
kind of information you can obtain.
2. Try to occupy the person with mental activities: counting, writing,
reminiscing, etc. If they are focused on that, their anxiety will recede.
3. Physical activity can also be an effective way to calm down. If possible,
suggest they do some exercise or go for a run.
Panic
1. Psychological techniques for overcoming panic are quite difficult to use if
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the panic attack has started already; furthermore, their effect may not be significant, as
at the moment of panic, our brain works in such a way as to prevent us from thinking
rationally and not allow us to control our thought process.
2. Often, a panic attack is aggravated by the fear of having a heart attack, going
insane, etc. In this case, it is recommended to remind yourself: “This is just panic. It is
an unpleasant emotional experience, but it is not dangerous for me”.
3. If hyperventilation (increased ventilation of lungs due to elevated breathing
rate that occurs during many medical emergencies as well as when under high-intensity
stress) arrives during a panic attack, you need to slow your breathing down or breathe
into a paper bag that traps and stores carbon dioxide released when you are exhaling;
as a result, the concentration of carbon dioxide in the air you are breathing increases.
This method is very effective when it comes to relieving panic attack symptoms,
especially dizziness. It does not require intensive training:
a) When you feel panic approaching, put a small paper bag over your mouth and
nose;
b) Press it to your face with your hands as tightly as possible so that air cannot
get through;
c) Now breathe slowly and steadily into the bag;
d) Breathe until the panic starts to subside and it becomes easier to breathe.
A similar effect can be achieved by putting your palms together into a cup-like
position and then slowly breathing into this “cup”, thoroughly covering your mouth
and nose; however, the paper bag option works faster.
4. Systematic training helps reduce panic symptoms and keep the mild fear
symptoms under control.
5. Slowed-down breathing method. This technique can be used anytime,
anywhere, and takes only a few minutes.
The goal of the method is to slow your breathing down to 8-10 breaths per minute
when fear or panic sets in. If you practice regularly and learn to “maintain” normal
breathing at all times, you will be able to control your state better, even if you have
spotted the first signs of panic.
6. Distraction methods. Try not to focus your attention on the symptoms, as
this will only make them worse. There are several methods that can help you take your
mind off panic sensations.
In the case of possible panic attacks during active combat, one of the simplest
and most effective methods is the rubber wristband method. Put a rubber wristband on.
When you feel a panic attack approaching, pull the wristband and let it snap against
your arm with sufficient force. A sharp painful sensation will distract you from the
oncoming symptoms and give you time to use other methods of panic symptom
regulation (e.g. slowed-down breathing). Sometimes the sensation itself is enough to
stop a panic attack.
If symptoms of panic appear, for example, during a heavy shelling, when
servicepersons are in shelters, the counting method can be used. You can count the
number of assault rifles that the servicepersons have, or the number of rectangular
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objects, etc., i.e. anything that a person can lay their eyes on inside the bunker.
REMEMBER! If a serviceperson does happen to experience a panic attack in
an extreme situation and starts running (sometimes in the direction of the enemy, a
minefield, etc.), do not follow them!
Psychomotor agitation
Self-help when experiencing psychomotor agitation
1. Try to channel your energy into some sort of activity. Do some exercises or
go for a run (if it is possible). Doing anything active will help.
2. Put your hand on your wrist, feel your pulse, try to focus on your heartbeat
and imagine your heart beating steadily. According to modern medicine, the sound of
your own heartbeat makes you feel calm and protected because that is the sound that
everyone hears when they are inside their mother’s womb – a safe and cosy place.
Helping a fellow soldier experiencing psychomotor agitation
1. Use the “grab” technique: position yourself behind the serviceperson, slide
your arms under their armpits, and press them into you so their weight is transferred
onto you. Preferably put pressure on the “withers” of the person you are helping (this
is where our body control zone is).
2. Isolate them from others if possible.
3. Speak in a calm voice about how the serviceperson is feeling: “Do you want
to do something to make it stop?”, “Do you want to run away, to hide from what is
going on?”
4. Do not argue with the serviceperson.
5. Try to avoid using “don’t” (don’t run, don’t scream, etc.).
6. Remember that engaging in any intellectual activity leads to a reduction in
the levels of physical activity.
7. Psychomotor agitation can be followed by trembling, crying, or aggressive
behaviour.
Apathy
Self-help when experiencing apathy
1. If the situation requires you to act, give yourself a short break and relax
for at least 15-20 minutes.
2. Massage your earlobes and fingers, the spots where a vast number of
biologically active points are located. This will help you cheer up a little.
3. Have a cup of weak sweet tea.
4. Do a couple of physical exercises but keep the pace slow.
5. After that, start doing what you have to do. Keep your working pace
moderate, try to conserve your energy (if possible).
6. Try to give yourself proper rest at the earliest opportunity.
Helping a fellow soldier experiencing apathy
If a person is left without help and support in this state, apathy can turn into
depression.
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1. Talk to the serviceperson. Ask them several simple questions: “What is your
name?”; “How are you feeling?”; “Are you hungry?”.

2. If possible, the serviceperson should be given an opportunity to rest in
comfortable conditions (to sleep); make sure they take their shoes off. Generally, not
only does sleep help relieve fatigue and rest, it also helps “sleep away” certain
experiences, so to speak.
3. With the serviceperson’s permission, you can hold their hand, put your hand
on their shoulder or on their back. Such bodily contact is a non-verbal way to express
your support for them (they should not be wearing body armour, i.e. you should be
making contact with their back, not the metal plates).
4. If rest is impossible (the events are unfolding under extremely difficult
conditions), talk with the serviceperson more and involve them in any joint activity.
Aggression
If you or your fellow soldiers are feeling rage, you need to let it out in a way that
does not harm yourself or those around you. It has been proven that those people who
hide and suppress their aggression have more health problems than those able to
express it.
Self-help when experiencing aggression
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1. Stomp your feet loudly and say with emotion: “I am angry”, “I am furious”,
etc. You can repeat this several times until you feel a sense of relief. When we talk our
emotions through, the reaction also subsides, and we feel relieved.
2. Try to talk your feelings through with another person.
3. Give yourself some physical work to do; feel how much physical energy you
are spending when you are raging.
4. Perform a rage release exercise. Stand facing an object (a bed, chair, or
other), spread your legs about 45 cm apart, bend your knees slightly, and hit the object
(with a stick or your fists) with a lot of force, but keeping yourself relaxed. “Engage”
your entire body. Keep your mouth open, take deep breaths, and do not hold your
screaming back. Use any words that express the feeling of rage, for example, “No!”.
You can try imagining a person you have unresolved emotions associated with or an
enemy and direct your rage at them. Do not injure yourself! If you resist this exercise
by saying that you are not currently experiencing the feeling of rage, it may be that the
reason for your resistance is your unwillingness to reveal your feelings, your fear of
strong negative emotions.
Helping a fellow soldier experiencing rage, anger, or aggression
Aggressive behaviour is one of the involuntary ways in which a human body
“tries” to reduce high internal strain. Manifestations of anger, rage, or aggression can
persist for quite a long time and can be detrimental to the serviceperson themself or
those around them.
1. Keep the number of people around to a minimum.
2. Give the serviceperson an opportunity to “blow off some steam” (e.g. to vent
or punch the ground, stomp their feet, shout, etc.).
3. Give them a job that involves a lot of physical work.
4. Display friendliness. Do not cast blame on the serviceperson even if you
disagree with them, talk about their actions instead. Otherwise, their aggressive
behaviour will be directed at you. Do not say: “Why are you like this?” Say: “You are
very angry; you want to smash everything to pieces. Let's try to find a way out of this
situation together.”
5. Try to defuse the situation by making funny comments or acting funny (but
remember that it has to be appropriate to the circumstances).
6. Aggression can be defused by the fear of punishment given the punishment
is severe and its likelihood is high (it does not always work, so this method should be
used very carefully).
7. If you do not provide aid to an angry person, it will lead to dangerous
consequences. Due to the deterioration of that person’s control over their actions, they
may commit rash acts and injure themselves or others.
Hysteria
Self-help when experiencing hysteria
If a person starts thinking that they should stop being hysterical, this is the first
step towards stopping hysteria. In this case, you can take the following steps:
1. Try to remain alone.
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2. Wash your face with cold water.
3. Perform breathing exercises: breathe in, hold your breath for 1-2 seconds,
slowly breathe out through your nose, hold your breath for 1-2 seconds, slowly breathe
in, and so on – until you have managed to calm down.
Helping a fellow soldier experiencing hysteria
1. Try to make sure there are no bystanders; create as calm an environment as
possible. Remain one-on-one with the serviceperson if it is safe for you to do so.
2. Do something unexpected that can really surprise the serviceperson (you can
pour water on them or shout at them sharply). Remember, hysteria is the only condition
in which you can use physical force to calm the serviceperson down (for example, give
them a slap). However, it can only be done under certain conditions: 1) your own safety
must be ensured; 2) you cannot do this in the presence of other people, only one-on-
one.
3. Use short phrases and a confident tone when speaking to the serviceperson,
for example: “Drink some water”, “Wash your face”, “Put your weapon down”, etc.
4. After a hysteria, their energy is going to be depleted. It is necessary to give
the serviceperson an opportunity to get enough sleep.
5. Do not condone the serviceperson's desires, but do not quarrel with them
either.
Sleep-related problems
Exercise 1. Progressive muscle relaxation
1. Lie down, close your eyes, and breathe slowly.
2. Alternately tense different muscle groups for 10-15 seconds and relax them
for 15-20 seconds: your arms, neck, face, chest, back, abdomen, etc.
Exercise 2. Controlled imagination
Imagine yourself in a safe and pleasant place. This place will be different for
everyone. Think of a pleasant event in your life. Try to imagine it all in every detail:
images, smells, sounds, ambient temperature, etc.
Exercise 3. 4-7-8
1. Take a deep breath through your nose for 4 seconds.
2. Hold your breath for 7 seconds.
3. Breathe out slowly through your mouth for 8 seconds, making a whistling
sound.
4. Repeat several times
The basic recommendations for restoring your sleep pattern are as follows:
1. Wash your feet before going to sleep, preferably with cool water. If that is
not possible, use wet wipes instead.
2. Take off your shoes, stay without them for at least 10 minutes.
3. At night, it is advisable to wear a change of footwear that is lighter (sneakers,
trainers, etc., so that in the event of a dangerous situation you can act immediately
rather than waste time putting your shoes on).
Stupor
Remember, stupor is a state of being severely depressed and completely
78
immobile (lasts from several minutes to several hours). In this case, self-help is
absolutely impossible. You need someone else to aid you.
Helping a fellow soldier experiencing stupor
1. The serviceperson in a state of stupor must be approached from the side.
2. Align your breathing with the breathing of the serviceperson.
3. Massage the areas on their forehead above their eyes, exactly in-between
their hairline and eyebrows, right above their pupils, with the tips of your thumb and
index finger. Place the palm of your free hand on their sternum and adjust your
breathing to theirs.
4. Bend the serviceperson's fingers and press them against the base of both
their palms. Squeeze their hands like that several times.
5. Speak quietly, calmly, and clearly in the serviceperson's ear about something
that may cause emotions (preferably negative ones).
Nervous tremor
Remember the main principle behind providing aid during nervous tremor: in
order to eliminate shaking, do not stop it but exacerbate it.
Self-help during nervous tremor
1. Perform the “Bathed cat” exercise. You all know the way your fluffy friend
would behave trying to shake water off after you have just bathed them. Try to imitate
those movements: start with your limbs, then move on to engage your entire body.
2. Do the plank exercise. Remain in the plank position until your whole body
starts shaking.
Helping a fellow soldier experiencing nervous tremor
1. Approach the serviceperson and try shaking them as hard as possible with
their permission.
2. Suggest they do either the “Bathed cat” or the plank self-help exercise.
Hallucinations and delusions
1. Consult a doctor.
2. Make sure the serviceperson does not harm themself or others before the
doctor arrives.
3. Ask the serviceperson to hand over dangerous items (weapons etc.). If the
serviceperson does not want to give you their weapon, ask them to apply the safety
catch.
4. Speak in a calm voice, agree with them on everything, and do not try to
persuade them of anything.
2.1.5. Factors causing a serviceperson to experience combat stress in the

Let us examine the common causes of combat stress. They can be divided into
external and internal.
External causes of combat stress
1) Social factors have a decisive impact on servicepersons in a combat
79
environment, as they serve as the basis for the formation of broad social motives for
their behaviour and strong combat-related attitudes.
Experience has shown that the nature of servicepersons' actions in combat
(active, passive, selfless, courageous, etc.) largely depends on the society's attitude
towards the war, as well as on how “popular” the war is in the minds of the masses.
That, in turn, is determined by how well they understand war and accept its goals
internally, and how well-represented the social, economic, national, and religious
interests are. Furthermore, the image of the war in people's minds takes on a particular
emotional colouring depending on how successful the war is, on which territory it is
fought, and what proportion of the country's population is physically and
psychologically involved in hostilities.
Society's attitude towards the war affects the servicepersons’ combat
performance in different ways:
1. Servicepersons adopt attitudes that are prevalent in their society via the
mechanisms of mental contagion, suggestion, and imitation which form the
corresponding attitudes and motives behind their combat behaviour. The analysis of
the course of action and outcome of the recent armed conflicts convincingly proves the
following psychological pattern: victorious wars are based on ideas that are well-
understood and close to the hearts of the soldier as well as the entire nation.
2. The combat readiness of a soldier is largely determined by the society's
attitude towards their armed forces.
3. Servicepersons become infected by the society's emotional attitude towards
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the enemy, which also significantly affects how active they are in combat. The winning
army is the one where soldiers see their opponent as a bitter and hated enemy who
encroaches on the freedom and heritage of their homeland. The second social factor
that largely determines the behaviour of a soldier in combat is the cohesion of the
military unit. It serves as kind of a basis for maintaining high psychological resilience
and active behaviour of individual servicepersons.
Sections, crews, and details consisting of those servicepersons who know each
other well, are more active, take initiative more, and demonstrate greater resilience.
The fear of your group losing trust in you and you ending up morally isolated because
of your own cowardice is the most powerful incentive that drives you to commit
courageous acts (E. Dinter). Confidence in fellow soldiers as well as in the fact that
they will come to your aid when needed is an important prerequisite for every
serviceperson's selfless and
decisive actions in combat.
Finally, an important place
among the social factors that
determine the behaviour of
servicepersons during combat is
occupied by clear and
authoritative command of
combat operations.
Servicepersons who feel trust and
respect for their commander can
eagerly perform even those
missions the purpose of which
they either do not fully
understand or cast aside on moral
grounds.
2) Combat factors are
a wide range of variables that
determine certain reactions,
states, and behaviour of
servicepersons in combat. Data
derived from military
psychological research has
revealed a particularly significant influence of such combat factors as type, conditions,
and intensity of warfare; specifics of the weapon systems used, reliability of protective
equipment; temporary, natural and geographical, weather and climatic conditions;
numbers and ratio of casualties on both sides. An important combat factor that affects
the servicepersons' combat effectiveness is operating combat vehicles. Combat
vehicles must meet at least minimum requirements for comfort and hygiene.
Experimental studies have shown that remaining inside armoured vehicles for
prolonged time periods is the cause of increased fatigue in servicepersons, significant
81
slowing down of their reactions as well as deterioration in their work rate. It is known
that in case of a disruption in the functioning of a vehicle’s ventilation and the
concentration of carbon monoxide reaching 1.5 units per 1000 units of air, the crew
will be dead within 1 hour. When crew members slowly absorb small doses of this gas,
they become fatigued, intellectually passive, and make major errors when judging
distance; their reactions slow down as well.
According to the data from other sources, in the case of the unsatisfactory
microclimate inside a combat vehicle, its driving speed decreases by 19%, execution
time for fire missions increases by 35%, and the number of misses increases by 40%;
every day of an offensive operation results in a 7-10% reduction in the crew's combat
effectiveness. If a person's mobility is restricted for 3 days, it reduces their performance
by 30%. Vehicle vibrations may resonate with the natural frequencies of the human
body's most important organs, which leads to a disruption in their functioning and has
a destructive effect on the nervous system. The ergonomic aspects of combat
operations include the extent of isolation of the formations and units operating on a
battlefield from the main forces. Experience has shown that the combat capabilities of
a unit isolated from its forces reduce by half within 48 hours due to increasing fear.
Other combat factors include:
lack of a clear front line; hostile attitudes of the local population (certain part of
the population in the occupied territories that hold pro-Russian views); change
(disruption) in sleep and rest patterns, nutrition and water quality; exposure to
unfavourable or unusual climatic and geographical factors, all give rise to the feelings
of uncertainty and anxiety;
isolation, involuntary solitude while executing combat missions (prolonged stay
at combat positions when protecting transport routes, areas, locations, strongpoints,
often while being isolated from the main forces in unclear conditions, with unstable
communication, all often cause a feeling of loneliness);
threats to life and health – not only immediate ones, but also their constant
anticipation;
uncertainty – a lack or a contradictory nature of necessary or personally relevant
information;
the real possibility of being captured and held hostage with subsequent torture
and abuse;
high risk of death or mutilation;
witnessing first-hand the death of fellow soldiers, friends, or civilians;
as the rotation period approaches, some servicepersons have a growing fear of
being killed or wounded;
lack of (limited access to) normal conditions for daily life and combat operations.
Among the internal combat stress factors there are psychophysiological and
psychological causes of combat stress (see Figure 2.1). For example, servicepersons
of sanguine temperament tend to make decisions quickly and act courageously under
difficult conditions. In case of failure, they only lose their decisiveness for a brief time
and recover quickly. People of choleric temperament show courage and determination
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mainly when they are experiencing an emotional uplift. In a low-energy state, they are
prone to succumbing to unconscious fear. People of phlegmatic temperament are active
and brave when they are thoroughly prepared for their combat mission. They are
characterised by the stability of emotional experiences, perseverance, and endurance.
Soldiers of melancholic temperament are capable of displaying determination and
staying active for a short time period and when overcoming minor difficulties.
Internal factors causing combat stress
1) Psychophysiological 2) Psychological
(type of nervous system and temperament, (personality orientation, character traits,
physical characteristics). cognitive processes, emotional and volitional
People with a strong and stable nervous system processes, abilities).
have a greater ability to endure extreme strain
than those with a weak nervous system. The Faith, superstitions, symbols and values,
mobility of neural processes, the pace and ease mental states regulation methods (rituals etc.)
of the alternation between excitation and play an important role in servicepersons'
inhibition are equally important. People with combat activity regulation.
low mobility of neural processes are more
likely to make errors when switching between
activities.
Figure 2.1. Internal factors causing combat stress
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2.1.6. Servicepersons’ mental reactions before battle, in combat, and
consequences of traumatic events
In order to understand the servicepersons' mental reactions in combat conditions

and know when it is necessary to provide (receive) psychological aid, let us consider
the general scheme of the psychotraumatisation of warfare participants (see Figure
2.2).
Stress factors affecting a serviceperson
Combat stress (low intensity)

Risk zone 1
Phase of general mobilisation Combat stress (high intensity)

of resources
Risk zone 2 Risk zone 3
Normalisation Combat-related mental trauma

Risk zone 4
Adapting to a peaceful (civilian) Post-traumatic stress disorder (PTSD)

life
Figure 2.2. Servicepersons' psychotraumatisation scheme
2.1.7. Main notions in servicepersons’ psychotraumatisation scheme

Combat stress is an emotional experience that occurs in servicepersons impacted
either directly or indirectly by stress factors related to participation in combat; they
manifest themselves in the form of emotional, intellectual, physiological, and
behavioural reactions.
Combat-related mental trauma (hereinafter CRT) is a mental trauma caused by
combat environment factors. It leads to mental disorders of varying severity.
Post-traumatic stress disorder (“Vietnam syndrome”, “Afghan syndrome”,
“CTO (Counter-Terrorist Operation) syndrome”, etc.) is a range of mental disorders
that are a manifestation of a delayed or protracted maladaptive response to stressful
events of an extremely threatening or catastrophic nature. It is manifested via
psychological, social, and somatic changes.
Risk zone 1: psychological preparation stage;
Risk zone 2: timely rotation;
Risk zone 3: stage of providing psychological first aid in a combat area;
Risk zone 4: quality rehabilitation.
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Let us take a detailed look at this scheme.
All servicepersons are exposed to stress factors, and some of them begin
to impact a serviceperson even before they end up in a combat area, which in
turn causes low-intensity combat stress.
Low-intensity combat stress (hereinafter LICS) is usually effectively
overcome by most servicepersons at its initial stage. Later, LICS either becomes
habitual for combatants or turns into high-intensity combat stress. At this stage,
the effectiveness of psychological training (number 1 in the figure) determines
how LICS is going to develop further. That is, with high-quality psychological
training, LICS can facilitate an improvement in the servicepersons’ combat
performance as well as the mobilisation of all the body and psyche resources
(resistance phase). In the opposite case (if psychological training is conducted
only nominally), servicepersons experience high-intensity combat stress (HICS)
when they end up in a combat area (especially after the start of an active combat
phase).
High-intensity combat stress (HICS) can significantly complicate
activities performed by both individual servicepersons and military units. At the
individual level, HICS manifests itself in the following forms: a sharp increase
or, on the contrary, decrease in combat activity levels that is inadequate to the
combat environment; an increase in emotional excitation levels or, on the
contrary, emotional numbness, emotional “retardation” inadequate to the combat
situation; emergence of destructive forms of motivation for actions in combat or,
the opposite, a desire to “get out” of combat, and save one's own life at any cost;
becoming disoriented in a combat situation; a sense of unreality of what is going
on in a combat situation; self-detachment; a deterioration in the level of
discipline that is not typical of the particular serviceperson, violations of moral
norms of interpersonal relationships, not observed before, as well as destructive
forms of communication with others or loose behaviour; a high level of
unreasonable irritability, rage, or aggressiveness; a sharp increase in anxiety or,
on the contrary, unreasonable disregard for danger; inability to cope with
emotionally experiencing fear; noticeable seclusion, depression, and apathy; loss
of interest in life, suicidal thoughts; a significant increase in mental strain and
wariness; lack of focus and having difficulties with switching it quickly; a sharp
decrease in psychological resilience or, on the contrary, an increase in the
rigidity of mental processes; tendency to panic sentiments, etc.
Such manifestations of combat stress facilitate a noticeable increase in
errors and disruptions in a serviceperson’s combat performance as well as its
disorganisation. As a rule, HICS has a negative impact on the physiological
processes in a serviceperson's body, which is expressed in the form of noticeable
health deterioration, emergence of new conditions or exacerbation of pre-
existing ones, and automatism disorders on the physiological level.
There are also two ways HICS and the resource mobilisation phase can
develop in. They can either develop into a combat-related mental trauma or reach
85
the state of normalisation (“normalisation” is a notional concept that means
adapting to being in combat conditions: improvements in attention;
intensification of thinking processes; intensification of higher emotions, such as
patriotism, responsibility, collectivism, conscience, readiness for self-sacrifice,
etc.; belief in one's own strength, success, hope for the best; ability to cope with
challenges; emotional stability; ability to concentrate in order to solve a problem;
resilience to temporary setbacks; the body's ability to quickly adjust, increased
endurance, etc.).
Let us take a detailed look at these scenarios. As mentioned above,
normalisation is a desired and necessary state for a serviceperson, while combat-
related mental trauma is not.
Let us go back to the resource mobilisation phase (resistance phase).
Unfortunately, no human nervous system is prone to exhaustion. For some
people, this process is slower; for others, it is faster. However, prolonged
exposure to extreme conditions inevitably leads to the exhaustion of the nervous
system. There is a way to prevent this: rotating units periodically (number 2 on
the figure). Rotation does not mean withdrawing units from a combat area to
where they are permanently stationed, but withdrawing them temporarily to the
second or third line of defence (with other units replacing them of course).
During active combat, such changes are not always possible, especially factoring
in losses among the personnel. Nevertheless, commanders at all levels should
keep this method in mind, as it is one of the most effective options in terms of
allowing servicepersons to recover at least partially.
HICS can also either reach the normalisation phase or develop into
combat-related mental trauma. The result depends on whether psychological
first aid has been provided on time (number 3 on the figure). It is not only a
psychologist who can provide psychological first aid but also a commander or a
fellow soldier. Therefore, every serviceperson must be capable of providing
psychological first aid.
Number 4 refers to medical and psychological recovery and rehabilitation
measures that are already taking place within specialised facilities; whether a
serviceperson is going to adapt to civilian life or develop post-traumatic stress
disorder, depends on the quality of those measures.
REMEMBER! Responsible approach to psychological training as well
as knowledge and the use of psychological first aid skills can save the
servicepersons' mental health when they participate in combat.
2.1.8. Psychological first aid in extreme conditions
An extreme situation is a situation that threatens health, life, property,

environment, or public order, and other dangerous events.
Every day we may encounter various extreme situations: natural disasters,
accidents, fires, catastrophes, incidents, road accidents, etc. Individuals,
86
families, or entire communities may be affected: people lose their homes and
loved ones, find themselves cut off from their families and familiar
surroundings, or witness violence, destruction, and death.
The ability to provide first aid is fundamental and vital in order to save the
lives of victims. However, we should also not forget about the psychological
reactions that inevitably accompany any extreme situation and often exacerbate
the victim's general state and reduce their survival chances both during an
extreme situation and for a long time after it is over. These are the reasons there
is a need for emergency psychological aid.
When a person is in an extreme situation, impacted by intense external
stimuli associated with a disruption in normal living conditions or with the fact
or threat of death or injury, or as a result of what that person has seen, heard, or
realised based on their previous experience, the person immediately mobilises
all of their reserve capacities; at the same time, a stress reaction occurs, which is
a body's non-specific reaction that provides protection from threatening impacts
by mobilising, first and foremost, the body's physical resources.
When a person is in serious danger, they react instinctively, regardless of
their will or desires. This reaction is sometimes called the “fight or flight”
response. It prepares the human body for significant physical activity by
releasing adrenaline, and leads to an acceleration of metabolism, elevated heart
rate and blood pressure, as well as increased sweating. It is a completely normal
defence mechanism which indicates that a person is in a certain state aimed at
counteracting dangerous impacts.
However, the physical reaction to stress under extreme conditions is
always accompanied by intense emotional experiences and changes in
behavioural reactions, resulting in “psychological stress”.
Psychological stress is a state of excessive activation of higher mental
functions (consciousness, perception, memory, attention, and thinking) and
disorganisation of behaviour that develops as a result of a potential or real impact
of extreme conditions.
Because of the intense impact of extreme situation factors and due to the
lack of timely adjustment, psychological stress can develop into a psychotrauma,
an emotional experience of a discrepancy between threatening factors and
individual capabilities to overcome them, accompanied by fear, a sense of
helplessness and loss of control, impaired perception and ability to process
information, as well as put the knowledge and experience acquired into practice,
which may lead to physical, mental, and personality disorders.
It is important to note that psychotrauma may cause physiological
disorders: changes in biochemical parameters, immunity deterioration, and
changes in brain functions, especially in the areas associated with the control
over aggressiveness and sleep cycle. The state experienced is recorded in the
memory; the aforesaid disorders last for a significant time and are referred to as
post-traumatic stress disorders.
87
That is why the main goal of emergency psychological aid in extreme
conditions is to prevent the development of psychological stress, so it does not
lead to psychotrauma. First of all, it is about basic human support, providing
practical information on life support, and displaying empathy, concern, respect,
and confidence in the casualty's capabilities.
Emergency psychological aid is a range of general human support
measures and methods of practical assistance to those who are suffering and in
need. Such support is provided in a safe location in the area where an extreme
situation has occurred or nearby.
General rules of providing emergency psychological aid
1. Remain close to the person

In an extreme situation, a person temporarily loses the sense of security
and trust. Suddenly, the world becomes dangerous, full of chaos, and generally
not a safe place to be. You need to help the casualty regain the sense of
confidence and security by staying close to them and not being afraid of their
anxiety or extremely emotional reactions.
2. Listen actively
It is important to listen carefully to the casualty's concerns in a safe
environment, as this often helps people to understand and ultimately accept the
event and change their attitude towards it. There may be little time at the scene;
however, it is still important to listen to the person and remain with them until,
for example, they are attended to by medical workers.
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3. Respect the feelings of the other person
Be open-minded about what you are told and accept the casualty's
explanation of events; acknowledge and respect their feelings. Do not try to
correct factual information or their perception of the sequence of events. Be
prepared to violent emotional outbursts; the casualty may even scream or refuse
help. It is important to not only observe their immediate external behaviour, but
also maintain contact with the casualty in case they need to talk about what
happened. The casualty may refuse your help; nevertheless, you need to keep a
little distance while watching out in case the person requires help.
4. Display concern and provide practical support
If someone is in an extreme situation, practical support is very useful:
contacting someone who can stay with the casualty; arranging for their children
to be picked up from kindergarten or another educational facility; taking the
person home or to an emergency aid centre. Such practical assistance is a way
of expressing care and compassion. Fulfil the casualty’s wishes, but do not take
on more responsibility for the situation than seems appropriate.
All brain functions are based on two processes: excitation and inhibition;
thus, during short-term but rather intense stressful impacts, two most common
forms of behavioural changes occur: active-emotional, directed at eliminating
the extreme factor (mental functions activation, increasing the effectiveness of
defensive actions); and passive-emotional, manifested through the anticipation
of the end of the impact of the extreme factor (activity inhibition, reduction in
effectiveness of protective actions).
2.1.9. Rules of psychological first aid “6P” (6П)
1. Approach
Find the strength in yourself to address the serviceperson (you do not need
to be a professional to treat them humanely). Introduce yourself (use your own
name).
2. Support
Find a safe location. Take the serviceperson away from the battlefield (the
place where the tragedy occurred). Sit them down, leaning against a wall.
Support them with your body.
3. Reality check
Address the serviceperson using their name (patronymic). Ask them
whether they know what happened and where they are at. Give them the
information they need and help them get their bearings. Focus on breathing.
Keep saying: "Calmly breathe in and out".
4. Encourage
Encourage them to express their emotions. Tell the serviceperson that
their emotional experiences and the corresponding external manifestations are
normal in this situation. Trust in their ability to cope with the situation.
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5. Take care
Find out what the serviceperson needs, offer them water and a blanket, tell
them where they can go to the toilet, wash their face, etc. Listen to them (do not
be afraid to remain silent). Use physical contact carefully (only with the
serviceperson's permission).
6. Hand over
You do not have to try to manage everything on your own. Hand the
serviceperson over to medical workers, psychologists, or commanders.
Practical exercises (Topic 1)
To practice diagnosing mental states and reactions, special scenarios have

been prepared.
At this stage of the training, you need to split the group into 2-3 teams
(possibly more teams, depending on the number of servicepersons in the group).
There are several ways to do this exercise.
Option 1. Each group chooses their task blindly.
The subsequent steps are as follows:
1) Groups familiarise themselves with the scenario (scenarios within this
option will describe the symptoms of a serviceperson’s particular state).
2) They have 1 minute to identify the serviceperson's state described in
the scenario.
3) One by one, each group reads out their scenario and suggest their
version of the servicepersons' state (using their theoretical knowledge to justify
their choice).
4) The others listen carefully. If they disagree with the diagnosis, they
offer their own version (they have to justify their choice).
5) This continues until all scenarios are worked through.
6) The lead instructor evaluates the answers. At the end of the exercise,
the lead instructor ranks the groups (1st place, 2nd place, 3rd place, etc.).
Option 2. Each group chooses their task blindly.
The subsequent steps are as follows:
1) Each group familiarises themselves with the scenario (this time,
scenarios only contain the name of a serviceperson’s particular mental state).
2) Each group chooses a volunteer who attempts to demonstrate the state
described in the scenario.
3) The group has 1 minute to discuss.
4) Other groups try to identify the state demonstrated by the
serviceperson. Any version put forward by a group has to be justified.
5) This continues until all scenarios are worked through.
6) The lead instructor evaluates the answers. At the end of the exercise,
the lead instructor ranks the groups (1st place, 2nd place, 3rd place, etc.).
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Scenarios for Option 1
1) A unit in a combat area is planning a combat mission. The goal of the

mission is to take enemy positions. According to the intel, there is an enemy
position in the identified area. The enemy are quite well-armed, highly trained,
and have been fighting for a long time. As a unit commander, you are busy
organising stepping off to execute the mission. However, instead of thoroughly
preparing your personnel, you have noticed that almost a third of the unit is
behaving "in a weird way": some of them are sweating excessively (although the
weather conditions are not likely to cause such a physiological reaction), some
complain about headaches (it is elevated blood pressure that is bothering them,
according to the serviceperson), some start fussing and getting in the way of
others, some servicepersons have begun to express the opinions that executing
the mission is not realistic because there is a well-prepared enemy over there and
the commander is leading them to their deaths.
Determine which state is prevalent among that third of the unit in
question.
Answer: fear
2) Reinforcements have arrived at your unit. They are young "green"

recruits that have not been fired at yet. An artillery barrage started after a while.
It lasted for a long time. All personnel managed to take cover in a bunker. The
"young reinforcements" were holding up well. But one of the shells exploded
right next to the bunker. You have noticed that the breathing of one of the
servicepersons became irregular after this (as if they had not enough air). Their
pupils were dilated. They even urinated.
Determine the state of this serviceperson.
Answer: fright (a type of fear)
3) A unit has remained at the line of contact for a long time. Their
positions are constantly being fired upon from various weapon systems. There
has recently been a significant increase in the number of deaths and injuries in
the unit. You have noticed during rest that your fellow soldier keeps waking up
from nightmares. They have become more nervous. Sometimes you would
notice them being spatially disoriented. They started saying that we would never
win this war more and more often. That his turn to die has come, and they would
never see their family again, etc.
Answer: fear (which manifests itself when a person has remained in life
and health-threatening conditions for a long time)
4) A unit consisting of mobilised servicepersons is going through

combat cohesion drills before being sent to a combat area. So far, there is no
91
reliable information as to which line of contact these servicepersons will be
deployed to in the nearest future. You are a lead instructor conducting the
training. During surveying the personnel, you noticed that one of the
servicepersons has significant trouble memorising the learning material. They
find it difficult to concentrate on the tasks at hand. After having a conversation
with them after the lesson, you found out that before having been conscripted,
this serviceperson ran their own quite well-developed business. They also have
two higher education degrees. Their family are safe. During this conversation,
the serviceperson complained that they felt quite unfocused. They have been
feeling like they have slowed down to a certain extent. They also feel a strain
that makes them very uncomfortable. The serviceperson has also noticed the
constant urge to be on the phone and monitor the news related to the combat area
where they are going to be deployed after the training.
Answer: moderate anxiety
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CHAPTER 3
STANDARD FOR INDIVIDUAL
PSYCHOLOGICAL TRAINING OF
SERVICEPERSONS OF THE ARMED FORCES OF
UKRAINE (TRAINING COURSE) СТІ 000Г.22Л
1. MILITARY ORGANISATION STRUCTURE LEVEL:
Training group.
2. MISSION:
2.1. To know mental self-regulation techniques:
Mission 000Г.22Л.01 To know mental self-regulation techniques
To know factors that cause psychological impact on
000Г.22Л.011
military personnel
Sub-missions
000Г.22Л.012 To know the types of stress reaction
000Г.22Л.013 To apply self-regulation techniques
2.2. To know military personnel’s negative mental reactions, psychological

first aid and self-help:
000Г.22Л.02 To know military personnel’s negative mental
Mission reactions and provide psychological first aid and self-
help
000Г.22Л.021 To know types of negative mental reactions (hysteria,
panic, aggression, stupor)
000Г.22Л.022 To apply rules of psychological first aid “6P” (6П)
Sub-missions
000Г.22Л.023 To provide primary psychological self-help in
extreme conditions
2.3. To conduct stress inoculation training for mental state control while
fighting heavy armoured vehicles:
To conduct stress inoculation training for mental state
Missions 000Г.22Л.03
control while fighting heavy armoured vehicles
000Г.22Л.031 To conduct heavy armoured vehicle rollover drills
Sub-mission
000Г.22Л.032 To know actions on fighting enemy armoured vehicles
2.4. To know actions on overcoming a special assault course enhanced with

psychological stimuli:
000Г.22Л.04 To know actions on overcoming a special assault
Mission course enhanced with psychological stimuli
000Г.22Л.04 To complete a special assault course enhanced with

Sub-mission
combat environment simulation tools
93
3. EXECUTION CONDITIONS:
3.1. Mission 000Г.22Л.01 (Section 2.1 – Topic 1)
3.1.1. General information:
a) the lesson is conducted on a tactical
training ground, in a group of 12-16 (even
number) under the guidance of a
psychology officer (psychological training
instructor, teacher);
b) during the theory part of the lesson,
trainees gain the necessary knowledge on
the specifics of the impact of stress
reactions on the human psyche, ways and
methods of self-regulation (self-control);
c) during the practice part of the
lesson, through purposeful and conscious
repetition of designated techniques,
trainees develop the necessary skills to
recognize stress states by their signs and
apply self-regulation (self-control)
techniques in various stressful situations;
d) during the lesson, the completion
of missions and the level of acquired
knowledge should be systematically
assessed.

a) the lesson is conducted on a tactical training ground, in a group of 12-16 (even
number) under the guidance of a psychology officer (psychological training instructor,
teacher);
b) during the theory part of the lesson, trainees gain the necessary knowledge of
negative mental reactions and signs of their development in military personnel;
c) during the practice part of the lesson, through purposeful and conscious repetition
of designated techniques, trainees develop the necessary skills to identify and categorise
negative mental reactions in themselves and their fellow soldiers, provide psychological
first aid (self-help);
d) during the lesson, the completion of missions and the level of acquired

94
a) the lesson is conducted on a tactical training ground, as part of a regular unit
group under the guidance of a tactical training instructor (teacher). A psychology
officer (teacher, psychological training instructor) monitors psychological stress and
adjusts its intensity, provides advice on the use of self-regulation techniques. A
military medic is on standby to provide medical assistance if necessary;
b) during the theory part of the lesson, trainees gain the necessary knowledge
of the strengths and vulnerabilities of armoured vehicles, self-regulation and
concentration techniques aimed at controlling mental states;
c) during the practice part of the lesson, through purposeful and conscious
repetition of designated techniques, trainees develop the necessary skills to overcome
negative mental reactions (hysteria, panic, aggression, stupor), to focus on the combat
situation, and to control their mental states;
d) during the lesson, the completion of missions and the level of acquired

3.4.1. General information
a) the lesson is conducted on a tactical training ground, as part of a regular unit
group under the guidance of a psychology officer (teacher, psychological training
instructor) who monitors psychological stress and adjusts its intensity, provides advice
on the use of self-regulation techniques. A military medic is on standby to provide
medical assistance if necessary;
b) during the lesson, through purposeful and conscious repetition of designated
techniques, trainees develop the necessary skills to control their mental reactions,
overcome obstacles despite external stimuli, and develop an acceptable level of mental
stability and psychological resilience to the effects of psychotraumatic factors of
warfare;
c) during the lesson, the completion of missions and the level of acquired
4. SEQUENCE OF EXECUTION:
4.1. Step-by-step execution of Mission 000Г.22Л.01 (Section 2.1. –

Topic 1)
4.1.1. The lead instructor explains:
types of stress states, the impact of stress reactions on the human psyche;
the methodology for recognising stress states according to their characteristics;
the correct procedure for self-regulation and breathing exercises, muscle
relaxation, and concentration.
95
the procedure for self-regulation and breathing exercises;
the procedure for muscle relaxation exercises;
the procedure for concentration exercises.
4.1.3. The lead instructor gives orders (signals) monitoring execution by
each serviceperson (pair):
recognition of stress states according to their characteristics;
self-regulation and breathing techniques;
muscle relaxation techniques;
concentration techniques;
execution of a monotonous tasking despite external stimuli.
After the order (signal) is executed, the instructor conducts a breakdown for
4.1.4. At the end of the lesson, a group debriefing is conducted where
everyone shares their feedback and assesses their personal feelings.
Topic 2)
types of negative mental reactions and their classification;
signs of negative mental reactions in military personnel;
psychological first aid cards and the sequence for providing psychological
first aid (self-help).
mental reactions to stress factors and their signs;
the sequence for providing psychological first aid (self-help);
4.2.3. The lead instructor gives orders (signals) and controls the execution
by each serviceperson (pair):
identification and classification of negative mental reactions in themselves
and their fellow soldiers;
providing psychological first aid (self-help);
self-regulation and breathing, muscle relaxation, and concentration
techniques.
4.2.4. At the end of the lesson, a group debriefing is conducted where each
serviceperson shares their feedback and self-assessment.

Topic 3)
safety procedures and the sequence for executing the exercise;
strengths and vulnerabilities of armoured vehicles;
the sequence for crawling under a stationary tank;
the sequence for crawling under a tank with the engine running;
96
recommendations on developing and maintaining a state of mental readiness for
actions aimed at destroying enemy tanks.
the algorithm for destroying a tank approaching the position (fire at observation
devices; at 10-15 meters, throw an anti-tank grenade under the track; crouch in the
trench while the tank is rolling over it);
the algorithm when the tank moves away from the position (hit the tank with
another anti-tank grenade and then fire at the infantry moving behind the tanks).
4.3.3. The lead instructor gives orders (signals) and monitors the compliance with
safety procedures and the execution of the following missions by each serviceperson:
the actions on destroying a tank approaching the position and firing blanks (fire
at observation devices; at 10-15 meters, throw an anti-tank grenade under the track;
crouch in the trench while the tank is rolling over it);
the sequence of actions when the tank moves away from the position (hit the tank
with another anti-tank grenade and then fire at the infantry moving behind the tanks).
The lead instructor defines the conditions of the exercise (the sequence for
occupying a trench, the number and order of shots), and the use of additional simulation
tools for each serviceperson.
After the order (signal) is executed, the instructor conducts a breakdown for each
serviceperson’s actions.
4.4. Step-by-step execution of Mission 000Г.22Л.04 (Section 2.4. – Topic 4)

safety procedures and the sequence of executing the exercise;
the sequence for overcoming the component segments of a special assault course
by individual servicepersons and in two or three-person teams.
the special assault course;
the sequence to overcome component segments of the special assault course
enhanced with simulation tools.
4.4.3. The lead instructor gives orders (signals) and monitors the overcoming of
the component segments of the special assault course enhanced with simulation tools
by each serviceperson (in twos and threes), in compliance with safety procedures.
In case of incorrect completion of a component segment, the serviceperson
overcomes that segment again.
97
5.1. Mission 000Г.22Л.01
Not
No completed
Assessed items Completed
(graded)
Topic 1. Mental self-regulation techniques
Does the serviceperson know the factors of negative impact
a*
on the psyche that arise during combat operations?
Does the serviceperson know the specifics of the mental
b* state during the preparation for and throughout defensive
combat operations?
Does the serviceperson know the main negative
c*
psychological factors of defensive warfare?
Does the serviceperson know the specifics of the mental
d* state during the preparation for and throughout offensive
combat operations?
Does the serviceperson know the main negative
e*
psychological factors of offensive warfare?
Does the serviceperson understand the concept of combat
f*
stress and its main characteristics?
Does the serviceperson know the basic techniques for self-
g
help and self-control?
Does the serviceperson know the basic techniques for
h*
breathing normalisation?
Is the serviceperson able to recognize stress states by their
a*
signs?
Is the serviceperson able to apply self-regulation techniques
b*
in various stressful situations?
СТІ training subject interim evaluation

assessment table / training level summary
Number Items Section
Activity (topic)
Section Topic Number
% grade
10 (* 9) 100
І. 1. Total number of items with “COMPLETED”
positive grade
Items that involve practical actions (skills, competences) assessment:
2 (* 2)
98
ІІ. 1. Total number of items with “COMPLETED”
positive grade
5.2. Mission 000Г.22Л.02

Not
No
(graded)
Topic 2. Negative mental reactions in military personnel, psychological first aid and self-help
a* Does the serviceperson know negative mental reactions and signs of
their development in military personnel?
b* Does the serviceperson understand the peculiarities of the procedure
for providing psychological first aid?
c* Does the serviceperson know the general rules for providing
psychological first aid “6P” (6П)?
Practical actions (skills, and competences)
a* Is the serviceperson able to identify and categorize negative mental
reactions in themselves and their fellow soldiers?
b* Is the serviceperson able to provide psychological first aid (self-
help) in case of various combat shock reactions?

Activity (topic)
Section Topic Number %
grade
Total number of assessed items (* including critical items)
5 (* 5) 100
positive grade
Items that involve practical actions (skills, and abilities) assessment:
2 (* 2)
positive grade
99
5.3. Mission 000Г.22Л.03
Not
(graded)
Topic 3. Stress inoculation training for mental state control while fighting heavy armoured
vehicles
Does the serviceperson know the vulnerabilities of armoured
a*
vehicles (tanks, IFVs)?
Does the serviceperson understand the sequence of actions for
b*
destroying armoured vehicles approaching the position?
Does the serviceperson understand the sequence of actions for
c*
destroying armoured vehicles moving away from the position?
Did the serviceperson act correctly when destroying an
a*
armoured vehicle approaching the position?
Did the serviceperson act correctly when destroying an
b*
armoured vehicle moving away from the position?
Is the serviceperson able to overcome the impact of negative
c*
mental reactions while destroying enemy tanks?

Section Topic Activity (topic)
Number %
grade
6 (* 6) 100
positive grade
Items that involve practical actions (skills, and competences)

3 (* 3)
assessment:

positive grade

100
5.4. Mission 000Г.22Л.04
Not
(graded)
Topic 4. Sequence of actions for completing a special assault course enhanced with psychological
stimuli
Did the serviceperson act correctly when completing a special
a*
assault course?
Did the serviceperson complete the artificial obstacle section of the
b*
special assault course?
Did the serviceperson complete the urban section of the special
c*
assault course?
Did the serviceperson complete the increased difficulty obstacle
d*
section of the special assault course?
Did the serviceperson complete the special conditions section of the
e*
special assault course?

Number %
grade
5 (* 5) 100
5 (* 5)
assessment:

positive grade


Not
(graded)
1 2 3 4
1.* Theory question as per Topic 1
101
1.* Practice question as per Topic 1
Note:
* : a critical item of the training standard;
– : an item (sub-item) that was not completed;
“satisfactory.”
Questions and their number for the respective training subject which are submitted for the
final assessment of a serviceperson are determined by the lead instructor independently.
Excellen Good Satisfactory
t
if the first grade is no lower if the first grade is no lower if both grades are no lower than
than "good" and the second is than "satisfactory" and the second "satisfactory" or if the first
“excellent” is no lower than "good" grade is "unsatisfactory"
and the second is no lower than
"good"
СТІ training subject completed tasking

Items
Section
Section
Activity (topic)
number Number %
grade
__ (* __) 100
102
Items that involve theoretical knowledge assessment: __ (* __)
І. Total number of items with
Items that involve practical actions (skills, and
__ (* __)
competences) assessment:
ІІ. Total number of items with
Individual training standard assessment as per training subject
interim control (completion of individual taskings):
Question Overall
No Name
grade
theory practice
1.
2.
3.
Notes:
Observations
Discussions
Recommendations
103
TRAINING LESSONS ACCORDING TO СТІ 000Г.22Л STANDARD
3.1. Military personnel's negative mental states (reactions) and stress factors
causing them. Psychological first aid and self-help
3.1.1. Types of military personnel’s negative mental states (reactions) in the

Note: (see Section 2.1.2. “Види типових поведінкових реакцій у стресовій ситуації (страх,
тривога, фрустрація, істерика, паніка, агресія, ступор, нервове тремтіння, плач, відчуття
провини, марення, гіпертонус, тощо)”“(Typical behavioural reaction types in a stressful situation
(fear, anxiety, frustration, hysteria, panic, aggression, stupor, trembling, crying, sense of guilt, delusion,
muscle hypertension, etc.)” ДМ (RM) for СТІ 000А.22А, pp. 52-63).

Note: (see Section 2.1.9. “Rules of psychological first aid “6P” (6П) ДМ (RM) for СТІ 000А.22А,
pp. 90-93).
3.1.3. Psychological first aid (self-help) in extreme conditions

Note: (see Section 2.1.8. “Надання первинної психологічної допомоги в екстремальних
умовах” (“Psychological first aid in extreme conditions”) ДМ (RM) for СТІ 000А.22А, pp. 86-89).
3.2. Mental regulation (self-regulation) strategies

Note: (see Section 2.1.3. “Методи первинної психологічної допомоги при типових реакціях
бойового стресу”(“Methods of psychological first aid for typical combat stress reactions”) ДМ (RM)
for СТІ 000А.22А, pp. 63-65).
3.2.1. Factors affecting servicepersons in the conditions of warfare

Note: (see Section 2.1.5. “Чинники, які впливають на виникнення бойового стресу у
військовослужбовця в умовах ведення бойових дій” (“Factors causing a serviceperson to experience
combat stress in the conditions of warfare”) ДМ (RM) for СТІ 000А.22А, pp. 81-84).
3.2.2. Types of combat stress in servicepersons

Note: (see Section 2.1.1. “Види стресу, групи симптомів стресу, сутність бойового
стресу” (“Types of stress, categories of stress symptoms, nature of combat stress”) ДМ (RM) for СТІ
000А.22А, pp. 44-52).
3.3. Building up and strengthening military personnel's psychological

resilience while fighting enemy armoured vehicles
3.3.1. Building up military personnel’s psychological confidence in their

actions aimed at destroying enemy armoured vehicles. Psychological overcoming
servicepersons’ fear of tanks during tank rollover drills
Given the experience of combat operations during the Russia-Ukraine war, we can
conclude that a significant part of personnel and vehicle losses occur as a result of low
104
psychological preparedness and resilience of personnel to act when the enemy uses tanks
and artillery.
During training, personnel should be taught the vulnerabilities of armoured vehicles
and the sequence for hitting them with hand-held anti-tank grenades (see Appendix A).
Preparatory procedures.
At the beginning of the lesson, the lead instructor:
demonstrates the vulnerabilities of a tank and conducts a confirmation survey;
conducts a practical demonstration of crawling under a tank by a trained
serviceperson;
oversees trainees crawling under a stationary tank;
oversees trainees crawling under a tank with the engine running; conducts a
practical demonstration of the algorithm of actions to destroy a tank approaching the
position (fire at observation devices; when the tank approaches at 10-15 meters, throw an
anti-tank grenade under the track; crouch in a trench while the tank is overcoming it);
conducts a practical demonstration by a trained serviceperson of the algorithm of
actions to destroy a tank when it moves away from the position (hit the tank with another
anti-tank grenade, then fire at the infantry moving behind the tank).
Practical tank rollover drills
1 or 2 tanks move in a circle through pre-dug and pre-equipped trenches where
servicepersons are placed.
During the exercise, the lead instructor observes the actions of the trainees and
monitors the personnel’s compliance with safety procedures.
A trained instructor is placed in the trench next to the servicepersons who show
fear.
105
During tank rollover drills, it is advisable to use training hand-held anti-tank grenades,
which should be used twice: one throw at the front of the vehicle, the other at the rear (combat
(troop) compartment) of the vehicle. During the throw, personnel should be placed in a trench
designated for standing, kneeling, or prone firing. After throwing the training grenade, the
shooter should fire blanks from their personal weapon in the direction of the armoured vehicle
in order to defeat the crew, who will attempt to flee the burning vehicle. In order to create a
smoke screen and slow down the movement of the vehicle as it approaches the trench, the
personnel use smoke obscurants (hand smoke grenades).
It is suggested to assess the results based on grenade hits in the three impact zones (see
Appendix A):
“excellent” if the armoured vehicle is hit in zone 1;
“good” if the armoured vehicle is hit in zone 2;
“satisfactory” if the armoured vehicle is hit in zone 3; “unsatisfactory” if the armoured
vehicle is not hit.
extensively in order to bring the training environment closer to real warfare conditions, as well
as to train actions under fire and to develop adaptation to the sounds of gunfire and explosions.
At night, infra-red searchlight and gunfire flash simulators should be used to imitate enemy small
arms fire.
3.4. Building up and strengthening military personnel's psychological resilience on

a special assault course
3.4.1. Servicepersons’ special obstacle race with the use of combat environment
simulation tools
The lesson should be conducted at a training complex (TC) or on a special assault course
(hereinafter, course) under the supervision of the unit commander (teacher, Psychological
Training Department instructor).
IMPORTANT! If a TC or a stationary assault course is unavailable, its analogue is
improvised in a designated area of the tactical ground, which may include trenches, ditches,
communication trenches, covered slits, duck-boards, anti-tank ditches, wire entanglements,
abatis and industrial rubble, worn tires etc. The training of self-regulation techniques and
practical completion of the special assault course is conducted in conjunction with tactical
training, with concurrent execution of tactical training taskings (standards).
The training of personnel is conducted sequentially on all sections and is graded after the
entire course is completed. Servicepersons operate as part of a combat group (a group of two) in
an environment as close to real warfare as possible.
Upon arrival at the psychological assault course, the lead instructor forms the unit in two
lines, explains the topic, training objectives, and the operation procedure of the lesson. Reminds
the personnel of safety procedures. Divides the personnel into training groups and takes them to
their training areas.
At the training area, after having arrived with the personnel at the designated
106
area, the lead instructor explains the sequence in which the question will be
answered by its' constituent parts, personally showing (or getting the most well-
trained soldiers to show) the execution of this constituent part with a brief
explanation and continues to practice it. The lead instructor should be positioned in
such a way as to ensure that the performance of the trainees is monitored during the
practice of each item.
Each item is first practiced at a slow pace, with the main focus on the
correctness of its execution, the position of weapons, and interaction between the
servicepersons in the combat group; further, the pace is gradually increased to
match the time set for each item (course section). Errors made by trainees should be
corrected in a timely and skilful manner.
Having found common errors in the actions of the personnel, the lead
instructor at the training area (course section) stops the trainees, points out the
errors, explains them and, if necessary, demonstrates how to perform certain
actions, and continues training until the errors are eliminated.
If errors are made by individual servicepersons, there is no need to stop all of
them. In this case, identified errors should be explained only to servicepersons who
made them and eliminated in the course of the training.
After completing the training of the servicepersons on a certain segment, the
lead instructor practices the subsequent segments.
After practicing techniques and methods on a course section by segment, the
lead instructor proceeds to train the servicepersons on the entire course section,
ensuring that they perform actions correctly and accurately within the time set.
Servicepersons’ performance is assessed through the evaluation of their
actions both on individual course sections and on the entire course.
Servicepersons’ performance when completing the psychological assault
course is graded as:
“Excellent” if servicepersons met the time (in terms of pace and requirements)
defined for the “excellent” grade and if the pair organized mutual assistance in
overcoming obstacles, followed the order of overcoming obstacles, and covered
each other with fire, while hitting all targets with grenades and a small infantry
spade.
“Good” if servicepersons met the time (in terms of pace and requirements)
defined for the “good” grade and if the pair organized mutual assistance in
overcoming obstacles, covered each other with fire, but made minor errors in the
order of overcoming obstacles, while hitting all targets with grenades.
“Satisfactory” if servicepersons met the time (in terms of pace and
requirements) defined for a “good” grade and if the pair organized mutual
assistance in overcoming obstacles, covered each other with fire, but made minor
errors in the order of overcoming obstacles, and did not hit the targets with
grenades.
“Unsatisfactory” if servicepersons did not meet the time requirements defined
for the “unsatisfactory” grade and if the pair did not organize mutual assistance in
107
overcoming obstacles, did not cover each other with fire, if there were cases of
bypassing an obstacle (in case of refusal to overcome an obstacle), and if safety
procedures were violated.
The time is registered after the final serviceperson in the combat group of two
completes the section.
The lessons are organised and the assessment of performance on individual sections
of the course is defined according to lesson plans; both are entered into the time-based
assessment table (see Table 3.1).
Table 3.1
Time-based assessment table
Time Excellent Good Satisfactory
Section 1
Section 2
Section 3
Section 4
Overall
Conditions and operation sequence for each section of the special assault course are
defined by lesson plans (see Appendix B).
108
CHAPTER 4
STANDARD FOR INDIVIDUAL PSYCHOLOGICAL TRAINING
OF SERVICEPERSONS OF THE ARMED FORCES OF UKRAINE
(TRAINING COURSE) СТІ 000Г.22Л.02
Training group.
2. MISSIONS:
2.1. To know mental self-regulation techniques and to be able to practically
apply psychological first aid and self-help exercises
Mission 000Г.22Л.02.01 To know mental self-regulation techniques
000Г.22Л.02.011 To know mental self-regulation methods and techniques
To know the specifics of the impact of stress reactions on
000Г.22Л.02.012
human psyche
To be able to apply self-regulation techniques in various
000Г.22Л.02.013
stressful situations
To be able to perform exercises on building up trust and
000Г.22Л.02.014
courage
To know types of negative mental reactions (hysteria,
Sub-missions 000Г.22Л.02.021
panic, aggression, stupor, etc.)
To be able to identify and categorise negative mental
000Г.22Л.02.022
reactions in oneself and peers
To be able to apply rules of psychological first aid “6P”
000Г.22Л.02.023
(6П)
To provide primary psychological self-help in extreme
000Г.22Л.02.024
conditions
2.2. To know actions on overcoming a special assault course enhanced

with psychological stimuli
To overcome a special assault course enhanced with
Mission 000Г.22Л.02.02
psychological stimuli
To know actions on overcoming a special assault course
000Г.22Л.02.021 enhanced with psychological stimuli
Sub-missions
To complete a special assault course enhanced with
000Г.22Л.02.022
combat environment simulation tools
2.3. Building up and strengthening military personnel’s psychological

Building up and strengthening military personnel’s
Mission 000Г.22Л.02.03 psychological resilience during counteraction to heavy
armoured vehicles
To know the vulnerabilities of heavy armoured vehicles in
000Г.22Л.02.031
order to destroy or damage them
To know with which weapon systems and in which order
Sub-missions 000Г.22Л.02.032
to destroy (disable) automotive and armoured vehicles
To conduct heavy armoured vehicle rollover drills
000Г.22Л.02.033
109
To know actions on fighting enemy armoured vehicles
000Г.22Л.02.034
2.4. Building up and strengthening military personnel’s psychological

resilience under enemy IDF
To build up military personnel’s psychological resilience to
Mission 000Г.22Л.02.04 enemy IDF
To gain knowledge on psychological aspects of the use of
000Г.22Л.02.041 IDF
Sub-missions To gain skills on surviving under enemy rocket and artillery
000Г.22Л.02.042 fire
3.1. Mission 000Г.22Л.02.01 (Section 2.1 – Topic 1)
a) The lesson is conducted on a tactical training ground, in a training group (even
number) under the guidance of a psychology officer (psychological training instructor,
teacher);
b) During the theory part of the lesson, trainees gain the necessary knowledge
on the specifics of the impact of stress reactions on the human psyche, ways and
methods of self-regulation (self-control), and study psychological first aid cards;
c) During the practice part of the lesson, through purposeful and conscious
repetition of designated techniques, trainees develop the necessary skills to recognize
stress states by their signs and apply self-regulation (self-control) techniques in various
stressful situations;
d) Exercises on breathing, calming, alternating attention, relieving emotional
stress, and autogenic training are performed;
e) During the lesson, the completion of missions and the level of acquired
knowledge should be systematically assessed;
f) At the end of the lesson, a group debriefing is conducted where everyone
shares their feedback and self-assessment.
a) The lesson is conducted on a special assault course, in a regular unit training
group under the guidance of a unit commander (psychological training instructor,
teacher) who monitors psychological stress and adjusts its intensity, provides advice
on the use of self-regulation techniques. A military medic is on standby to provide
medical assistance if necessary;
b) During the lesson, through purposeful and conscious repetition of designated
techniques, trainees develop the necessary skills to control their mental reactions,
overcome obstacles despite external stimuli, and develop an acceptable level of
mental stability and psychological resilience to the effects of psychotraumatic factors
110
of warfare;
c) During the lesson, smoke obscurants are used, and sound simulation
equipment is deployed to relay the sounds of gunfire, screams of the wounded, and
false orders;
d) During the lesson, the completion of missions and the level of acquired
e) At the end of the lesson, a group debriefing is conducted where each
serviceperson shares their self-assessment and the assessment of their fellow soldiers.

a) The lesson is conducted on a special assault course, in a regular unit training
group under the guidance of the unit commander who explains the strengths and
vulnerabilities of enemy armoured vehicles;
b) A psychology officer (psychological training instructor, teacher) monitors
psychological stress and adjusts its intensity, provides advice on the use of self-
regulation techniques. A military medic is on standby to provide medical assistance
if necessary;
repetition of designated techniques, trainees develop the necessary skills to overcome
negative mental reactions (hysteria, panic, aggression, stupor), to focus on the combat
situation, and to control their mental states;
d) One at a time, servicepersons practice actions to fire on armoured vehicles
moving towards them and firing blanks;
e) During tank rollover drills, each serviceperson is tasked with destroying an
enemy vehicle, both on approach and after it moves away;
f) During the lesson, the completion of missions should be systematically
assessed;
g) At the end of the lesson, a group debriefing is conducted where each
serviceperson shares their self-assessment.
111
a) The lesson is conducted on a tactical training ground, in a regular unit
training group under the guidance of the unit commander;
b) The unit commander (instructor) explains the consequences of the enemy's
use of artillery (mortar) IDF and the specifics of the establishment of fortifications at
strongpoints;
c) During the simulated barrage, personnel are practically placed in the
fortifications;
d) During the lesson, the completion of tasks should be systematically assessed;
e) At the end of the lesson, a group debriefing is conducted.
3.5. Specifics
3.5.1. The uniforms of the personnel of the OPFOR unit should differ from
those of the trainees. The number of personnel in respective groups is determined by
the lead instructor (instructor).
3.5.2. If a stationary assault course is unavailable, its analogue is improvised
in a designated area of the tactical training ground, which may include trenches,
entanglements, abatis and industrial rubble, worn tires, etc.
3.5.3. During the lessons, in order to bring the training environment closer to
real warfare and get the personnel used to the sounds of gunfire and explosions,
simulation tools (blank cartridges, smoke puff charges, electronic smoke puff
charges, signal and flare cartridges, smoke obscurants, fire, etc.), recordings of
combat operations broadcast over a loudspeaker, gunfire sound simulators, and at
night, infrared spotlight and gunfire flash simulators should be extensively used.
3.5.4. Practical exercises should be conducted using models of human bodies
covered with blood-coloured paint and other psychological factors, including the use
of civilian and military vehicles by OPFOR. The configuration of weapon systems
and military equipment can be changed by using containers, standard camouflage,
changing combat vehicles’ fleet numbers, etc.
3.5.5. Samples of armoured vehicles (tanks, IFVs, APCs) should be available
on the training ground, along with diagrams and photographs showing vulnerabilities
highlighted with bright colours and inscriptions explaining which weapons are more
effective against them. Anti-tank weapon systems operated by the unit should also be
demonstrated.
3.5.6. In order to overcome the fear of tanks in individual servicepersons, it
is advisable to request them to crawl under the bottom of a tank with the engine off,
then with the engine running, and then conduct the rollover drills.
112
3.5.7. During exercises with artillery (mortar) barrage simulations, reinforced
concrete, steel, and wooden fortifications with revetments should be used.
4.1. Step-by-step execution of Mission 000Г.22Л.02.01 (Section 2.1. –

Topic 1)
types of stress states, the impact of stress reactions on the human psyche; types
of negative mental reactions and their classification;
signs of negative mental reactions in military personnel; psychological first aid
cards and the sequence for providing psychological first aid (self-help);
method to identify stress states by their signs;

the procedure for self-regulation and breathing exercises; the procedure for
muscle relaxation exercises;
mental reactions to stress factors and their signs;
the sequence for providing psychological first aid (self-help);
4.1.3. The lead instructor gives orders (signals) and controls the execution of
the following missions by each serviceperson (pair):
recognition of stress states according to their signs; self-regulation and
breathing techniques;
muscle relaxation techniques; concentration techniques;
exercises on building up trust and courage.
4.1.4. At the end of the lesson, a group debriefing is conducted
where everyone shares their feedback and assesses their personal feelings.

Topic 2)
safety procedures and the sequence of executing the exercise;
the sequence for overcoming the component segments of a special assault
course by individual servicepersons and in two or three-person teams.
the special assault course;
the sequence to overcome component segments of the special assault course
enhanced with simulation tools.
113
4.4.3. The lead instructor gives orders (signals) and monitors the overcoming
of the component segments of the special assault course enhanced with simulation
tools by each serviceperson (in twos and threes), in compliance with safety
procedures.
In case of incorrect completion of a component segment, the serviceperson
overcomes that segment again.
After the order (signal) is executed, the lead instructor conducts a breakdown
of each serviceperson’s actions.
4.4.4. At the end of the lesson, an AAR is conducted where each serviceperson
shares their feedback and self-assessment.

Topic 3)
safety procedures and the sequence for executing the exercise; strengths and
vulnerabilities of armoured vehicles;
the sequence for crawling under a stationary tank;
the sequence for crawling under a tank with the engine running;
recommendations on developing and maintaining a state of mental readiness for
actions aimed at destroying enemy tanks.
actions on destroying a tank approaching the position (fire at observation
devices; at 10-15 meters, throw an anti-tank grenade under the track; crouch in the
trench while the tank is overcoming it);
actions on a tank moving away from the position (hit the tank with another anti-
tank grenade and then fire at the infantry moving behind the tanks).
4.3.3. The lead instructor gives orders (signals) and monitors the compliance
with safety procedures and the execution of the following missions by each
serviceperson:
actions on destroying a tank approaching the position and firing blanks (fire at
observation devices; at 10-15 meters, throw an anti-tank grenade under the track;
crouch in the trench while the tank is rolling over it);
actions on a tank moving away from the position (hit the tank with another anti-
tank grenade and then fire at the infantry moving behind the tanks).
The lead instructor defines the conditions of the exercise (the sequence for
occupying a trench, the number and order of shots), and the use of additional
simulation tools for each serviceperson.
114
of each serviceperson’s actions.
4.3.4. At the end of the lesson, a debriefing is conducted where each

Topic 4)
safety procedures for the lesson;
unit personnel's actions on enemy artillery (mortar) IDF;
4.4.2. Personnel is familiarised with:
psychological aspects of the use of IDF;
characteristics of fortifications in terms of personnel (unit) protection.
4.4.2. Personnel:
occupies positions in designated areas (dugout, covered slit, open trench,
foxhole) and directly in combat vehicles located on the open ground.
4.4.3. The lead instructor orders:
the use of simulation tools and communication equipment;
the use of incendiary fuel and smoke grenades by the simulation team.
4.4.4. At the end of the lesson, a group debriefing is conducted.
5.1. Mission 000Г.22Л.02.01
Not
(graded)
Topic 1. Mental self-regulation techniques. Psychological first aid and self-help
a* Does the serviceperson know the negative impact factors on the
psyche that arise during combat operations?
b* Does the serviceperson know the specifics of the mental state
during the preparation for and throughout defensive combat
operations?
c* Does the serviceperson know the main negative psychological
factors of defensive warfare?
d* Does the serviceperson know the specifics of the mental state
during the preparation for and throughout defensive combat
operations?
e* Does the serviceperson know the main negative psychological
factors of defensive warfare?
f* Does the serviceperson understand the concept of combat stress
and its main characteristics?
g* Does the serviceperson know negative mental reactions and signs
of their development in military personnel?
h* Does the serviceperson understand the specifics of the procedure
for providing psychological first aid?
115
Not
(graded)
i Does the serviceperson know the basic techniques for breathing
normalisation?
j Does the serviceperson know the general rules for providing
psychological first aid “6P” (6П)?
k Does the serviceperson know the basic techniques for self-help and
self-control?
a* Is the serviceperson able to identify stress states by their signs?
b* Is the serviceperson able to apply self-regulation techniques in
various stressful situations?
c* Is the serviceperson able to identify and categorize negative mental
reactions in themselves and their peers?
d* Is the serviceperson able to provide psychological first aid (self-
help) in case of various combat shock reactions?
e Is the serviceperson able to perform exercises on building up trust
and courage?

Number Items
Section
Activity (topic)
grade
16 (* 12) 100
positive grade
Items that involve practical actions (skills, and competences) assessment:
5 (* 4)
positive grade
5.2. Mission 000Г.22Л.02.02

Not
(graded)
Topic 2. Building up and strengthening military personnel’s psychological resilience during an
obstacle race (a special assault course)
116
a* Did the serviceperson act correctly when overcoming a special
assault course?
b* Did the serviceperson overcome the artificial obstacle section of
the special assault course?
c* Did the serviceperson overcome the urban section of the special
assault course?
d* Did the serviceperson overcome the increased difficulty obstacle
section of the special assault course?
e* Did the serviceperson overcome the special conditions section of
the special assault course?
Total number of items assessed per topic (action):

Number Items
Section
Activity (topic)
grade
5 (* 5) 100
5 (* 5)
positive grade
5.3. Mission 000Г.22Л.02.03

Not
(graded)
Topic 3. Building up and strengthening military personnel's psychological resilience while
fighting enemy armoured vehicles
a* Does the serviceperson know the vulnerabilities of armoured
vehicles (tanks, IFVs)?
b* Does the serviceperson understand the sequence for destroying
armoured vehicles approaching the position?
c* Does the serviceperson understand the sequence for destroying
armoured vehicles moving away from the position?
a* Did the serviceperson act correctly when destroying armoured
vehicles approaching the position?
b* Did the serviceperson act correctly when destroying armoured
vehicles moving away from the position?
c* Is the serviceperson able to overcome the impact of negative
mental reactions while destroying enemy tanks?
117
СТІ training subject interim evaluation assessment table /

(topic)
Activity
Section Topic Number % grade

6 (* 6) 100
Total number of items with “COMPLETED”
І. 3.
positive grade
3 (* 3)
assessment:
ІІ. 3.
positive grade
5.4. Mission 000Г.22Л.02.04

Not
(graded)
Topic 4. Building up and strengthening military personnel’s psychological resilience under
enemy IDF
a* Does the serviceperson know the psychological aspects of enemy
IDF?
b Does the serviceperson know the procedures and options for
establishing field defensive fortifications (covered slits, foxholes,
trenches, dugouts)?
a* Did the serviceperson act correctly during the simulated enemy
artillery (mortar) barrage?
b* Is the serviceperson able to overcome the impact of negative
mental reactions during simulated enemy IDF?

118
Number Items
Section
Activity (topic)
grade
4 (* 3) 100
І. 3.
positive grade
2 (* 2)
ІІ. 3.
positive grade

Not
(graded)
1 2 3 4
9. Theory question as per Topic 1
5. Practice question as per Topic 1
119
Note: * : a critical item of the training standard;

– : a noncompleted item (sub-item);
“satisfactory.”

if the first grade is no lower than if the first grade is no lower than if both grades are no lower
"good" and the second is "satisfactory" and the second is than “satisfactory" or if the
"excellent" no lower than "good" first grade is “unsatisfactory”
“good”
СТІ training subject completed tasking assessment

table / training level summary
Items
Section
Section
Activity (topic)
number Number %
grade
(* ) 100
positive grade
(* )
(skills, and competences) assessment:
positive grade
Individual training standard assessment as per training subject
interim control (completion of individual taskings):
120
Question Overall
No Name
grade
theory practice
1.
2.
3.
Notes:
Observations
Discussions
Recommendations
121
TRAINING LESSONS ACCORDING TO СТІ 000Г.22Л.02 STANDARD
4.1. Mental self-regulation strategies. Psychological first aid and self-help
4.1.1. Self-regulation methods and techniques
The easiest way to self-regulate is to use your breath to influence muscle tonus
and emotional centres in the brain. Breathing exercises can be performed in any
position. Only one condition is required: your 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 chest and abdomen muscles.
The correct position of your head is very important: it should be set upright and
loose. A relaxed, upright head pulls the chest and other parts of your 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 excitability of nerve centres and facilitates
muscle relaxation.
Frequent breathing ensures a high level of activity in the body. It has also been
observed that mental tone is activated during inhalation and decreases during
exhalation.
By changing the rhythm of breathing, the duration of inhalation and exhalation,
you can influence changes in many body functions, including mental ones.
For initial mastery, we can offer two types of breathing: lower (abdominal) and
upper (clavicular).
Lower breathing is used when there is a need to overcome excessive excitement,
anxiety and irritability; when it is necessary to relax as much as possible for quick and
effective rest.
To improve psychophysical functioning, it is important that breathing is
conscious. It is sufficient to spend just 10 minutes a day on 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 your nose.
Inhalations should be longer than exhalations. Exhale through your mouth; exhalations
should be short and energetic. Breathe like this several times without pauses.
“Hah! breathing” exercise
Starting position: standing, feet shoulder-width apart, arms along the body. Take
a deep breath, raise your arms on both sides up above your head. Hold your breath.
Exhale – bend the torso forward sharply, drop your arms down in front of you, with a
sharp release of air with the sound “Hah!”
“Lock” exercise
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Starting position: sitting, body straight, hands on knees, in the “lock” position.
Inhale, at the same time, raise your arms above the head, palms forward. Hold your
breath (2-3 seconds), exhale sharply through your mouth, and drop your hands to the
knees.
“Voice discharge” exercise
Exhale, then slowly take a deep breath and hold it. Then, as you exhale, shout
out any words that come to mind, and if there are no words, make a sharp sound, for
example, "Ugh!”
Calming breathing. Inhale through your nose, exhale through your mouth (10
times without holding your breath). Exhalations should be longer than inhalations.
This breathing serves as a prevention of muscle cramps.
Relaxing breathing. Prevents 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. Breathe in and out. Perform 15-20 breathing cycles this way,
changing the nostrils.
“Fire breathing.” Imagine yourself as a huge dragon breathing fire. Slowly
exhale fire, gradually increasing the pace. Breathe only through your nose, focusing all
your attention on the exhalation. It helps to get rid of anger, aggression, and anxiety.
“Square Breathing.” While sitting or standing, release tension from your
muscles and focus your attention on your breath. Next, perform 4 stages of a single
breathing cycle, accompanied by an internal count to facilitate the training. On the
count of 1-2-3-4, take a slow breath in; your abdomen is protruding forward, abdominal
muscles are relaxed, and the chest is still.
For the next four counts (1-2-3-4), hold your breath and exhale smoothly for 6
counts (1-2-3-4-5-6), accompanied by tightening your abdominal muscles towards
your spine. The next breath in is followed by a pause for the count of 1-2-3-4.
REMEMBER! Breathe only through your nose, as smoothly as if there is a
feather 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.
“Rest” exercise
Starting position: while standing, straighten up and put your feet shoulder-width
apart. Inhale. As you exhale, bend over, relaxing your neck and shoulders so that your
head and arms hang freely towards the floor. Breathe deeply, observe your breathing.
Remain in this position for 1-2 minutes. Then slowly straighten up.
“Respite” exercise
Usually, when we are upset about something, we start to hold our breath.
Releasing your breath is one way to relax. For three minutes, breathe slowly, calmly,
and deeply. You can even close your eyes.
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Enjoy this deep, leisured breathing and imagine that all your troubles wither away.
“Relieved breathing” exercise
Think of something unpleasant, annoying, or irritating. Observe your inner
feelings and find exactly those that appeared during an unpleasant recollection. Keep
thinking about unpleasant things while continuing to observe the feelings associated
with these negative thoughts. Start breathing more deeply through your abdomen,
imagining each exhalation as an exhalation of relief (something like an “Oh-h!”
exclamation) that takes away some of the burden associated with unpleasant thoughts
and memories (and you really feel it with each exhalation).
It is essential to focus your attention exclusively on your internal sensations
during this exercise, to follow them all the time, without being distracted by new
unpleasant thoughts or memories that may follow the original ones if you focus on
finding them. Breathe this way for at least 5-7 minutes. Before finishing the exercise,
compare how your unpleasant feelings have decreased and how your mood and
emotional background have changed.
Controlled psychophysiological self-regulation method, Khasay Aliev's “Key”

synchrogymnastics
A five-minute anti-stress physical activity that allows you to relieve negative
emotions and tension without much physical effort, alleviates neurotic disorders,
phobias, addictions, and psychosomatic diseases.
The five short synchrogymnastics techniques can be used separately, depending
on your objectives. Principles: gradual approach, minimal effort, synchronization.
“Slapping hands on the back” exercise
A liberating exercise that can be used before any important situation to boost
your strength and self-confidence. This is a “warm-up before the battle”.
Slapping your hands on your back is performed from 30 seconds to 1 minute.
Thrown your hands freely behind your shoulders. Use them like whips. Do not move
them but throw them freely. Throw your arms far behind your shoulders so that your
palms slap freely behind your shoulders, making a characteristic slapping sound. At
the same time, the neck should remain relaxed, and the head should move freely. This
allows you to relieve tension in the cervical and thoracic region muscles and improve
blood circulation to your brain.
This exercise stimulates your lungs, creating a “pump” effect, and causes intense
oxygenation of the blood. On the back, in the shoulder blade area, there are reflex
zones known in medicine as the Zakharyin-Ged zones; their stimulation causes an
intense flow of nerve impulses to the brain and spinal cord. Thus, the “Slapping hands
on the back” exercise also causes the bath besom effect and many other beneficial
effects. As a result, after 30-60 seconds, you feel a sense of freedom, confidence, and
vigour.
“Skier” exercise
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This exercise is useful for reaching a balanced mental and physical state, when
making important decisions; it 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 feet from toes to heels, or vice versa. Swing your arms up above
you and then throw them down. As the arms drop down sharply, lift and lower your
heels in the same rhythm, with a slight thump, slightly hitting the floor. One minute of
the “Skier” daily contributes to the overall health of your body.
“Humpty Dumpty” exercise
Like other techniques, it can be used for both “unloading” and “loading”. It is
also useful to relieve tension and maintain a positive state. Put your feet comfortably,
arms relaxed; turn your body left and right in a relaxed state for one minute in a
comfortable rhythm.
“Arching” exercise
A technique for increasing self-confidence, relaxing muscles, and developing
spinal flexibility. The “Arching” exercise consists of three steps, for both mind and
body.
Step 1: tense up, bending backward like a bridge. When you feel tension, relax
your cervical block with slight head movements. In this way, blood vessels supply
oxygen to brain cells more efficiently. During the relaxation of your cervical muscles,
under conditions of sharp relaxation and tension, the potential for conscious
autosuggestion increases. Using this, you can dream that in any stressful situation you
will feel easy and free.
Thus, by developing the skills of releasing your cervical muscles in stressful
situations, you will increase your psychological stability, i.e., develop the ability to
maintain consciousness, sanity, and self-confidence in extreme situations. This is a
general strengthening pose for the development of spinal flexibility and the functioning
of internal organs. At first, it is better not to try to bend back too much. You will do
this later (after two months).
In this backward bend, abdominal muscles become tense and firm, as if you were
building them with fitness exercises. During this exercise, you can do this more
naturally – just bend back and stand like this. Fold your hands so that your fingers are
intertwined and place them on your stomach. Do you find it difficult to stand? Did
anything change when you moved your head and relaxed your neck? Has it become
easier to stand? Finish by stretching, like you did after sleep when you were a child.
Step 2: bend forward, relax your arms, imagine how the tension disappears and
you calm down after the work is done.
Step 3: now you will learn to remove internal barriers. In this case, you remove
the internal barrier before a full bend with touching the floor with your fingers. Pay
attention to your lumbar area, relax the muscles there, and unblock them.
125
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
the floor with your fingers. Do not try to reach the floor right away, do it gradually.
Then return to the starting position.
“Dance” exercise
Develops coordination, improves psychological stability, and develops
flexibility of the lumbar spine. Starting position: place your feet together and arms
along the body.
1. Step forward with your right foot.
2. Swing your left foot to the right pointing the toe and turn your body to the
left with a swing of your arms to the left. Your lumbar region is “twisting”, so be
careful and take care of your lower back.
3. Put your left leg, arms, and torso in the starting position.
4. On count four, step back with your right foot to the starting
position. Repeat 3-4 times. Then, do the same, changing your leg and
the direction of the movement of your arms.
1. Step forward with your left foot.
2. Swing your right foot to the left pointing the toe, while turning your body
to the right with a swing of your arms to the right.
3. Return to the starting position.
4. Step back with your right foot to the starting position.
Repeat 3-4 times.
Emotion regulation
“Focus on counting” exercise
Count slowly from 1 to 10 in your mind, focus on this slow count. If at some
point your thoughts become erratic and you are unable to concentrate on the count,
start counting again. Repeat the count for several minutes.
“Focus on a neutral object” exercise
For several minutes, focus your attention on any neutral object. Here are four
options:
1) Write down 10 names of objects, things, or events that please you;
2) Slowly count objects that are not emotionally coloured in any way: leaves
on a branch, letters on a printed page, etc.;
3) Train your memory by recalling 20 things you did yesterday;
4) For two minutes, recall the qualities that you like most about yourself and
give examples of each of them.
Reflect on your feelings:
1. Were you able to focus your attention on any object for a long time?
2. What is easier to keep your attention on – an object or a sound?
3. What does it depend on?
126
4. What properties of attention are required to focus?
“Focus on emotions and mood” exercise
Focus on your inner speech. Stop your inner speech. Focus on your mood. Assess
your mood. What kind of mood is it? Is it good, bad, average, happy, sad, or upbeat?
Now focus on your emotions, try to imagine yourself in a joyful, cheerful
emotional state. Remember the joyful events of your life. Exit the state of relaxation.
Additional exercises
“Self-massage” exercise
This exercise is effective in case of muscle numbness. Even during a busy day,
you can always find time to rest and relax. Massage the indicated areas of your body.
Close your eyes, do not press too hard.
Here are some of these areas:
interbrow area: massage this area with slow circular motions;
back of your neck: gently squeeze several times with one hand;
jaw: massage the area of your corner teeth;
shoulders: massage the upper part of your shoulders with your fingers;
feet: if you walk a lot, rest for a while and rub your feet before continuing.
“Tense and relax” exercise
Sometimes we are in excessive tension, which is difficult to get rid of. Our
muscles contract, they are tense, and one of the easiest and most effective ways to relax
them is to tense them for a few seconds and then “release” this tension. This is a good
muscle workout that does not require the gym. For instance, you can do the following
exercises:
Make a fist and hold it with 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 sides, 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 your legs and back.
“Shake it off” exercise
This technique is easy to learn and effective for quickly “releasing” both
psychoemotional and muscle strain. Remember how dogs and many other animals
shake themselves off when they get out of the water. They stop, tense their muscles,
and make quick, short, and vigorous body movements for a few seconds. Splashes fly
around, and they become dry. Stand up, and close your eyes. Tense the muscles of your
arms and legs.
And now, counting to three mentally, shake your whole body very fast. One,
two, three. Relieve your tension, relax. Now do the same again, and when you shake
yourself off, imagine that splashes are flying around, and with them, fatigue and bad
mood disappear. Tense up. Shake it off! One, two, three. Relieve tension, stretch, and
relax the muscles of your arms and legs.
127
A memo for military personnel in combat mission areas and during
force reconstitution:
 Start your morning with a glass of warm water! Daily consumption of

drinking water, preferably warm, at the rate of 30-40 mg per 1 kg of weight, removes
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; or with a complex of amino acids, for example, Omega-
6;
 Glycine or Glicised, artificial amino acids, will help improve your mental
functioning, sleep, and reduce cravings for alcoholic beverages. These drugs do not
lead to addiction and have no negative side effects;
 To help you sleep better and recover, please give up coffee and black tea;
 Alcohol (vodka, wine, beer) is completely contraindicated for people
experiencing a traumatic event. If you consume these drinks, you risk becoming overly
irritable, aggressive, and alcohol-dependent in peacetime, which can destroy yourself
and your family;
 During combat operations, alcohol consumption can lead to failure to
execute a combat mission, and cause irreparable harm (even death) to you and your
fellow soldiers. Moreover, alcohol consumption slows down the adaptation process;
 Do not forget to practice calming breathing several times a day: inhale
through your nose and exhale through your mouth. Exhalations should be longer than
inhalations;
 Every evening or after a stressful event, perform exercises to relax the
shoulder girdle muscles: stretch your shoulder and neck muscles; rub your arms and
legs. Perform the “Aliev's Key” exercise set (available online);
 To make your sleep sound, take off your shoes, wash your feet, sleep
barefoot, without shoes and socks;
 If you can, douse yourself with cold water twice a day;
 Every morning, as well as when you meet each other, greet each other with
“Good morning!” or “Good health!”
 If a fellow soldier is upset, do not pass by, ask them: “What happened?
How do you feel?” Think together about what you can do now to feel good;
 Every day, at least three times, smile at someone: 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 your day, find at least three good things that happened
that day;
128
 Find time for prayer. You can pray simply by repeating “Lord, Jesus
Christ, Son of God, have mercy on me, a sinner” or just “Lord, have mercy on me”
many times.
4.1.2. Impact of stress reactions on a serviceperson's mental health
Specifics of modern warfare and novel new weapon systems complicate combat
activities, and place increased demands on the moral and psychological readiness of
personnel to achieve the objectives of military struggle. At the same time, it is
necessary to distinguish between a person’s presence in the combat zone and their
direct participation in warfare. There is no doubt that participation in warfare has a
stronger impact on the human psyche than simply being in the combat zone. Therefore,
the efforts of the commander in the process of training personnel to operate in extreme
conditions should be primarily aimed at developing the servicepersons’ psychological
readiness to perform their duties in a combat environment.
4.1.2.1. Psychotraumatic factors of combat operations

They could be categorised into two groups:
The first group includes factors that have a direct emotional impact on a
serviceperson’s personality. This group includes the following factors: danger (threat
to life, capture); surprise (unexpectedness); novelty (irregularity); uncertainty;
responsibility for the decision and its implementation; negative emotional reactions of
military specialists interacting with each other (both vertically and horizontally,
manifestations of dread, nervousness, uncertainty in one's actions, unclear commands
and reports); monotony (functional state of a person arising from monotonous work);
group isolation (forced solitude during combat missions); claustrophobia (fear of
confined spaces); agoraphobia (fear of open spaces, desire to hide from sound and
visual combat impact); discomfort (lack of basic normal conditions to meet the daily
mental and physical needs of a serviceperson, constant enemy information and
psychological impact); blood, serious injuries or screams of the wounded, death of
fellow soldiers, destruction of shelters, buildings, or combat vehicles, noise, rumble,
etc.
The second group includes factors that indirectly affect the personality of a
serviceperson emotionally and depend on their professional capabilities. This group
includes the following factors: lack of time and information (contradictory
information); increased pace of action; extreme intellectual complexity of decision-
making; excessive information; combination of several types of activities at the same
time (afferent operations – perception of information; logical operations – related to
information processing, assessment of the situation, and decision-making; efferent
operations – related to implementation of the decision); degree of coordination of
military specialists’ actions; high degree of psychophysical fatigue; unprecedented
complexity of unit management; participation in violence, etc.
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In addition to the aforementioned factors, there are several more that are rather
related to social and psychological factors, factors of group activity and are expressed
in the process of interaction between military personnel who make up one crew
(squad). They include the so-called group emotional effect. It has been noted that
sometimes in extreme danger, excessive nervousness and conflicts arise between all
crew members, i.e., the natural order of interaction between crew (squad) members is
disturbed. This can manifest in shouting or obsessive advice to the commander (or
other crew member) from other servicepersons. Typically, this effect does not improve
the effectiveness of combat activities.
Moreover, the so-called professional group effect may occur. It manifests in the
fact that some of the crew (squad) members are completely or partially excluded from
interactions during the execution of a combat mission due to excessive psychological
stress, intense fear, or psychological trauma.
As a reaction to stressful impacts, a serviceperson may manifest acute stress
reactions, among which the most common are: nervous tremors; crying; psychomotor
agitation; aggression; hysteria; stupor; apathy; delusion, and hallucinations.
Timely identification of such states and providing prompt and proper assistance
to servicepersons allows them to quickly return to a normal mental state and prevents
further negative mental consequences.
4.1.2.2. Factors of negative impact on servicepersons’s mental health.

Peculiarities of servicepersons’ mental states during training and in the course of
warfare
130
The lack of a clear front line, hostility of the local population, changes
(disruptions) in sleep, rest, nutrition, and water quality, and the impact of unfavourable
or unusual climatic and geographical factors lead to the development of uncertainty
and anxiety.
Isolation – forced solitude while executing combat missions. A long stay at
battle stations while guarding transport routes, areas, districts, and strongpoints, often
in isolation from main forces, in unclear conditions, with unstable communications,
frequently causes a feeling of loneliness.
Threats to life and health – not only immediate ones, but also their constant
anticipation.
Uncertainty – a lack or a contradictory nature of necessary or personally relevant
information.
A real possibility of captivity, being held hostage with further torture and abuse;
a high risk of death or mutilation; actually seeing the death of fellow servicepersons,
close friends, and civilians.
As the rotation period approaches, some servicepersons have a growing fear of
being killed or wounded.
Distance from loved ones, anxiety about them, unclear objectives of the war, and
society’s attitude towards the conflict.
Confidence or uncertainty in favourable developments, which largely depend on
leadership, cohesion, personal qualities of the leader, and discipline.
The lack of (limited access to) normal conditions for daily life and combat
operations.
4.1.2.3. Peculiarities of servicepersons’ mental states during training and

in the course of defensive warfare
Defensive warfare is perceived as the moment of loss of initiative, when the

enemy achieves a combat advantage, i.e., when the side preparing to defend knows that
the enemy is stronger and dictates their will.
An essential psychological peculiarity of defensive warfare is that the enemy’s
capabilities are usually exaggerated. In the case of the enemy’s skilful and active
psychological influence on the defending units, they could develop a myth of their
enemy's invincibility.
From the emotional point of view, defensive combat operations are distinguished
by the fact that, in proportion to their duration, the uncertainty of the defending
personnel in their capabilities increases, and a state of hopelessness and powerlessness
develops. This can negatively affect the authority of commanders (chiefs), contribute
to the development of irritation and pessimism among some servicepersons, etc.
Enemy’s massive artillery, rocket, and bomb strikes, shell explosions in the unit
location, destruction of artificial fortifications and obstacles, fires, enemy heavy
automatic fire, and the emergence of wounded and killed increase the negative
psychological impact. It manifests itself in the emergence of significant psychological
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tension in military teams. Tension causes such states as anxiety, fear, affect, frustration,
and panic.
In defence, conditions are created to increase the impact of the effectiveness of
enemy psychological operations (leaflets, sound and radio broadcasting), the spread of
panic rumours and sentiments. This can happen in conditions of hasty defence, in the
absence of time to establish it, in conditions of isolation of units, powerful
psychological pressure from the enemy, or during a battle in isolation from the
servicepersons’ units.
On the other hand, in defence, soldiers may experience a positive reaction of the
“illusion of security.” It implies that mortal danger causes a serviceperson to try to
reach closed locations in defence (forest, shelters, trenches, etc., which cover from the
enemy, although they do not protect from fire). Such an illusion helps to preserve
military personnel’s mental strength in battle. Believing themselves to be covered from
enemy observation, they feel sufficiently protected from enemy fire.
In terms of behaviour, defensive warfare is defined by a certain decrease in
controllability, military discipline of the personnel, and cohesion of military units.
Before a defensive battle, the perception of military personnel is significantly
narrowed. The actions of military units and detachments in defence are carried out
against the background of a decrease in the influence of social values and emotionally
coloured national ideas on the personality of a serviceperson.
The main negative psychological factors of defensive warfare include danger,

tension, lack of information and time (surprise, novelty of the situation, information
overload, increased pace of activity, etc.), high responsibility, loss of fellow soldiers,
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the need to destroy the enemy, and others. In the event of enemy penetration and
splitting of the defence, communication with units is usually lost, and the isolation of
certain groups of servicepersons increases, which can lead to the emergence of the
“encirclement syndrome.”
Mental states and behaviour of military personnel in defence are fully
determined by the quality of reinforcement of positions, provision of ammunition,
personal protective equipment, proper rations, timely rest, prevention of the spread of
negative sentiments, alcohol abuse, idleness, etc.
4.1.2.4. Peculiarities of servicepersons’ mental states during training

and in the course of offensive warfare
Offensive warfare, along with defence, is one of the main types of combat
operations. Military personnel associate the offensive with the combat and mental
superiority of the party that launches it.
The offensive implies
defeating the enemy by all available
means, decisively attacking the
enemy’s front line, rapidly advancing
units deep into its formations, and
capturing arms, vehicles, and
designated areas (limits) of the
terrain.
Offensive must be carried out
at a high pace, continuously, day and
night, in any weather, with full force,
with close interaction between units
and detachments of the branches of
the armed forces and special forces.
Offensive operations are
defined by several psychological
features. Offensive is carried out in
the territory occupied by the enemy;
the factor of uncertainty is of great
importance; it is difficult to assume
what kind of fire resistance, artificial
obstacle system, and various types of
“traps” the personnel will face in the depths of the enemy’s defences. Every bush, every
hill, and every ruin is perceived as a source of danger during an offensive. Urban
warfare is particularly difficult in this regard.
Every serviceperson has to make a clear choice to face risk and danger. Studies
by American, German, and French military specialists indicate that in combat, only 20-
25% of soldiers demonstrate the necessary activity (precision fire, expedient movement
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across the battlefield, etc.), while others show activity only when they are observed by
their commander. In the absence of their commander, they hide in safe places, simulate
malfunctions of their vehicles or weapon systems, mental or physical trauma, or
“escort” their wounded fellow soldiers to the rear.
The experience of local wars in recent decades shows the efforts of the armies
of the world’s leading countries to conduct “network offensive combat operations”.
For this purpose, units are divided into “threes” and “fives” led by experienced, strong-
willed servicepersons able to psychologically support and mobilize their fellow
soldiers during an attack. In this case, each soldier is in front of his peers and is strongly
connected to them by functional dependence ties.
Virtually all servicepersons experience severe stress during an attack. The stress
state reaches its peak at the moment when the soldier decides to go on the attack, to
leave their shelter.
The moment of leaving the shelter and entering the battle is replayed multiple
times in the mind, which causes its significant narrowing and concentration on one or
two objects of the combat environment. At this moment, the soldier is in a special
nervous state, which could be called “shock”. This feeling is fleeting.
Military personnel participate in joint combat activities without clear control of
consciousness, automatically, and practically uncontrollably. Their orientation in the
combat environment may be inadequate, which causes increased internal difficulties
and the elevated number of errors in their actions.
An attack is usually followed by amnesia. Combatants note that they have not
met a single person who could coherently and consistently tell what they were thinking
and feeling during the battle.
Special consideration should be given so that, in the event of a successful
offensive, pursuit, and encirclement of the enemy, soldiers do not develop a state of
euphoria, underestimate the capabilities of the enemy, or reduce vigilance and combat
alertness.
4.1.3. Self-regulation techniques in various stressful scenarios

Note: (see Section 2.1.4. “Методи та прийоми (вправи) регуляції (саморегуляції) гострих
реакцій на стрес та інших проявів бойового стресу” (“Methods and techniques (exercises) for
regulation (self-regulation) of acute stress reactions and other signs of combat stress”) ДМ (RM) for
СТІ 000А.22А, pp. 65-81).
4.1.4. Exercises on building up trust and courage

Military unit cohesion is a microsocial factor that strongly determines the
behaviour of military personnel in battle. The analysis of the experience of combat
operations during the Russia-Ukraine war showed that timely assistance from fellow
soldiers instils confidence in one’s capabilities and increases motivation to successfully
execute combat missions.
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Trust-building exercise ‟Guide”
Objective: to implement conditions for establishing trust between training
participants; to give the participants the feeling of being in the roles of “guides” and
“guided”.
Materials: a set of barriers of 5-10 items: chairs, saddlebags, etc. Coach: Leave
the circle and split into two teams. The first team is "guides” and the second is
the “guided”.
Guides and guided take places at different ends of the room, split into two subgroups,
and form into single files. Obstacles are placed in the space between guides and guided.
First guided in their files blindfold themselves so as not to see the obstacles. Guides,
standing at the head of their files, talk to their blindfolded guided, simultaneously
commanding them to move across the room (in the direction of the guides). In order
not to bump into obstacles, the guided must follow the commands of their guide only.
When a “guide-guided” pair finishes the exercise, their places are taken by the next
participants from the respective subgroups. At the end of the first stage of the exercise,
guides and guided change places and functions so that each participant could
experience both roles. The exercise continues until all participants complete it. The
group can then return to the circle and discuss the exercise.
Coach 2: What was more difficult for you: to be a “guide” or “guided”; how does
it manifest itself in your life (give an example, it can even be from your daily life)?
Recommendations for the coach: Make sure that the participants do not injure
themselves while performing the exercise. Consider the possibility of a collision with
obstacles. Time: 10-15 minutes.
A preliminary list of questions for the exercise participants after its completion:
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What emotions did you have when performing the exercise (taking into account
your role)? What difficulties did you have when performing the exercise in the
“guide” role?
What difficulties did you have in the “guided” role?

What are the success factors for both roles?
Trust-building exercise “Friendly hands”
Objective: to implement the conditions for establishing trust between training
participants.
Materials: blindfolds.
Coach: The participants form a tight circle. One by one, each of the participants
goes to the centre of the circle, closes their eyes and spins around their axis, and then
falls on the back. The participants behind them pick them up with their hands. Each of
the participants must go to the centre of the circle and test the team’s reliability.
Coach 2: What were your feelings when you were inside the circle?
What was the most difficult part of this exercise?
Recommendations for the coach: Make sure that the participants do not injure
themselves while performing the exercise. It is preferable that the radius of the circle
is smaller than the height of the participant in its centre. It is important to let the
participants express their impressions of the exercise. Also, ask what experience the
participants had when they fell into the arms of their fellow soldiers.
At the end of the training, it is worth evaluating the reactive psychological
indicators of the participants, which indicate the degree of anxiety, the development of
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problems with adaptation and trust in the team. Time: 3-5 minutes.
“Trust fall” exercise
A serviceperson stands on a height (chair, table, etc.). The group stands behind
in two rows, arms extended forward and forming a corridor. The serviceperson folds
their hands on their chest (to avoid hitting the faces of those around them) and falls on
the outstretched hands of the participants standing below. It is possible to fall on the
back or face down.
Safety procedures. For those who stand. Stand close to each other, legs should
be positioned firmly (support position, arms bent at the elbows, extended forward; the
arms of each person pass between the arms of the partner, i.e., the arms of persons in
both rows alternate). Fix and hold your pelvic bones. Tilt your head back. If there is a
very weak person in the group, they can be backed up by a stronger person who stands
behind and puts their arms under their weaker partner.
For those who fall. Arms should be folded on your chest. Make sure that you do
not fall past the group. Do not bend your legs at the knees. Before falling, you should
ask if the group is ready and wait for a clear answer.
It is advisable that a person, having started the exercise, complete it, but they
should not be forced to do so. If a person hesitates for a long time, you can use the
following method: everyone stands up not in rows, but in a tight bunch and stretches
out their hands towards the falling person. As a result, they see the group as friends
ready to support them. It is much easier to perform the exercise this way, but it is
advisable to repeat the original sequence later.
The exercise should be performed with maximum care and attention. In no case
should you allow a situation where the group does not catch a person, as this could
strongly undermine trust in the group. If this happens, it is worth discussing the
situation and repeating the exercise very carefully, if possible.

Note: (see Section 2.1.3. “Методи первинної психологічної допомоги при типових
реакціях бойового стресу” (“Methods of psychological first aid for typical combat stress
reactions”) ДМ (RM) for СТІ 000А.22А, pp. 63-65).
4.1.6. Psychological first aid (self-help) in an extreme combat

conditions
СТІ 000А.22А, pp. 65-81).
4.2. Building up and strengthening servicepersons' psychological

resilience during an obstacle race (a special assault course)
Note: (see Section 3.4.1. “Подолання військовослужбовцями НТК із застосуванням
засобів імітації умов бою” (“Servicepersons’ special obstacle race enhanced with combat
environment simulation assets”) ДМ (RM) for СТІ 000Г.22Л, pp. 107-109). 107-109).
137
4.3. Building up and strengthening military personnel's psychological
Note: (see Section 3.3.1. “Формування психологічної впевненості військовослужбовців
у своїх діях щодо знищення бронетанкової техніки противника. Психологічне подолання
танкобоязні військовослужбовців під час обкатки броньованою технікою” (“Building up
military personnel’s psychological confidence in their actions aimed at destroying enemy armoured
vehicles. Psychological overcoming servicepersons’ fear of tanks during tank rollover drills”) ДМ
(RM) for СТІ 000Г.22Л, pp. 105-107).
4.4. Building up and strengthening servicepersons’ psychological resilience

under enemy IDF
4.4.1. Unit military personnel’s psychological adjustment for survival
under enemy IDF
The lesson is conducted on a tactical training ground under the guidance of the
unit commander. In order to conduct the lesson, a prepared area (sector) with a radius
of approximately 400 m should be used, with three killing zones with a radius of 200,
300, and 400 m respectively. In these killing zones, in the order of distance from the
centre of the circle, personnel shelters are prepared: a dugout (preferably with three
or four overhead covers or made of concrete) with an inclined entrance near the centre
of the circle; a covered slit at a distance of approximately 250-300 m from the centre,
and an open slit (trench) at a distance of up to 400 m. Along with personnel shelters,
combat vehicles are placed in prepared trenches (shelters) at a distance of up to 200
m from the centre for tanks and up to 300 m for IFVs (APCs).
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Military personnel familiarize themselves with the psychological aspects of
IDF, options for the establishment of field defensive fortifications (covered slits,
dugouts) using reinforced concrete, steel, and wooden structures with revetments, as
well as with the specifics of their establishment in the event of the enemy's use of
cluster munitions.
From the prepared artillery positions, IDF is carried out at figure targets and
fortifications in order to demonstrate the actions and consequences of an artillery
barrage and the need for the best possible fortification of the positions is explained. In
order to build confidence in the fortifications’ capability for the protection of
personnel and vehicles, it is necessary to demonstrate the effect of IDF would have on
them, explain their protective characteristics and methods of their establishment
taking into account the specifics of strongpoint protection against MLRS cluster
munitions.
Servicepersons are provided with recommendations for placement in
fortifications during IDF in order to reduce the possibility of injuries and wounds, as
well as to build up and maintain a state of mental readiness for active actions before,
during, and after artillery barrage.
At the end of the lesson, a group debriefing is conducted where each
4.4.2. Servicepersons’ mental toughness under enemy IDF
The lesson is conducted on a tactical training ground under the guidance of a

unit commander. An artillery barrage on the personnel, which is alternately placed in
a shelter (a dugout, a covered slit, an open slit, or a trench) and directly in combat
vehicles located in trenches (shelters) and in open terrain, is simulated. In order to
simulate the explosions of mines and artillery shells, appropriate IM-82, IM-85, IM-
100, and IM-120 simulation cartridges, electric smoke puff charges, and SIRAS
artillery shell explosion simulation TNT blocks should be used. The simulation
grounds should be located no further than 20 m from the personnel shelter. MLRS
barrages and anti-tank guided missile launches should be simulated by detonating
smoke puff charges and flares. The lead instructor should accompany the personnel
under an artillery barrage and maintain constant communication with the lead
instructor's simulation assistants. Personnel observe the enemy. The lead instructor
gives the order in compliance with the enemy IDF signal chart. The personnel occupy
designated positions in foxholes, trenches, dugouts, etc. The simulation team turns on
sound recordings and simulates an artillery (air) barrage on the position by detonating
the simulation assets. Incendiary fuel and smoke grenades are ignited. On the lead
instructor's order (after an artillery barrage or air raid simulation), personnel take firing
positions according to the combat duty assignments.
At the end of the lesson, a group debriefing is conducted where each
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Recommendations on developing and maintaining military personnel’s
state of mental readiness for actions during and after an artillery barrage
Before the start of the artillery barrage:

1. While on the ground, always evaluate the terrain's capabilities in terms of
your shelter during IDF.
2. Pre-plan your actions on barrage:
In your imagination, simulate the algorithm of your actions if IDF begins;
Practice your actions to take shelter in the event of possible IDF.
During the barrage:
1. Try to react quickly to danger and occupy a safe place.
2. While in the shelter, divert your attention from danger:
Try to solve a difficult mathematical problem (multiply three-digit numbers
mentally, count backwards from 100 every 7 units, etc.);
Perform breathing exercises (inhale air to inflate your stomach, then hold your
breath for 2-5 seconds and then slowly exhale; exhalations should be twice as long as
inhalations);
Perform a self-massage of your collar zone, or ask someone nearby to do it;
Perform fine motor skills exercises (load a magazine, etc.);
Maximally tense and relax muscles of different parts of your body alternately;
Say a prayer.
3. Help calm down someone who is nearby and needs it:
Take their hand, put your hand on their shoulder;
Talk about peaceful life after the war;
Tell an anecdote or a joke.
After the barrage:
1. Praise yourself for endurance and courage.
2. Thank those who were nearby and helped you, discuss your feelings with
them.
3. Help those who are nearby and need it (psychological first aid in acute
mental states).
4. Drink hot tea.
5. If you feel worse than before the barrage, consult a psychologist.
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CHAPTER 5.
STANDARD FOR INDIVIDUAL PSYCHOLOGICAL TRAINING OF
SERVICEPERSONS OF THE ARMED FORCES OF UKRAINE
(TRAINING COURSE) СТІ 000Г.22К(И)

Training group
2. MISSIONS:
2.1. To know mental self-regulation techniques and to be able to
practically apply psychological first aid and self-help exercises
To know mental self-regulation techniques and to be able

Mission 000Г.22К(И).01 to practically apply psychological first aid and self-help
exercises
000Г.22К(И).011 To master psychological first aid skills
000Г.22К(И).012 To be able to visualise ideas and neutralise affective
experiences
To apply self-programming, calming, breathing
Sub-missions 000Г.22К(И).013 management, and ideomotor training techniques
000Г.22К(И).014 To be able to formulate constructive coping strategies in
stressful circumstances
000Г.22К(И).015 To be able to exercise effective self-
influence and self-control
2.2. To be able to work with a group’s resistance as one of the main

reactions to stress in an uncertainty environment
To be able to work with a group’s resistance as one of

Mission 000Г.22К(И).02 the main reactions to stress in an uncertainty
environment
000Г.22К(И).021 To be able to develop military personnel's
psychological resilience to psychotraumatic factors of
modern warfare
000Г.22К(И).022 To be able to identify manifestations of helplessness
and despair and conditions, under which group
techniques for working with resistance are used
Sub-missions 000Г.22К(И).023 To be able to apply relaxation techniques
(calming breathing, muscle stretching exercises,
grounding exercises)
000Г.22К(И).024 To know and understand the general principles of
psychological assistance in extreme situations; to
perform psychological first aid exercises
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2.3. To be able to motivate subordinate personnel to perform assigned
taskings
To be able to motivate subordinate personnel to perform

Mission 000Г.22К(И).03 assigned taskings
To be able to motivate oneself and subordinate personnel
000Г.22К(И).031
to perform assigned taskings
To know and be able to apply methods for determining
000Г.22К(И).032 the motivation of subordinate personnel
Sub-missions
000Г.22К(И).033 To be able to use non-material motivation tools
To be able to evaluate effective motivation tools for the
000Г.22К(И).034
unit
2.4. To know psychoemotional stabilisation techniques under the impact of

To know psychoemotional stabilisation techniques under

000Г.22К(И).04 the impact of combat-related psychotraumatic factors
Mission
To be able to visualise ideas and neutralise affective
000Г.22К(И).041
experiences
Sub-missions To be able to exercise effective self-control and
000Г.22К(И).041 behavioural strategy in the conditions of novelty and
uncertainty
3. EXECUTION CONDITIONS:
3.1. Mission 000Г.22К(И)01 (Section 2.1 – Topic 1)
a) The theory lesson is conducted in a classroom or on a tactical training ground
as part of a training platoon under the guidance of a psychology officer;
b) During the theory part of the lesson, servicepersons are introduced to stressful
states (fear, panic, anxiety, anger, aggression, apathy, depression). Further, self-
regulation techniques for dealing with these stressful states are demonstrated. Training
group members apply self-regulation techniques to themselves and their fellow soldiers,
and study psychological first aid cards;
c) At the end of the theory lesson, a group debriefing is conducted, where
everyone shares their feedback and self-assessment;
d) The practice lesson is conducted on a tactical training ground, as part of a
training platoon under the guidance of a psychology officer;
e) During the practice lesson, servicepersons recognise negative mental reactions
(fear, panic, anxiety, anger, aggression, apathy, depressive symptoms) in themselves
and their subordinates, and perform psychological assistance exercises;
f) At the end of the practice lesson, a group debriefing is conducted, where
everyone shares their feedback and self-assessment.
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3.2. Mission 000Г.22К(И).02 (Section 2.2 – Topic 2)
3.2.1.General information:
a) The lesson is conducted on a tactical
training field, in a trench, or in a bunker as part of
a training platoon, under the guidance of a
psychology officer;
b) At the beginning of the lesson, the
training platoon is divided into 3 (three) groups,
where two train and one imitates the manifestations
of helplessness and despair during the execution of
a tasking. Servicepersons identify manifestations
of helplessness and despair – the conditions under
which the use of group techniques for working with
resistance is the most effective, apply relaxation
techniques, calming breathing, muscle stretching
and grounding exercises, perform psychological
assistance exercises, and develop psychological
resilience to the psychotraumatic factors of modern
warfare;
c) During the lesson, the completion of
missions and the level of acquired knowledge
should be systematically assessed;
d) At the end of the lesson, a group debriefing is conducted where everyone shares their

а) The lesson is conducted on a tactical training ground, in a trench, or in a bunker as
part of a training platoon under the guidance of a psychology officer;
b) Through motivational dialogue (reflection, open questions, evaluation, summary),
team motivation, work on negative beliefs, formation of a warrior’s identity, and psychological
rules of war, servicepersons find effective factors for the unit to execute the assigned combat
mission;
c) During the practice part of the lesson, through purposeful and conscious repetition of
designated techniques, trainees develop the necessary skills to overcome negative mental
reactions (hysteria, panic, aggression, stupor), to focus on the combat situation, and to control
their mental states;
d) During the lesson, the completion of missions and the level of acquired knowledge
should be systematically assessed;
e) At the end of the lesson, a group debriefing is conducted where everyone shares their
143
а) The lesson is conducted in a classroom or on a tactical training ground as part
of a training platoon under the guidance of a psychology officer;
b) Based on experience and through the search for mental and physical resources,
servicepersons determine their personal and unit-wide missions, goals, and objectives;
c) Servicepersons acknowledge the unit’s purpose, the place of each individual,
the general and personal goals and missions. They learn to accept and take responsibility
for the consequences, and create the prerequisites for high combat effectiveness of the
personnel;
e) At the end of the lesson, a group debriefing is conducted where each
4.1. Step-by-step execution of Mission 000Г.22К(И).01 (Section 2.1. – Topic
1)
types of stress states, the impact of stress reactions on the human psyche;
the methodology for recognising stress states according to their characteristics;
the procedure for self-regulation and breathing exercises;
the procedure for muscle relaxation exercises;
the procedure for concentration exercises.
4.1.3. The lead instructor gives orders (signals) and controls the execution of the
following missions by each serviceperson (pair):
recognition of stress states according to their characteristics;
self-regulation and breathing techniques;
muscle relaxation techniques; concentration techniques;
execution of a monotonous tasking despite external stimuli.
4.1.4. At the end of the lesson, a group debriefing is conducted where everyone
shares their feedback and assesses their personal feelings.

2)
4.2.1. The lead instructor:
144
sets out training rules;
explains the impact of warfare on a serviceperson's psyche;
organises discussions on the following topics: what is modern warfare; types
of negative factors affecting a serviceperson's psyche; what is stress resilience
and how to develop it;
explains the two groups of factors affecting troop combat performance
(external and internal);
explains psychological support measures during the execution of assigned
taskings;
explains methods for a unit commander to combat emotional “burnout” of
their personnel.
4.2.2. Personnel:
listen to the information and ask clarifying questions;
participate in the discussion on negative factors that affect a serviceperson’s
psyche;
follow the directions of the lead instructor; perform exercises on activation
of their physical and mental resources.
4.2.3. The lead instructor gives commands (signals) and controls the
sequence of execution of each serviceperson’s (pair):
grounding exercises;
exercises on activating physical and mental resources;
4.3. Step-by-step execution of Mission 000Г.22К(И).03 (Section 2.3. –

Topic 3)
characteristics of external and internal motivation;
methods used to identify the motivation type;
analysis of key motivation mechanisms.
4.3.2. Personnel:
identify their motivation for success in accordance with the methodology;
identify their motivation for avoiding failure in accordance with the
methodology;
identify their motivation for professional performance in accordance with the
methodology;
participate in the group debriefing.
145
4)
information on the nature of fear;
stress regulation methods;
methods for overcoming fear;
how to form positive (for resilience in combat) and negative (for leaving the
battlefield) reference groups;
how a commander can create a “safe space” around them;
how to control situations during a firefight or IDF;
typical stress factors of modern warfare.
4.4.2. Personnel:
analyse information, discuss designated questions;
perform exercises on self-regulation of stress states;
perform exercises on overcoming fear;
perform an exercise on situational and perceptual mental regulation training of a
combat team.
5.1. Mission 000Г.22К(И).01:
Not
No
(graded)
Topic 1. Mental self-regulation techniques. Psychological first aid
a* Does the serviceperson know the factors of negative impact on the
psyche that arise during combat operations?
b* Does the serviceperson know the specifics of the mental state during
the preparation for and throughout defensive combat operations?
c Does the serviceperson know the basic self-help and
self-control methods?
a* Is the serviceperson able to identify stress states by their signs?
b* Is the serviceperson able to apply self-regulation techniques in
various stressful situations?
c Is the serviceperson able to apply the basic breathing normalisation
techniques?
146
Number Items
Section
Activity (topic)
grade
6 (* 4) 100
positive grade
3 (* 2)
positive grade
5.2. Mission 000Г.22К(И).02

Not
No
(graded)
Topic 2. Psychological work with a group’s resistance as one of the main reactions to stress in
an uncertainty environment
a* Does the serviceperson know how warfare affects the military
personnel's psyche?
b* Does the serviceperson know what factors influence the combat
performance of a unit?
c Does the serviceperson understand what psychological support
measures are applied during the execution of assigned combat
taskings?
a* Is the serviceperson able to perform the personnel’s physical and
mental resource activation exercises?
b* Is the serviceperson able to perform grounding exercises?

147
Number Items
Section
Activity (topic)
grade
5 (* 4) 100
positive grade
2 (* 2)
positive grade
5.3. Mission 000Г.22К(И).03

Not
No
(graded)
Topic 3. Servicepersons’ motivation to perform assigned taskings
a* Does the serviceperson know the characteristics of external and
internal motivation?
b* Does the serviceperson know the motivation type determination
methods?
c Does the serviceperson understand how to find effective motivation
tools for the subordinate personnel?
a* Is the serviceperson able to identify the motivation for success in
the subordinate personnel in accordance with the test methodology?
b* Is the serviceperson able to identify the subordinate personnel's
motivation for avoiding failure in accordance with the test
methodology?
c Is the serviceperson able to identify the subordinate personnel’s
motivation for professional performance in accordance with the test
methodology?
148
Activity (topic)
(* including critical items) 6 (* 4) 100
positive grade
(skills, and competences) assessment: 3 (* 2)
positive grade
5.4. Mission 000Г.22К(И).04

Not
(graded)
Topic 4. Psychoemotional stabilisation techniques under the impact of combat-related
psychotraumatic factors
a Does the serviceperson know the typical stress factors of modern
warfare?
a* Is the serviceperson able to use the methods for regulating stress
states and overcoming fear?
b* As a commander, is the serviceperson able to create a “safe space”
around them?
c* Is the serviceperson able to control the situations during a firefight
or IDF?

Number Items
Section
Activity (topic)
grade
4 (* 3) 100
Items that involve theoretical knowledge assessment: 1 ( 2)
149
positive grade

3 (* 3)
positive grade

Not
(graded)
1 2 3 4
150
– : a noncompleted item (sub-item);
“satisfactory”.
final assessment of a serviceperson are determined by the lead instructor (instructor) independently.

if the first grade is no lower than if the first grade is no lower than if both grades are no lower
“good” and the second is “satisfactory” and the second is than “satisfactory” or if the
“excellent” no lower than “good” first grade is “unsatisfactory”
“good”

Items
Section
Section
Activity (topic)
number Number %
grade
(* including critical items) (* ) 100
positive grade
(* )
ІІ. Total number of items with
Question Overall
No Name
grade
theory practice
1
2
3
Notes:
Observations
Discussions
Recommendations
151
TRAINING LESSONS ACCORDING TO СТІ 000Г.22К(И) STANDARD
5.1. Mental self-regulation techniques. Psychological first aid and self-help.

Note: (see Section 2.1.3. “Методи первинної психологічної допомоги при типових реакціях
бойового стресу” (“Methods of psychological first aid for typical combat stress reactions”) ДМ
(RM) for СТІ 000А.22А, pp. 63-65).
5.1.1. Psychological first aid techniques
Nervous tremor
After a traumatic event, the body goes into an uncontrollable tremor (you cannot
stop trembling on your own). From the outside, it looks like the person is very cold.
However, this is not the case. This is how the body releases tension.
Do not stop this reaction, because if the discharge does not occur, muscle cramps
will remain in the body, resulting in muscle pain, psychosomatic disorders of the
gastrointestinal tract, arterial hypertension, etc.
Symptoms:
Nervous tremor starts unexpectedly, immediately after a stressful event or after a
certain period of time;
The entire body or its individual parts can tremble (the person cannot hold small
objects or light a cigarette);
This reaction lasts a long time, up to several hours;
152
Afterwards, the person feels very tired and needs to rest.
First aid:
1. Intensify the tremor.
2. Hold the victim by the shoulders and shake them hard, sharply, for 10-
15 seconds.
3. Explain to the person why you are doing this; otherwise, they may
perceive your actions as an act of aggression.
4. After the tremor subsides, allow the victim to rest. It is better if they
sleep.
DO NOT:
hug the victim or pull them close; warm them up or cover them with
something warm; calm the victim down or tell them to pull themselves together;
Crying
It is known that crying can make a person feel better. This is due to
physiological processes in the body: tears contribute to the release of calming
substances. It is good to have a person around who makes it easier and who can share
your emotional burden.
If you hold back tears for a long time, you will not get an emotional release and
therefore you will not feel better. Internal tension can be harmful to a person’s
physical and mental health.
Symptoms:
shaky lips;
depressed facial expression; tensed face;
unlike hysteria, there are no signs of overstimulation; the person is crying or
might burst into tears.
First aid:
1. Find a safe place with no bystanders.
2. Ask for permission to stay close to the victim. Make physical contact
with the victim: touch them, take their hand or put your hand on their shoulder or
back. It is important that they feel your presence.
3. Give the victim an opportunity to cry it out. Your task is to listen.
Use “active listening” techniques to help the victim release their grief:
 Agree, say “uh-huh” or “yes” periodically, while nodding your head to
confirm that you are listening and empathising;
 Repeat fragments of phrases they use to describe their feelings (e.g.
“you feel sad”, “you feel lonely”);
 Talk about your feelings and those of the victim.
DO NOT:
1. say “you are a man – get a grip”;
2. ask questions;
3. give advice;
4. calm them down by saying “don’t cry, it’ll be alright”.
153
Psychomotor agitation
Sometimes the shock is so strong that the victim gets confused and can no longer
understand what is happening around them. Where are friends and where are foes?
Where is the danger and where is the rescue? The person loses the ability to think
straight and make decisions – they become akin to a hunted animal trying to escape
from a cage.
Psychomotor agitation usually does not last long. It may be followed by nervous
tremors, crying, or aggressive behaviour.
Symptoms:
sudden movements, often odd and sporadic actions;
unnaturally loud, rapid speech (the person speaks without stopping, sometimes
saying completely nonsensical things);
the victim often does not respond to others (comments, requests, orders).
First aid:
1. Be aware that the victim may harm themselves or others.
2. Use the “grabbing” technique: from behind, put your arms under the victim's
armpits, hold them down and slightly roll them over towards yourself.
3. Isolate the victim. Minimise the number of people around them.
4. Give the victim an opportunity to “vent”. For example, let them talk or assign
them a job that involves a lot of physical activity.
5. Be kind to the victim, even if you disagree with them.
154
6. Instead of accusing them (“Why are you like this?! Why can’t you be
quiet?!”), tell them how you feel about their actions: “You are very nervous. You want
to break stuff. Let’s try to find a way out of this situation together.” Otherwise, you will
become the subject of their aggression.
7. Massage the victim’s “positive” points. Speak in a calm voice about their state
and feelings (“You want to do something to make it stop. You want to hide from what is
happening”).
DO NOT:
argue with the victim;
resort to direct aggression against them (for example, hitting them); ask
questions;
say phrases with that start with “don’t” that refer to undesirable actions: “Don’t
run”, “Don’t wave your arms”, “Don’t shout”. (Better to say: “Stop”, “Come with
me”, “Put your hands down”, “Try to speak quietly and slowly”.)
Fear
Fear is an emotion that arises in a situation that threatens the physical or social
existence of an individual. This emotion is directed at the source of real or imaginary
danger. Fear can be a result of a traumatic event or a signal of a potential recurrence of
that event.
Fear is a spectrum that encompasses apprehension, fright, and horror. When it
becomes panic, the person might freeze, run away, start behaving aggressively, defend
themselves, etc. In this case, the person has little control over themselves and the
situation: they are not aware of what they are doing and what is happening around them.
Symptoms:
muscle tension (especially facial muscles);
heart palpitations;
rapid shallow breathing;
helplessness, reduced ability to control one’s behaviour.
First aid:
1. Place the victim’s hand on your wrist so that they can feel your calm pulse.
This will be a signal to them: “I am here, you are not alone”.
2. Breathe deeply and evenly. Encourage the victim to breathe in the same
rhythm as you.
3. If the victim speaks, listen to them, express interest, understanding, and
empathy.
4. Give the victim a light massage of their tensest muscles.
5. If the situation requires a quick response, say: “Repeat after me”.
DO NOT:
Make fun of the person, calling them a coward. Everyone can be afraid: fear is a
useful emotion, it helps you avoid danger and survive. You only need to fight fear when
it endangers your life.
Hysteria
Hysteria is a nervous response that manifests itself in unexpected transitions from
155
laughter to tears. Sometimes it is not clear whether a person is crying or laughing. An
episode can last from several hours to several days.
Symptoms:
the victim remains conscious;
excessive movements;
exaggerated poses and gestures;
emotionally saturated and rapid speech;
sometimes loud crying, sobbing;
there may be uncontrollable laughter.
First aid:
1. Remove bystanders, create a calm environment.
2. Stay alone with the victim if it does not pose you any danger.
3. Do something unexpected that may surprise the victim (you can slap them,
throw water over them, drop something with a loud noise, or yell at them suddenly).
4. Speak to the victim confidently, in short and clear phrases: “Come with me”,
“Drink some water”, “Wash your face”.
5. After hysteria, fatigue sets in. Put the victim to sleep and monitor their
condition until a specialist arrives.
DO NOT:
indulge the victim’s wishes; support the belief that hysterical behaviour can
achieve something positive.
Aggression
Aggression is an individual or collective behaviour or actions aimed at causing
physical or mental harm or even complete destruction of another person or a group of
people.
Aggressive behaviour is an involuntary way of relieving a strong internal tension.
Manifestations of anger or aggression can last for a long time and interfere with the
normal functioning of both the victim and those around them.
Symptoms:
irritability;
discontent;
rage;
attempts to hit someone;
hitting objects (for example, a wall);
verbal abuse, swearing;
muscle tension;
elevated blood pressure.
First aid:
1. Take away the aggressive person's weapon.
2. Keep the number of people present to a minimum.
3. Give the victim an opportunity to “vent”.
4. Assign them a job that involves a lot of physical activity.
5. Be friendly. Even if you disagree, do not argue with the victim. Otherwise, the
156
aggression will be directed at you.
6. Try to defuse the situation with funny comments or actions.
7. Aggression can be reduced by fear of punishment:
 if the objective is not to benefit from aggressive behaviour;
 if the punishment is severe and its likelihood is high.
DO NOT:
ignore aggressive behaviour (this can have dangerous consequences: due to loss
of control, a person in a state of aggression may commit rash acts, harm themselves or
others);
be alone with an aggressive person, especially if they are armed.
Apathy
Apathy may arise after a long period of hard but unsuccessful work; or in a
situation where a person experiences a serious setback, loses the sense of meaning in
their work, and often in their existence. Apathy can be a result of failing to complete a
mission or save someone.
The person feels very tired, so much so that they do not want to move or speak:
every movement, every word requires considerable effort.
They feel empty inside and are not even able to muster the strength to express their
feelings. The person feels helpless in the face of life’s difficulties, as well as futility of
their efforts. This state can last from several days to several weeks.
Symptoms:
indifference towards others and what is happening around; lethargy;
sluggishness;
slow speech with long pauses.
First aid:
1. Talk to the victim. Ask them how they feel. Are they hungry? Do they need to
rest?
2. Take the victim somewhere they can rest. Help them get comfortable. Make
sure to take off their body armour and shoes.
3. Take the victim’s hand or place your hand on their forehead.
4. Let them rest. It is best if they are able to sleep, or, at the very least, just lay
down.
5. If there is no opportunity to rest, stay close, do something together (take a
walk, drink tea, help someone).
DO NOT:
leave the victim to their own devices, without help or support. Otherwise, apathy
can develop into depression (depressive thoughts, feelings of guilt, passive behaviour,
despair), suicidal intentions, and suicide attempts.
Stupor
Stupor is one of the body’s strongest defence mechanisms. This state may occur
after very intense nervous shocks, when a person has spent so much energy on survival
that they no longer have the strength to communicate with their surroundings.
Stupor can last from several minutes to several hours.
157
Symptoms:
sharp decrease or absence of movement and speech;
lack of reaction to external stimuli (noise, light, touch);
“freezing” in one pose, a state of complete immobility, or collapse.
First aid:
1. Your task is to get the victim to react in any way possible, to bring them out
of the frozen state.
2. Bend the victim’s fingers on both hands and press them into the palm. Do not
bend the thumbs.
3. Use the tips of your thumb and index finger to massage areas on the victim’s
forehead (above their eyes, midway between their hairline and eyebrows, and just above
the pupils).
4. Place the palm of your free hand on the victim’s chest. Adjust your breathing
to the rhythm of the victim’s breathing.
5. A person in a stupor can hear and see. Therefore, speak in their ear, quietly,
slowly, and clearly something that can cause strong emotions (preferably negative
ones).
6. You can slap the victim’s palm with the back of your hand.
DO NOT:
leave the victim by alone without support. In this state, the person is helpless,
unable to take care of themself and avoid danger. If the stupor lasts for a long time,
physical exhaustion will occur.
Delusion and hallucinations
A traumatic situation causes serious stress, psychological trauma, leads to severe
nervous tension, disrupts the body’s balance, and negatively affects general health – not
only physical but also mental. It can trigger or exacerbate an existing mental condition.
Delusion is a set of different perceptions, ideas, judgements, and conclusions that
do not correspond to reality. At the same time, the victim cannot be convinced of their
falsity. Sometimes delusion is accompanied by fear, anxiety, and a sense of danger.
Hallucinations are involuntary perceptions (visual, auditory, taste, touch, smell)
of non-existent objects that a person considers real. Hallucinations are observed not only
in the cases of mental condition, but also in the cases of poisoning, mental trauma,
severe emotional distress, long wait, etc.
First aid:
1. Make sure that the victim does not harm themself or others.
2. Remove any potentially dangerous items.
3. Take the victim to a secluded place, do not leave them on their own.
4. Speak to the victim in a calm voice. Agree with them.
5. Call a specialist (psychiatrist) or send the victim to a hospital with an
appropriate escort.
DO NOT:
attempt to convince the victim of their delusions’ falsity. In this situation, it is
impossible.
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5.1.2. Idea visualisation, affective experiences neutralisation
Proper military, physical, and psychological training, awareness, trust in the commander,
and high level of cohesion, along with previous military experience, help to reduce the negative
impact of anxiety, fear, and panic on the battlefield. Therefore, the process of education and
psychological training of military personnel, which contribute to their psychological and
overall combat readiness, is incomparably more important for preventing and counteracting the
negative effects of anxiety and fear than on-the-spot interventions immediately before or during
combat operations.
Typical stress factors in modern
warfare are:
significance of the situation (cost
of failure);
novelty and uncertainty; risk;
time pressure (lack of time to make
decisions).
In order to develop tolerance to
typical stress factors of warfare, such as
novelty and uncertainty, it is advisable to
use the “Situational and Imaginative
Psycho-Regulatory Training of a
Combat Team” (SIPT) methodology.
The lead instructor teaches the
servicepersons how to develop tolerance
to uncertainty through a practical analysis
of a combat situation using the SIPT
methodology.
SIPT is a thought experiment that
involves mental recreation of a combat
situation, the ways in which it could
develop, actions that could be taken, and
emotional background. At the same time,
the serviceperson perceives the real combat situation from the perspective of its participant
(subject of the combat situation).
During the preparation for a combat mission, SIPT should be conducted at least 4-6
times. This number of repetitions helps develop primary autosuggestion skills, reduces the time
for making decisions and taking actions in a combat situation, and increases their effectiveness.
Relevant situations can be developed for each combat situation that may arise during the
actual execution of assigned missions.
Given that the subject of the combat situation is a serviceperson, the simulation of
combat conditions is carried out from the point of view of their military specialisation. Up to
20 servicepersons can participate in SIPT at a time. Its organisation includes three components:
1. Preparation (selection) of a combat situation and its design;
159
2. Situational and imagery training;
3. Review and analysis of the situation and potential further action.
I. Selection and design of a combat situation. If a real combat situation is used, it
is clarified and established through an interview with its participant.
Once the combat situation is illustrated, everything that the lead instructor would
say is written down in detail. SIPT is much more effective if it is conducted in an
autogenic immersion state.
II. Situational and imagery training. Situational and imagery training is divided
into 4 parts:
а) Servicepersons achieve the required motivational state with the help of their
instructor;
b) Imaginary recreation of a combat situation;
c) Imaginary recreation of behaviour and actions;
d) Self-induced confidence and psychological readiness for action after SIPT.
III. Rational review of a combat situation. Analysis of errors made by the
participants, potential developments, feelings and experiences that arise during the battle.
The analysis takes place in the form of a psychological debriefing, discussion, or
conversation.
Imagery psychotherapy
1. Achieving the state of autogenic immersion
Lead instructor: “Make yourself comfortable, close your eyes and try to imagine
everything I or the situation participant are going to say”:
а) Imagine the environment described by the participant (introduction to the event
– description of the situation), (1 minute pause);
b) Feel your hands, the way they lie, and imagine how your heart beats and your
chest rises and falls calmly as you breathe, and how this helps you relax and prepare (1
minute pause);
c) You can still hear my voice and possibly some other sounds clearly; this helps
you feel comfortable and calm, and facilitates a leisurely flow of thoughts (1 minute
pause).
2. Imagery reproduction and imagery use in a combat situation Establishment of a
combat situation
All your feelings help you prepare for a combat situation, to imagine the combat
situation and your actions in it as vividly as possible. This will help you always be
confident and courageous in combat.
Imagine that you are a real participant of the event. The commander orders: “MAN
YOUR POSITIONS”! Your heart is racing, and you are breathing rapidly. You know
that you will overcome the anxiety. You breathe slowly and deeply. You are overcoming
your anxiety. You can do it. You are taking part in coming into action. You know that
your life and the lives of your fellow soldiers, victory, and the completion of the mission
depend on your actions. You step forward quickly. You get out of the vehicle. A few
metres away, you see your fellow soldiers. You hear their voices. They started to deploy
the weapon system (station). You do your job confidently and quickly. The team’s work
160
is smooth, fast, and confident. You are happy for your team mates. The exhausting march
and coming into action are behind you. Your heart is beating rhythmically. Your body,
your legs, and your arms obey you, they react to the slightest signal from your brain.
You are the best. You go to your workplace. You take your place. You breathe evenly
and feel calm and confident. You are ready to execute your mission. You know you will
succeed. You will reach the goal. Your combat team is close-knit, friendly, and well-
trained. You are confident in yourself. You are confident in your fellow soldiers, and
you know the enemy’s weaknesses well. You are ready for combat.
Here comes the “FOLLOW TARGETS” order. You know the enemy’s objectives.
You are ready to stop them. You have sufficient skills and competences to execute this
complex mission. The crew acts confidently, in a coordinated manner, in compliance
with the action algorithms. They perform their duties in a timely manner. Everything is
ready to fire. The entire crew is waiting for the “FIRE” order. The “FIRE” order is given.
You can hear the gun firing. You are full of confidence and ready for further action. You
hear the report “TARGET DESTROYED”! You feel a surge of energy and joy from
being involved in a job well done. You have succeeded. You have done it. You are
breathing evenly. "READINESS 2” order! You feel tired and joyful. You are not afraid
of anything. You were brave and determined. You did not let your fellows down. (2
minutes’ pause).
Repeated re-enactment of the situation with the construction of a behavioural
model in conditions of real danger to develop the qualities necessary for combat.
Induction of self-confidence, courage, and readiness to act in the most difficult
situations associated with combat activities:
Lead instructor: “You can hear me and you will silently repeat the phrases I say
after me”.
3 times: I am calm and confident.
2 times: I am brave and agile in battle.
3 times: I will execute any combat mission.
4 times: You can hear my voice well; now each of you will start counting to ten
in your head, repeating the phrase “I can do anything” after each number; on the count
of ten, your will open your eyes. Situation analysis, unguided discussion. After the
servicepersons open their eyes, the lead instructor conducts the final stage in the form of
an unguided discussion. Each serviceperson gives their opinion about the situation,
possible further developments, and shares their impressions.
5.2. Psychological work with a group’s resistance as one of the main reactions
to stress in an uncertainty environment
5.2.1. Psychological resilience to war-related psychotraumatic factors

Note: (See Sections 1.2.1. and 1.2. “Психотравмуючі чинники бойових дій”
(“Psychotraumatic factors of combat operations”) ДМ (RM) for СТІ 000Г.22Л.02, pp. 123-124).
161
5.2.2. Signs of helplessness or despair when resistance coping group
strategies are applied
A crisis event is an event that goes beyond normal human experience, disrupts
normal behavioural patterns, and causes a restructuring of the personality construct.
Psychological analysis of this concept allows us to identify the main parameters
of a crisis (traumatic) event:
1) adverse living conditions;
2) the event is threatening;
3) sharp increase in intrapersonal tension;
4) depletion of adaptation resources and adaptation barrier breakdown;
5) change in dynamic behavioural patterns;
6) personality crisis.
Crisis situations should be seen as a warning that something needs to be done
before anything worse happens.
Methods of dealing with resistance (objections, crisis situations):
Facilitate the activation of physical and mental resources in order to trigger
mechanisms for overcoming negative emotions and states. This restores a sense of self-
competence.
Self-hugging. Tell the person to hug themselves tightly so that they feel the limits
of their body.
Grounding exercise. Ask the victim to place one hand on their heart and the other
on the abdomen, and describe the sensations in these areas (one by one).
Stroking the heart. Ask the person to place their fingers over the centre of their
chest (2.5 cm below their collarbone) and gently move them straight down by 10 cm.
Repeat this movement until the appropriate therapeutic effect is achieved. This
movement is similar to gently petting a cat.
Five senses. Ask the victim to name one thing they feel for each of the five senses:
something they can see, hear, smell, touch, or taste.
Gravity. Ask the person to feel their feet touching the floor and their body
touching the chair. Say: “Feel the pressure of your body touching the chair.” Body
contact with the victim can help this process.
Touch. Ask the victim for permission to put your hand on their shoulder, arm, or
knee. This touch can help them “ground” themselves and regulate their state. If
necessary, let them lean on you.
Pressure. Put pressure on the victim’s knees, legs, or shoulders with your hands
to help them feel grounded. Use your legs to apply gentle but firm pressure to the
victim’s legs. Ask for permission beforehand. Things that help to “ground” and stabilise
the person:
Tactile objects. Give the person an object they can touch. For example, a bag of
seeds or beans, therapeutic play dough, stones, cones or other natural materials, a toy,
or a soft blanket. Tell them to feel the object or crumple it up while focusing on the
tactile feelings and describing them out loud.
Ice cubes. Give the victim a piece of ice and ask them to feel the cold in their palms.
162
Grounding with a pillow or blanket. Offer them to put a pillow or blanket on their
lap and pat it with their hands.
Practical exercises:
1. Ask questions.
Transform your arguments into questions. First, it will help alleviate the
confrontation. Second, the listener will engage in a dialogue and feel that they are
listened to and their opinion is taken into account. Third, the most convincing arguments
are those that the listener comes up with on their own.
An example of working with objections using questions: Subordinate: “It’s too
hard and dangerous.”
Lead instructor: “Why do you think so? What specific dangers and difficulties do
you pay most attention to?”
2. Emphasise benefits.
Choose benefits that are most relevant to each individual serviceperson. Try to
identify individual values and needs. Remember that benefits can be both tangible and
intangible.
3. Add value.
Does the serviceperson (subordinate) have doubts about the conditions of the
mission and the support provided during its execution? Do they doubt whether it is
possible to execute the mission at all or whether it makes sense? Explain in detail what
it will bring about: how the mission (strengthening positions, seizing territory, assaulting
a building, etc.) will affect the serviceperson’s personality and the unit as a whole. Use
specific facts and figures, avoid generalisations.
4. Offer alternatives.
When a commander is faced with a refusal, it is reasonable to use several
alternatives:
“I don’t need this.” “What if we set a goal of bringing you back to your family
and friends as soon as possible, because the success of our mission brings us closer to
returning home.”
“I need time to think.” “That’s exactly why I am here – to speak to you in person
and discuss the details, so that you can weigh the pros and cons.”
5. RAC: Repeat – Add – 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 insignificant (repeat). In addition to what
you mentioned (add), I can say that you will get... (continue: benefit).
Here, the emphasis is placed on the fact that the person’s (subordinate’s) opinion
seems to flow into the benefit analysis. At the same time, confrontation becomes almost
invisible. For this technique to work, it is important to avoid words like “but, yet,
however, although” that oppose the subordinate’s opinion to the commander.
When dealing with objections, it is important to prevent the dialogue from turning
into an argument. Even if you achieve a result, it is unlikely that the subordinate will
163
return in the future to a place where they are pressured and coerced. Dealing with
objections should be in the interests of the organisation as well as the entire personnel
of the unit. It is an attempt to find common ground and come to a compromise where
both sides win.
5.2.3. Relaxation methods and techniques (exercises)

СТІ 000А.22А, pp. 65-81).
5.2.4. General principles of psychological aid (self-help) in extreme

conditions
Extreme conditions are those which pose a threat to health, life, property, the
environment, or public order.
Every day we may face various extreme conditions – natural disasters, accidents,
fires, catastrophes, accidents, road incidents, etc. Individuals, families, and entire
communities can be affected: people lose their homes, loved ones, find themselves cut
off from their families and familiar surroundings, or witness violence, destruction and
death.
The ability to provide first aid is fundamental and vital in order to save the
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victims’ lives. However, we must not forget about psychological reactions, which are a
common feature of any extreme situation and often worsen the general condition of the
victim, reduce the chances of survival during the situation itself and for a long time after
it ends. These are the reasons that necessitate emergency psychological assistance.
Under extreme conditions and the influence of intense external stimuli associated
with a violation of normal living conditions, the threat of death or injury, as well as a
result of what a person has seen, heard, realised on the basis of their previous
experience, all reserve capabilities are immediately mobilised; a stress reaction occurs
– a non-specific reaction of the body that ensures its protection against threats by
mobilising body’s physical resources.
When a person is in serious danger, they react instinctively, regardless of their
will or desires. This reaction is sometimes called the “fight or flight” response. This
reaction prepares the human body for significant physical activity by releasing
adrenaline, and leads to an acceleration of metabolism, elevated heart rate and blood
pressure, as well as increased sweating. It is a completely normal defence mechanism
which indicates that a person is in a certain state aimed at counteracting danger.
However, the physical reaction to stress under extreme conditions is always
accompanied by intense emotional experiences and changes in behavioural reactions,
resulting in “psychological stress”.
Psychological stress is a state of excessive activation of higher mental functions
(consciousness, perception, memory, attention, and thinking) and disorganisation of
behaviour that develops as a result of a threat or real impact of extreme conditions.
Under the intense impact of the emergency factors and in the absence of a timely
corrective reaction to them, psychological stress can turn into psychotrauma – an
experience of a discrepancy between threatening factors and individual capacities to
overcome them, accompanied by fear, a sense of helplessness and loss of control,
inability to use previously gained knowledge and practical experience, impaired
perception and processing of information, which sometimes causes physical, mental,
and personality disorders.
It is important to note that psychotrauma causes physiological disorders: immune
system weakens, biochemical parameters and brain functions change, especially areas
of the brain are associated with controlling aggression and sleep cycle. The experienced
state is recorded in the memory, and these disorders last for a significant period of time
and are called post-traumatic stress disorders.
Therefore, the primary goal of emergency psychological aid in extreme situations
is to prevent the development of psychological stress and its transition into
psychotrauma.
It implies, first and foremost, basic support, provision of practical information on
getting about the routine, empathy, concern, demonstration of respect and confidence
in the capabilities of the affected person.
Emergency psychological aid is a set of measures of basic support and practical
help to those suffering and in need. Such aid is provided in a safe place in or near the
extreme situation area.
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General rules for providing emergency psychological aid:
1. Stay close to the victim.
A person in an extreme situation temporarily loses the sense of security and trust.
Suddenly, the world becomes dangerous, full of chaos, and generally a dangerous place
to be. The victim needs help to regain the sense of confidence and security; you need to
stay close to them and not be afraid of their anxiety or highly emotional reactions.
2. Listening actively.
It is important to listen carefully to the victims’ concerns in a safe environment, as
this often helps people understand and ultimately accept the event and change their
attitude towards it. You may not have much time at there and then, but it is still important
to listen to the person and stay with them until, for example, medical professionals can
attend to them.
3. Respect their feelings.
Be open-minded about what you are told and accept the survivor's explanation of
events; acknowledge and respect their feelings. Do not try to correct factual information
or perceptions of the sequence of events. Be prepared for violent emotional outbursts;
the victim may even scream or refuse help. It is important not only to observe the
immediate external behaviour, but also to maintain contact with the survivor if they need
to talk about what happened. The victim may refuse your help, so you may need to keep
a little distance whilst watching out in case they need help.
4. Show concern and provide practical assistance.
If someone is in an emergency, practical help is very useful: contact someone who
can stay with the victim; arrange for children to be picked up from the kindergarten or
another educational institution; take the person home or to an emergency room. Such
practical assistance is a way of expressing care and compassion. Fulfil the victim’s
wishes, but do not take on more responsibility for the situation than seems appropriate.
Since all brain functions are based on the processes of excitement and inhibition,
two most common forms of behavioural changes occur during intense short-term
stressful events: active emotional, aimed at removing the extreme factor (activation of
mental functions, increasing the effectiveness of protective actions), and passive
emotional, manifested in the anticipation of the end of the extreme event (inhibition of
activity, reduction of the effectiveness of protective actions).
5.3. Servicepersons’ motivation to perform assigned tasks
5.3.1. Sources and types of motivation

Motivation is the process of inducing, stimulating oneself or other people to
behave in a targeted manner or perform certain actions to achieve one’s own or the
organisation’s goal.
A motive is something that causes a person to act (or react) in a certain way.
The motives of one's actions can be internal and external. External motives are
caused by a person’s desire to possess objects that do not belong to them. Internal motives
are related to the satisfaction stemming from an existing object that a serviceperson
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wishes to keep, or the inconvenience that this possession brings, and, accordingly, the
desire to get rid of it. For example, an interesting job gives a person satisfaction and they
are willing to work longer hours; otherwise, a serviceperson would do anything to quit
it. Motives can be divided into material and moral, depending on the incentive origin.
Motives that are formed 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 a person’s behaviour creates a fairly
stable motivational structure. Each person’s motivational structure is unique and is
determined by many factors: well-being, social status, qualifications, position, personal
values, etc.
People have different proportions of the following driving forces and regulators of
behaviour: instincts, interests, and needs. Human actions are motivated by the need for
self-preservation, pride, vanity, ambition, curiosity, sympathy, desire for power, etc.
Humans have three motivators:
The biological or survival instinct is called motivation 1.0. It is simple: if you do
not eat, you die of hunger. And in order to eat, you need to work.
Next comes motivation 2.0, a system that rewards you with bonuses, for example.
That is, external forces either reward or punish you for the result
Motivation 3.0 is probably the most difficult, as it is internal. The focus in this case
is on the individual and their desires (you work because you want to and for your own
satisfaction). This motivation is present in creativity, self-education, charity, etc.
Most commanders use motivation 2.0, which is not entirely correct and is,
therefore, worth switching to motivation 3.0. This is due to the fact that motivation 2.0
(rewards) works only in the short term. In such cases, perseverance, and the desire to do
one’s best initially increase; however, later on, person gets used to the rewards, and their
performance eventually falls below the pre-reward level.
Motivation 3.0 shows completely different results, since the work is done because
it is engaging, not because of material incentives. In order to “transfer” a serviceperson
to motivation 3.0, certain conditions must be provided for them. In our opinion,
autonomy and the ability to improve and set own goals help personnel master the third
type of motivation.
Personality orientation is a system of incentives that determines the selectivity of
attitudes and behaviours of a person.
Depending on which motives play a dominant role in the actions and behaviour of
a serviceperson, the following types of orientation are distinguished:
• Personal orientation. It is characterised by the predominance of motives aimed
at ensuring personal well-being. For example, having a successful military career;
• Collectivist orientation. It is determined by the predominance of motives
aimed at ensuring success in collective work: for example, the desire to win a military
competition as a team;
• Business orientation. It reflects the predominance of motives generated by and
oriented towards work: interest in a specific line of work, desire to master a particular
skill, etc.
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Orientation is mostly determined by conscious motives for behaviour: goals,
interests, ideals, and beliefs.
Interests are common motives for human activity.
An interest is a stable, selective, emotionally charged aspiration of a person
towards vital objects. Interests arise on the basis of needs but are not reduced to them.
A need expresses a necessity, and an interest is always associated with a personal
curiosity in an object, the desire to learn more about it, to possess it.
An important conscious motive is an ideal, which is an image of a real person or
a fictional role model. This ideal guides a person in their life and determines the pathway
for their self-improvement in the future. People’s ideals are formed under the influence
of social surroundings, in the processes of education, upbringing, or military service.
The strongest regulators of behaviour are beliefs, i.e., the system of a
serviceperson’s motives that encourages them to act in accordance with their own values
and principles. The basis for beliefs is knowledge that, in the eyes of the person, is
indisputable and undoubted.
Subconscious motives include various incentives in which one is not aware of the
reason for choosing to act in a certain way. These are drives and attitudes. In these
instances, a person cannot explain why they behave in a certain way. Subconscious
motives include drives and attitudes.
A drive is a subconscious, non-purposeful impulse that is manifested in a sensory
experience of need and does not cause one to act upon it.
An attitude is a subconscious state of readiness for performing an action which
can help a person satisfy a particular need. Attitudes to various realities of life can
manifest themselves in standardised judgements unconsciously received by a person
through communication with other people; in prejudices; in singling out what is of vital
importance to them.
Thus, motivation is central to the personality structure and is one of the main
concepts used to explain the driving forces of human behaviour and actions. In military
psychology, motivation has two meanings: it defines the system of factors that
determine behaviour (these include needs, motives, goals, intentions, aspirations, and
much more); and is a feature of the process that stimulates and maintains behavioural
activity at a certain level.
5.3.2. Non-material motivation tools
Motivation factors, in turn, have a complex interaction with other factors –

situational and individual. If a commander wants to get the most out of their
subordinates in achieving a particular goal or executing a particular mission, they must
understand what goal each of their subordinates has set themselves within the workplace
in order to provide them with motivational incentives.
The basis of targeted management, which takes into account the individual needs
of each serviceperson at each particular stage and creates motivation conditions for their
satisfaction, is the needs-based strategy, which consists of a combination of two
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elements:
 identifying individual needs;
 creating the right working environment to meet them.
This motivation strategy can serve as an effective means of managing human
resources in military service.
The commander’s evaluation of their personnel’s mission performance also has
a motivating effect on people. The commander’s interest in what the serviceperson is
doing, praise, feedback, assistance, and other forms of managerial influence encourage
the subordinates to perform their duties better.
Therefore, informing the personnel of what the unit leadership expects of them is
a way of keeping in touch with them. Every serviceperson has an acute need to have
their work evaluated, be that positively or negatively. This allows them to adjust their
performance.
The unit’s effectiveness is manifested in the ability of its commanders and their
deputies to identify the “motivational sphere of the individual” and to achieve
appropriate behaviour, cohesion, initiative, and dedication from the personnel.
Personnel motivation is one of the most pressing issues in any unit. Every
commander would like to know where is their subordinate’s “button” that could be
pressed in order to get a highly efficient, proactive, and loyal professional.
Since the unit does not have instructions on how to use and where to find such a
“button”, it creates its own motivation tools in the form of regulations, standards, and
rules, often making the concepts of motivation and incentives interchangeable or
combining them into a single entity.
According to the most common theory of material motivation by A. Maslow, in
order to create high levels of motivation, one must first create conditions to fulfil the
needs. It is necessary to turn the work from a “production line” into an activity aimed
at fulfilling the needs of a serviceperson.
Motives are manifested in the form of a person’s reaction to the influences of
their internal state or the influences of their environment, external circumstances,
situations, and conditions. Motives have an impact on human behaviour, direct one’s
actions towards the benefit of their organisation, regulate labour intensity, labour costs,
and encourage conscientiousness, perseverance, and diligence in achieving goals.
5.3.3. Unit’s motivation tools and mechanisms
A motivation mechanism is one which helps create conditions that would, in turn,
encourage people to act in a certain manner.
It includes two main elements: a mechanism of external targeted stimulating
influence on a person (inducement and coercion) and a mechanism for materialising an
internal psychological predisposition to a particular activity.
Motivation mechanism development principles are as follows:
а) alignment with aspirations’ structure and significance;
b) simplicity, clarity, and fairness;
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c) availability of the implementation conditions;
d) adjustability;
e) focus on supporting and creating new things;
f) interconnectedness of elements in isolation.
In addition to the basic aspects mentioned above, motivation mechanism
includes:
1. Aspiration: a desired level of the satisfaction of needs that determines
behaviour. It is influenced by the situation, successes, and failures. If it is achieved, then
it is unlikely that needs will be transformed into motives.
2. Expectations: an individual’s perception of the likelihood of the occurrence
of an event that specifies the aspirations regarding a situation; an assumption that the
result of an activity will have certain consequences. Expectations and aspirations need
to be carefully managed so that they do not become a demotivating factor.
3. Attitudes: a psychological predisposition, a person’s readiness to perform
certain actions in a particular situation. Based on attitudes, people act calmer, faster,
more conscientiously, expend less energy, and perceive their tasks and learn more
efficiently. By selecting a person with a certain level of internal attitudes, you can
achieve the desired behaviour.
4. Evaluations: characteristics of the degree to which needs can be met or results
achieved.
5. Stimuli: benefits, opportunities, etc., external to the subject, with the help of
which one can satisfy their needs, if it does not require impossible actions.
Stimulation is the process of “applying” incentives that should ensure either a
person’s general obedience, or the purposefulness of their behaviour. This is achieved
by limiting or, conversely, improving the possibilities of fulfilling their needs.
People consciously evaluate possible options and, taking into account incentives,
try to choose the shortest path to the desired outcome, including sacrificing health for
benefits. Since incentives influence human behaviour, they are subject to external
manipulation.
Incentivisation principles are:
1. comprehensive and optimal combination of different incentive types;
2. individualised approach;
3. clarity;
4. tangibility;
5. continuous search for new methods.
Experience shows that the more frequently incentivisation is used, the more
frequently desired actions are repeated, and the effect of incentives is stronger the
shorter their implementation time and the higher the need of the subject for the relevant
benefits.
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Three pillars of team motivation:
how to find effective motivation tools
Let’s take a closer look at each of the team motivation process components:
1) Individual team member motivation
This team motivation component is based on A. Maslow’s hierarchy of human
needs. This theory categorises human needs into five levels, where higher needs become
motivators only when the needs of the lower level are satisfied. According to Maslow’s
theory of needs, the main motivation types for team members are as follows:
1. Motivation via rewards
2. Motivation via bonuses
3. Motivation via job security
4. Motivation via raising the rank
5. Motivation via professional development and gaining new experience
6. Motivation via responsibility for the result
7. Motivation via a sense of significance of personal contribution to the overall
success
8. Motivation via satisfaction with the result
2) Unit commander motivation
Clearly, all aforementioned motivation methods for team members are relevant
for the team leader too, as the latter is a part of the team and also has their own needs.
Since the main goal of the unit commander (achieving the project goals with due
consideration of all the constraints, and participant motivation) has direct impact on the
success of the mission, it is important that the unit commander’s motivation is
contingent on the project results.
3) Motivation of the entire team
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The conditions for obtaining rewards for the entire team should be dependent on
team efforts and the final result. For this purpose, it is advisable to foster a team spirit
that would contribute to the emergence of such incentive factors as a sense of confidence
in the team and unity.
5.4. Psychoemotional stabilisation techniques under the impact of

The interconnectedness of mental state and the body is reflected in a well-known

ancient saying: “a healthy mind in a healthy body”. Physical activity has a positive effect
on mental well-being. Skeletal muscles contain numerous specific nerve cells that send
impulses to the brain during muscle contractions, thus stimulating the relevant parts of
the cerebral cortex, which improves cognitive performance.
A defining feature of the human psyche is that it can be distracted from the real
world and use images it creates for mental self-regulation. For instance, the extraordinary
abilities of Tibetan yogis, achieved through special training and exercises to create a
“mental body”, allow them to freely dilate blood vessels, intensify metabolism, and
maximise the body’s heat output.
Stress is often manifested as a borderline activation of a person’s physiological
and mental reserves. Therefore, there are physiological and mental (emotional) types of
stress. In the case of physiological stress, the adaptation syndrome occurs at the moment
of encountering a stimulus, while in the case of mental stress, adaptation precedes the
situation and comes prematurely. The division of stress into physiological and mental is
arbitrary, as physiological stress always contains elements of mental stress and vice
versa.
To assess a person’s state in stressful conditions or under strong emotional and
physical influences, it is necessary to use various indicators that characterise the mental
and functional aspects of their activity. One of the main indicators for the mental aspect
is emotional stability. It is understood as the ability of a person to successfully continue
their activities under the influence of strong emotional factors (stress). Emotional
stability is determined by various methods. One of them is the method of self-assessment
using personal questions. It allows to determine different levels of emotional stability
and identify an emotionally unstable person.
Emotionally unstable people are characterised by emotional volatility, increased
excitability, a tendency to change moods suddenly, restlessness, indecision, etc. An
emotionally stable person has high endurance and self-control in tense, critical, and
extreme situations. Self-control is understood as a person’s ability to perform in
disruptive situations that affect the emotional aspects of their being. Self-control is a
manifestation of the conscious organisation of mental processes that regulate human
activity.
Mental defence is a special regulatory system of personality stabilisation aimed at
eliminating or reducing the feeling of anxiety. It protects consciousness from negative,
traumatic experiences, transferring them to the subconscious and relieves psychological
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discomfort. The mechanism of mental defence is unique to every person and defines the
level of adaptive capabilities of the psyche. Therefore, strengthening and training mental
defence is one of the most important objectives of preventive and clinical psychotherapy.
A distinctive feature of mental defence is its unconscious nature. In particular, the
need to urgently reduce the impact of a psychotraumatic factor is not conscious. Mental
defence is also manifested in subconscious changes in attitudes and motivations, in
which contradictions resulting from initial attempts are eliminated. The ability to justify
one’s actions, to reward oneself, forgive, or forget, etc. are typical manifestations of
mental defence. It should be remembered that emotionally negative impressions and
affects are very difficult to forget and remain in the mind for a long time, causing pain
and suffering.
Various external and internal stimuli play an important role in the disruption of
mental defence mechanisms: psychotraumatic factors (rudeness, cynicism, cruelty),
tendency towards self-punishment, inability to assess the events objectively, conflict-
proneness, character changes, etc. Often, forms of mental defence include “avoidance”
(e.g., avoiding discussing topics of emotional and personal significance, situations,
books, films, etc.) and “withdrawal” (from family, professional or age group, etc.).
The most effective mechanisms of mental defence are repression, projection, and
identification.
Repression is a process through which intolerable thoughts, memories, and
experiences are “expelled” from the consciousness and transferred to the subconscious.
At the same time, repressed thoughts often continue to influence a person’s behaviour
and manifest themselves in the form of anxiety, fear, etc.
Projection is a mental defence mechanism that makes one to subconsciously
endow another person with motives and traits inherent in the self.
Identification is a mental defence mechanism that causes a person to equate
themself to another person (or a group) who is a role model to them.
This mechanism can work in different ways:
First, it may take form of unification with another person on the basis of an
established emotional connection, as well as inclusion in one’s inner world and
acceptance of the other person’s forms of orientation as one’s own.
Second, it can be manifested as seeing the personality of another person as an
extension of oneself.
Third, it can be putting oneself in the place of another. Different identification
mechanisms cause relevant behaviour.
As a biosocial being, a person constantly feels the need to live in harmony with
the surrounding reality, to maintain and support the balance of the state of mind as the
basis for normal life and optimal social adaptation. Various mental defence mechanisms,
determined by individual qualities of the person, serve this purpose. By influencing a
person’s individual traits, it is possible to deliberately train and strengthen mental
defence mechanisms. Such influences include autogenic training.
Autotraining is an activity of concentrated self-relaxation and autosuggestion. It
is a system of teaching muscle self-relaxation techniques, mental calmness, and falling
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into a drowsy state, accompanied by autosuggestion. Autogenic training is widely used
in medicine, sports, industrial sector, and self-education. It is one of the mechanisms of
personality self-regulation.
Autotraining allows one to solve a wide range of tasks that are part of a personality
self-regulation programme. These include:
body functional state regulation,
mental state regulation,
physiological and mental reserves mobilisation,
emotional and volitional preparation of a person for the relevant activity,
relief of nervous and emotional tension,
cognitive process (attention, memory,
thinking) development,
changing a person's motivation and self-esteem, etc.
5.4.1. Idea visualisation, affective experiences neutralisation. Behavioural

strategies in a novel and uncertain environment
Note: (see Section 1.2. “Візуалізація уявлень, нейтралізація афективних переживань”
(“Idea visualisation, affective experiences neutralisation”) ДМ (RM) for СТІ 000Г.22К(И), pp. 155-
157).
Psychological support measures for servicepersons during execution of

assigned missions
These include:
 taking measures to adapt to specific conditions and aspects of service and
combat activities of the military personnel;
 diagnosis of the presence, type, and degree of mental issues in the military
personnel;
 restoration of impaired (lost) mental functions of servicepersons to a level that
allows them to perform combat missions;
 correction of self-awareness, self-esteem, well-being, and combat motivation
of servicepersons who have suffered mental conditions and physical injuries;
 prevention of combat-related mental trauma (screening and monitoring mental
and somatic states of servicepersons, ensuring access to both direct (individual or group
counselling) and remote (telephone counselling) psychological assistance; persons with
acute reactions to stress should receive urgent psychological assistance to prevent the
chronicity of a stress disorder);
 proposals for the evacuation of servicepersons from the areas of activity (in
cases of: the inability of a serviceperson to perform their duties; inadequate assessment
of the environment, lack of contact; demoralising influence of a serviceperson on others;
threat from them towards other servicepersons);
 study of the social and psychological climate in small groups in military units
(individual or group surveys, observations);
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 identification of signs (symptoms) of collective forms of fear and panic,
(identifying the spread of depressive sentiments and combating them, preventing the
spread of rumours in a combat environment, etc.);
 identification of the information on psychotraumatic factors of military
service (description of service and combat activities; description of extreme conditions
during service missions (life-threatening situations); description of traumatic events
(when a serviceperson was a participant or witness to events that include death or threat
of death with serious injuries, threat to personal physical integrity or that of others:
death, injury, trauma, captivity);
 organisation of regular training of servicepersons by junior level
commanders to develop skills in performing typical and atypical combat missions,
which would result in the development of required mental traits;
 development of a combat mindset both at the combat mission preparation
stage, immediately before its execution, and after its completion;
 providing recommendations on effective restoration of the physical reserves
of military personnel through sufficient rest and nutrition; special attention should be
paid to sleep hygiene;
 providing psychological assistance to servicepersons (organisation of
psychological support and training groups);
 maintaining a psychological observation diary in order to ensure the
possibility of objectively restoring the specifics of missions in the assigned areas and
the behaviour of each serviceperson; continuous recording of all signs of deviant
behaviour, symptoms of negative psychoemotional states in servicepersons and the
results of providing them with psychological and medical aid; recording signs and
causes of psychotraumatic factors; establishing a socio-psychological structure in a
small group of a military unit;
 providing recommendations to commanders (superiors) on how to optimise
the organisation of routine activities, the use of units and servicepersons based on the
data on their mental state and psychological readiness for action.
Methods for overcoming “emotional burnout” in military personnel
“Emotional burnout” syndrome is manifested in increased emotional exhaustion.

The development of this condition is caused by an unceasing intensity of work with a
high emotional load. At the same time, the syndrome is also aggravated by the lack of
appropriate rewards (including not only material but also psychological praise) for the
work done, which makes a person think that their work has no value for the society.
Methods for overcoming “emotional burnout” in military personnel:
The best way to learn how to spot the signs of “emotional burnout” is to observe
people both at work and during leisure;
Learn as much as possible about the relationships between your people;
If you do not have clear performance standards, people will start getting tired,
and you will not be able to notice when they are on the verge of exhaustion;
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Identify issues at an early stage;
Low morale and inefficiency in a unit’s performance can lead to “emotional
burnout” – people start to think that commanders (superiors) do not care about them;
The unit should implement a rule that a serviceperson who complains about
something is a happy serviceperson. If a serviceperson stops complaining, it means that
they no longer care. The bottom line is that your people should complain not for the
sake of complaining, but for the sake of trying to bring improvements;
Acknowledge those who do their job diligently and conscientiously; it is
important that they feel appreciated by their commander; never forget that your duty is
to train the unit’s servicepersons and, in order to achieve this, you need to develop
newcomers and trust them;
When soldiers understand that they have to develop and use their talents in the
unit, they will give it their best;
One of the most unpleasant experiences for a serviceperson is when their
contribution and efforts are not appreciated;
People “burn out” faster if they see that they cannot do what they are capable of
better;
If your people start to “burn out” while performing their usual duties, look for
other problems: illness, troubles at home, or perhaps the person is simply not capable
of performing this job and the missions assigned;
If the entire personnel are close to a “burnout”, you may have set requirements
and standards too high;
One of the methods for combating “burnout” is to reward those worthy in
accordance with your authority and their merits;
Insincere or insignificant rewards are likely to cause more harm than good;
Always set high standards for your people and create the conditions for the
personnel to achieve them.
Commander, remember!
You are no different from a soldier. Be a father and a brother to them.
You give confidence to the soldiers. Set specific immediate and follow-
up tasks for the unit and for each individual.
Do not show signs of fear or confusion in front of your subordinates.
You must constantly take interest in your subordinates’ families and friends.
Write letters to families describing the feats of their children and spouses.
Praise your subordinates “strongly”, scold them “gently”. Isolate panicking
ones immediately.
Be aware of the increased suggestibility of your subordinates during combat.
The effectiveness of the psychotherapeutic influence of unit commanders and
other officials on servicepersons is assessed by several criteria:
а) the degree to which a person understands the psychological mechanism of their
condition and their own role in the occurrence of mental trauma, including the
development of their maladaptive reactions;
b) changes in relationships and attitudes;
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c) improvement of social functioning in various areas of activity, i.e., changes in
behaviour, relationships with fellow soldiers, plans, goals, etc.
The ability of a serviceperson to adjust their psyche and manage their physical
and mental states in different conditions plays a crucial role in preventing mental
breakdowns and restoring mental balance.
Ivan Pavlov wrote: “A human is, of course, a system. It is self-regulated to the
highest degree, it supports, restores, corrects, and even improves itself”. It has long been
known that a pronounced emotional experience of joy or fear changes heart rate, blood
pressure, skin colouration, sweating, etc.
Words, speech, and mental images affect (whether positively or negatively) the
functional state of various organs and systems in a conditioned reflexive way. The
ability of a person to influence themselves using words and corresponding mental
images is called mental self-regulation.
It is a closed loop of bodily activity regulation, which exists on the basis of
information carried by images of perception, representations, and concepts.
Psychological self-regulation consists of two parts: general and specialised.
The general part defines the skills of autogenic relaxation (inhibition), a special
phase state that can significantly increase the effectiveness of activating imagery and
applied autosuggestions. It allows one to: develop attention management skills (focus,
concentration, switching); purposefully operate with sensory images (feeling of
heaviness, warmth, etc.); arbitrarily regulate muscle tone and breathing patterns; master
the skills of rapid autogenic immersion and exit from this state. General exercises are
used to relieve tension, alleviate fatigue, restore strength, and regulate vegetative
functions.
The specialised part is a combination of autosuggestion techniques that allow one
to deliberately regulate the course of mental processes and one's emotional state, as well
as normalise the functions of the central nervous system. The use of special formulas to
correct the functional state is usually unique to the individual. The training of
servicepersons in psychological self-regulation techniques is conducted according to
standardised methods, through group sessions and certain exercises.
Primary rehabilitation of servicepersons who have suffered mental trauma is
carried out directly in their unit. Therefore, commanders (superiors) are responsible for
organising and implementing rehabilitation measures.
Historically, there are many examples when various sedative substances were
used to combat severe forms of mental stress associated with the experience of fear.
The most common sedatives include: tinctures of valerian, pheasant’s eye
flowers, motherwort, lily of the valley; hawthorn extract or tincture, mint drops, Validol,
etc.
To stimulate the central nervous system, Pantocrine, ginseng root tincture,
lemongrass, leuzea, and zamanichia tinctures, and caffeine are used.
However, in addition to the specialised medicinal and biological means of
rehabilitation, a number of purely psychological measures can help restore the mental
balance of servicepersons. Their application and use is possible within the unit.
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Assisting a serviceperson:
1. Help the victim express their feelings related to the event (if they refuse to
talk, invite them to describe what happened and how they feel in the form of a story).
2. Show the survivor that even the most horrific event can lead to them learning
something that will be useful for the rest of their lives (let them reflect on their own on
the experiences they have gained from their life’s trials).
3. Give the victim an opportunity to talk to people who have experienced the
same situation (exchange phone numbers with the other victims and witnesses).
4. Do not allow the survivor to “victimise” themselves for personal gain (“Now
I can’t do anything because I went through such a terrible experience!”).
Psychotherapy, conducted through conversations with military personnel, plays
an important role in psychological rehabilitation. The purpose of such conversations is
to calm the person down, show them the transient nature of the changes in their
condition, and guide them to a way out of the traumatic situation, explain the
mechanisms of mental disorders, and convince the serviceperson of the real impact self-
regulation can have on certain nerve processes.
Psychotherapy is a type of treatment where the main tool for influencing the
human psyche is speaking, the skilful use of which allows to eliminate the
manifestations of mental trauma, change the attitude of the serviceperson to themselves
and their condition.
When the first signs of a mental disorder appear, the serviceperson who has
experienced mental stress should first and foremost be reassured and instilled with
confidence in a positive outcome. Next, it is necessary to develop (create) an attitude
that it is possible to eliminate the acquired deviations in behaviour, to explain in an
accessible form the essence of the incident and the importance of certain rehabilitation
measures. In the course of rehabilitation, it is advisable to focus the serviceperson’s
attention on positive changes in their condition.
Most experts consider debriefing (discussion) to be one of the main methods of
preventing post-stress disorders.
A debriefing includes two key components:
 A detailed analysis of the incident, down to the smallest detail, with multiple
reiterations of the course of events;
 Group support. A detailed analysis of what happened is carried out
immediately after the incident; all participants must be in attendance, preferably without
anyone else present. The person who was in charge at the time of the incident conducts
the debriefing. The debriefing is conducted without judgement, i.e., it is advisable to
refrain from any assessment of the actions of the participants, at least negative ones.
First, the course of events is worked out in detail from the point of view of each
participant: what did they see, what did they hear, what did they do.
By listening to other participants, a person subconsciously reviews the incident
from different perspectives, thereby aiding their understanding of the event. Interviews
can be conducted individually or as part of a group of servicepersons with similar
conditions, preferably in the most relaxed environment. This activity can only be
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successful if it is conducted by an authoritative person who is well liked.
A prerequisite is to establish full contact with the serviceperson who has suffered
a combat-related psychological trauma. The person must be given the opportunity to
talk in detail about their condition, to feel that someone listens to them, sympathises
with them, and wants to help them. The slightest hint of distrust or scepticism is
unacceptable.
Assurances like “nothing serious has happened”, “everything will be fine”, “there
is nothing dangerous, you just need to pull yourself together” undermine the credibility
of the person conducting the interview. Such unsubstantiated and formal statements are
even harmful in this situation because the affected person feels that something is
happening with their body and experiences unpleasant and painful sensations.
Take into account that servicepersons in a traumatised state, with their sensitivity
heightened, usually react sharply to any manifestation of falsehood in relationships. The
success of your influence on servicepersons with combat-related mental trauma is
guaranteed by compassion, empathy, and the ability to convince them that you want to
help or save them, and alleviate their condition.
Special attention should be paid to identifying specific ways and means that
commanders can use to implement the recommendations offered to them.
When determining these ways and means, try to pay attention to:
а) explaining the harmful impact and inadmissibility of a harsh accusatory
approach to the subordinates in the case when military personnel are prone to apathy
and indifference. This can backfire, leading to an aggravation of the situation and
negative consequences. In this case, thorough explanatory work with subordinates is
required, as well as creating conditions for their proper rest and recuperation;
b) considering the possibility of rotating servicepersons within the same unit, i.e.,
a temporary change in the nature of their combat activities, place of service, provision
of 1-2 days’ rest;
c) the need to install showers, as massage of nerve endings with cool water is a
relatively effective means for increasing physiological tone and relaxation;
d) researching regular topics and opportunities for discussions with subordinates,
including individual conversations, in order to get to know them better. Conversation
topics do not necessarily have to be related to military service and combat missions.
These can be discussions around various aspects of people’s lives and activities
including books, films, life perspectives of military personnel, etc.
To create such conditions and ensure the implementation of the necessary
rehabilitation measures, the commander must use every resource in their disposal:
commanders, MPS officers, psychology officers (psychologists), and medical workers.
Active rest alleviates the effects of fatigue and emotional stress. During the
rehabilitation of servicepersons who sustained mental trauma, it is recommended to
gradually expand their movement routine and intensify their physical activity. In the
process of mental rehabilitation, all the basic forms of physical therapy should be used:
morning gymnastics with elements of conditioning; various kinds of physical exercises;
collective sport events.
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Combat training also contributes to the restoration of mental balance and physical
strength, professional skills and social status of those who have suffered mental trauma,
as it is a crucial factor in the moral and psychological preparation of servicepersons for
their further participation in combat operations after rehabilitation.
Combat and physical training in the course of rehabilitation are regarded as the
most powerful means of restoring functions lost as a result of mental trauma. They also
increase the body’s adaptive and immune capabilities, restore coordination of motor and
vegetative functions, psychomotor reactions, and emotional stability.
Therefore, staff involved in rehabilitation activities must have the necessary
knowledge, skills, and experience to restore mental balance in servicepersons who have
suffered mental trauma.
Second, practical psychological rehabilitation measures are planned and may
include medicine prescriptions, psychotherapy, emotional and volitional self-
regulation, autogenic training, self-massage of biologically active skin areas, etc.
Third, psychological rehabilitation in a combat environment may be carried out
during the preparation for combat operations (upon first signs of psychological stress),
during combat operations, and after the completion of combat missions.
Fourth, the effectiveness of psychological rehabilitation will be determined by
the timeliness, consistency, and continuity of rehabilitation measures. If it is either
impossible to provide psychological assistance or there is a need for medical evacuation,
commanders must take all necessary steps to ensure transportation of mentally affected
servicepersons to medical institutions.
The basic methods of increasing the military personnel's stress resistance are as
follows:
1. The “Hard in training, easy in battle” principle
Unit commanders must estimate, organise, and cultivate a high level of mental
pressure on soldiers and make sure that this pressure does not stop for a minute. As a
result, servicepersons who adapt to this stress begin to treat this level as normal.
2. Stress inoculation method
Unit commanders periodically impose excessive physical and mental stress on
soldiers.
The main means and methods of increasing the military personnel's stress
resistance are as follows:
а) Physical activity. Exercise “up to failure” – through the pain.
b) Temperature effects. Both hot and cold. In hot water, elevate the load by
increasing the temperature and the time spent (5-10 minutes). In cold water, elevate the
load by increasing the duration of the procedure, while keeping the temperature to
minimum.
c) Holding breath. Inhale and exhale fully, whilst sitting still and relaxed. Focus
on the sensations.
d) Fasting. 1-2 times a week without interrupting routine activities.
e) Sustaining pain. Impact conditioning of the body and other exercises from the
martial arts arsenal.
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Working with the servicepersons’ fears is a complex and continuous activity
carried out by commanders, staffs, MPS officers, and each individual serviceperson and
aimed at developing and maintaining the psychological readiness of a serviceperson to
act in the conditions of uncertainty, time pressure, and threat to their own life and lives
of the others.
Fears of the servicepersons are addressed through planning and implementation
of several combat training and MPS activities.
List of measures to be taken when working with fears of military personnel:
1. Psychological training (education) on the nature of fear.
2. Teaching methods of stressful state self-regulation.
3. Teaching methods for overcoming fear.
4. Professional training and unit coordination.
5. Formation of positive (for resilience in combat) and negative (for leaving the
battlefield) reference groups.
6. Establishing a “safe space” around the unit commander.
7. Controlling the situation during a firefight or IDF.
Psychological training (education) on the nature of fear
Fear is a normal reaction of the body to abnormal conditions. The cause of fear is
a subconscious threat of jeopardising the needs of a serviceperson (physiology, safety,
love, sense of belonging, recognition, self-realisation).
In combat, fear is mainly associated with the threat of jeopardising the need for
maintaining physical health (fear of mutilation) or personal safety (fear of death), loss
of loved ones (fear of leaving loved ones without support or being left without the
support of fellow soldiers), lack of confidence in one’s abilities and lack of information
(fear of the first battle) and is accompanied by anxiety and stressful states. Uncertainty
leads to indecisiveness, which produces anxiety and fear. No one knows what will
happen next or when everything will return to normal; in such circumstances, avoidance
mental defence mechanism is triggered.
Stress is a universal adaptive reaction of a serviceperson to a dangerous or
uncertain, but personally significant situation in the absence of an adequate mode of
behaviour or when it is impossible to apply it.
Thanatophobia is an 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 key to understanding fear is understanding its functions. In fact, the
widespread prevalence of fear in combat environment is due to the fact that “ideally”,
it would perform extremely useful functions. In many ways, it is thanks to fear that a
person is able to turn into a real warrior.
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Table 5.1
Functions of fear in combat
Phenomena related to fear Functions
Anxiety, release of adrenaline and noradrenaline Triggering a state of vigilance and combat
in blood alertness
Increased heart rate, redistribution of blood flow The most efficient supply of energy to the
(from internal organs to skeletal muscles) muscles for the fight-or-flight response
Increased lung capacity and respiratory rate More oxygen enters the bloodstream to supply
muscles with energy
Increased blood sugar Obtaining “fuel” for a fast release of energy,
required for an emergency activity
Blood outflow from internal organs, skin, hands, Preventing major blood loss in the event of
and feet. Increased blood viscosity injury or trauma
Release of opiates in blood Providing total pain relief in case of injury or
trauma
Increased sweating, goose bumps effect Maintaining body temperature balance
Suppression of pathogenic processes in the body
Increased body temperature in case of injury, trauma, or disease
Table 5.1 shows the most important functions of fear that ensure this
transformation. For instance, it shows how fear mobilises all bodily resources including
physical, nervous and mental, 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 for action.
Thus, the mission is not to “destroy” of fear, but to subjugate it and turn it into a
resource for combat activity.
Research shows that servicepersons who have already experienced combat fear
death and show thanatic anxiety much less than those who have not. The experience of
combat reduces the fear of death and reduces anxiety about physical changes, pain, and
stress associated with it. Clearly, witnessing death of others or experiencing threat to
one’s life helps servicepersons overcome the fear of death at both conscious and
subconscious levels.
Teaching methods of stressful state self-regulation
For soldiers
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).
Make (10-20 times) quick inhalations and slow exhalations (inhale on the count
of “one, two, three”; exhale on the count of “four, five, six, seven, eight, nine”), until
you have full control over your breathing.
While observing the battlefield, control your breathing by switching your
attention between landmarks. Inhale, next landmark, hold your breath, next, exhale,
next, hold your breath and repeat.
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When firing a weapon, control your breathing as taught. For commanders
1) If your subordinates are in a state of psychoemotional stress, pay attention to
breathing exercises;
2) If breathing does not help, release their adrenaline through physical activity:
fast walking, running,
simple physical exercises (push-ups and sit-ups),
any monotonous activity (loading magazines, improving firing positions, etc.)
that requires focus and depth of load (slowing down thinking);
3) Ensure the sublimation of fear into activity or aggression and direct it at the
enemy; to do this, inform your subordinates about:
enemy atrocities in Ukraine, always accompanied by appropriate video footage
(such as photos and videos from Bucha, interviews with victims and survivors of the
aggression, etc.);
plans to destroy Ukrainian statehood and nationhood (for example, widely
familiarise military personnel with the recent resonant article “What Russia should do
with Ukraine” published in the Russian state news agency RIA Novosti;
4) At the end of combat activities, conduct a psychological debriefing:
Organise a discussion of the events that took place, live them out again, immerse
yourself in that atmosphere;
Let each soldier speak out (the narrator’s tension decreases with each debriefing);
Encourage them to look for meaning: “you are alive”, “you may have even
saved some resources”, “you can fight”, “you are needed.”;
If you see that a person is withdrawn and is not getting any external support, try
look for a new meaning for them;
Emphasise that at the initial stage of combat, a serviceperson must self-help.
Teaching methods for overcoming fear.
For both soldiers and commanders.
Actions to be taken when overcoming fear on your own:
Admit to yourself that you are afraid;
Identify the threatening object, situation, etc. (the cause of fear);
Plan a step-by-step action plan to eliminate the object or situation causing fear
and execute it;
If it is not possible to eliminate the cause of fear, plan and execute your mission
action plan.
Preparatory exercises with groups of servicepersons:
Professional training and unit cohesion
For the commander
Organise individual training (preferably in several specialities).
Conduct cohesion exercises in pairs (groups of three), a section, preferably a
platoon, with live fire.
For the soldier
Preparation is the key to success. In a critical situation, you will act the way you
are trained. Therefore, master: yourself, information, situation, weapons, equipment,
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and gear. Practice locating your place: know exactly where you are at the moment, even
without a map. Make stress your ally.
Stay focused. Expect the unexpected. Anything out of the ordinary can be a
danger signal. Do not relax too quickly.
Have a plan, especially for the worst-case scenario. Before you enter, know where
the exit is. Before you step off, find out how and where to retreat. Before you fire, make
sure you see the enemy. Believe in yourself, work in a team: the first to die is the one
who acts alone. It is bad enough overestimating danger, it is even worse underestimating
it.
Avoid patterned and predictable behaviour. Avoid “tunnel vision” (the ability to
see clearly far ahead, but only in a straight line). Watch out all around you. In case of
danger, act: do not freeze, do not fall into a stupor, manoeuvre.
The rule of battle: “One is covering, the other is moving”. Know your partner
(your people). Two or three people and a leader make a fire team. They are responsible
for each other, cover each other, and work together. A fire team is the basis of a combat
team (section, platoon). When asking for help, evaluate the assistant – the one who will
be helping you.
Formation of positive (for resilience in combat) and negative (for leaving the
battlefield) reference groups
For the soldier
 Talk to your family and old friends about your feelings;
 Continue to follow your idols;
 Choose your own image of an ideal fighter within a military team;
 Take a leap of faith and meet new people, talk about life before the war,
discuss your dreams and activities in the classroom, talk about the area you are in, look
for common interests and hobbies;
 Take initiative whilst being honest, ask when you do not understand
something, point out issues without making accusations and offering solutions.
For the commander
“Positive” reference groups: those with which a serviceperson identifies and
wants to be a member of. They are formed by:
1) organising the exchange of experience between servicepersons who have
managed to confidently overcome or master their fear of death in war and those who
are about to be or are already involved in combat operations. This can be done in person,
online, etc.;
2) introducing a mentorship (patronage) system in combat units led by
experienced and combat-resilient servicepersons over their inexperienced and less
resilient counterparts;
3) sharing examples of skill and heroism displayed in the battles to defend
Ukraine;
4) establishing a trusting, friendly atmosphere in the unit. “Negative” reference
groups are those that cause a rejection reaction in a serviceperson.
These groups are formed in the following ways:
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1) raising hatred towards the enemy to the highest possible degree, to the
level where it begins to outweigh 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 destruction of the enemy, or assistance to it, becomes
the only meaning of life for a serviceperson;
2) condemnation of attempts or cases of abandonment of combat positions,

explaining the dangers these cause:
For a soldier personally, the likelihood of dying by being shot in the back
during a firefight increases. Moreover, you will have to explain to your fellow
soldiers, family, children, and friends how you acted in battle;
For your fellow soldiers, your arcs will not be covered, and others may die
trying to save you.
Establishing a “safe space” around the unit commander
Establish clear rules for interacting with one-another. Do not make threats,
instead explain how to execute the order, and ensure its execution.
Emphasise the value of life and the importance of being careful to successfully
complete combat missions.
Inform servicepersons in detail about all possible dangers to their lives and
ensure that they master the professional ways of effectively protecting themselves
from such dangers. This is advisable because unknown dangers cause a significantly
higher level of fear than known ones.
Always tell the truth but without panic and unnecessary emotions; do not use
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jargon and specialised terminology unnecessarily; discuss problematic issues.
Make a clear division of assignments (define arcs of fire, actions on various
most likely situations, specify those responsible for providing first aid and
psychological assistance to the wounded, and ways to evacuate them) and train
personnel to perform them properly.
Gradually increase the complexity and danger of combat missions taking into
account the capabilities of each individual; ensure that the personnel adapt to the
increasing level of combat environment danger.
Controlling the situation during a firefight or IDF
For the commander
Stay in control of yourself, speak calmly and clearly, do not shout; if things
deteriorate, take a break, use the help of your second in command (“Sergeant
Deryzemlya, you are in charge!”), and self-regulate your state;
Manage the battle confidently (give clear orders and instructions, do not blame
your subordinates, but support them, provide assistance if possible, and express faith
in their professionalism);
During enemy IDF, appoint an observer and communicate with them
periodically; monitor the military personnel’s condition in the shelter and if
necessary, give orders to provide first aid and psychological assistance; react with
understanding to temporary weaknesses, listen without interrupting, provide support,
and express faith in the strength of the servicepersons;
In the event of a subordinate’s death, express admiration for their courage,
belief in victory, and mention imminent revenge;
Make immediate decisions on the evacuation of casualties and mental trauma
victims;
Isolate panicking servicepersons (involve them in casualty evacuation,
improving firing positions, delivering non-critical supplies, or assign them to escort
the servicepersons who sustained traumatic stress disorder);
After 3-4 days of active contact, try to pull the unit personnel back to a safe
place for rest and psychological assistance; if this is not possible, organise a duty
shift. A study conducted during the World War II by Appel and Wiebe showed that
the duration of exposure to combat environment and the traumatising effect of fear
are directly and positively correlated. J. Dollard found that “prolonged exposure to
danger does not strengthen the soldier, but destroys their limited resources”. A
number of other studies have shown that every soldier has a limit to their exposure
to dangerous situations, beyond which their effective combat performance is
reduced. Even the strongest and most resilient person can break down
psychologically if they are “overexposed” to an environment of total fear.
For the soldier
Exercise self-control and self-regulate your state;
Listen to your commander, follow their orders precisely;
If necessary, provide first aid and psychological assistance to a fellow soldier;
Upon the commander’s order, evacuate casualties to a safe place, take their
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ammunition, and return;
Take revenge on the enemy in cold blood for all the ruined lives and deaths
(fire when you see the enemy, protect your own life and your commander’s).
In addition to their immediate objective of developing the military personnel’s
psychological readiness to act in conditions of uncertainty, lack of time, and threats
to their own and others’ health and life, the proposed measures also allow to increase
the units’ combat capabilities in general.
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CHAPTER 6
STANDARD FOR FIELD LEADERS REACTION COURSE СТІ
000Г(В).58А
1. MILITARY ORGANISATION
STRUCTURE LEVEL:
Training group
2. MISSIONS
2.1. Acquire theoretical knowledge

on completing missions while overcoming
obstacles at the Field Leaders Reaction Course
(FLRC)
Acquire basic theoretical knowledge on

Mission 000Г(В).58А.01 completing missions while overcoming
obstacles at the FLRC
2.2. Apply individual skills during the execution of the assigned mission
000Г(В).58А.02 Apply individual skills while overcoming
Mission
obstacles at FLRC
000Г(В).58А.021 Lead a group during the completion of Item 1
(Escape) of FLRC
(Suspended bridge) of FLRC
Sub-missions
(Ho Chi Minh Trail) of FLRC
(Sabotage) of FLRC
(Rolling the barrel) of FLRC
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Lead a group during the completion of Item 6
000Г(В).58А.026
(Double pipe) of FLRC
000Г(В).58А.027
(Minefield) of FLRC
000Г(В).58А.028
(Quicksand) of FLRC
000Г(В).58А.029
(Rock climber) of FLRC
000Г(В).58А.0210
(Destroyed bridge) of FLRC
000Г(В).58А.0211
(Rise) of FLRC
000Г(В).58А.0212
(Casualty evacuation) of FLRC
000Г(В).58А.0213
(Sabotage) of FLRC
000Г(В).58А.0214
(Reconnaissance) of FLRC
000Г(В).58А.0215
(Wall) of FLRC
000Г(В).58А.0216
(Tank trap) of FLRC
3. REFERENCES TO MILITARY ACADEMIC PUBLICATIONS

Publication
Full title of the publication
ID
ДМ (RM) for Довідковий матеріал щодо проведення заняття на “Смузі
СТІ реакції лідера” (Reference material for conducting a lesson at the
000Г(В).58А Field Leaders Reaction Course)
Наказ Генерального штабу Збройних Сил України від
09.01.2019 № 14 “Про порядок розроблення (уточнення)
стандартів (завдань) індивідуальної та колективної підготовки”
(Order of the General Staff of the Armed Forces of Ukraine No 14
of 09.01.2019 “On the procedure for developing (refining) standards
(tasks) for individual and collective training of the Armed Forces of
Ukraine”)
ВКДП Інструкція про порядок розроблення (уточнення) стандартів та
7-00(03).01 завдань з підготовки Збройних Сил України
(Instructions on the procedure for developing (refining) standards
and tasks for the training of the Armed Forces of Ukraine)
189
Методичний посібник з організації та методики проведення
занять на “Смузі реакції лідера”
(Guide on the organisation and methodology of training at the Field
Leaders Reaction Course)
4.1. Mission 000Г(В).58А.01

4.1.1 General information:
а) The theory lesson is conducted under the guidance of an instructor in the
vicinity of FLRC facilities (equipment);
b) During the briefing, a training platoon (group) of 30 (20) persons receives the
necessary general theoretical information.
FLRC is an open-space laboratory that provides basic experience in functional
leadership, effective followership, group and individual problem solving, and some
aspects of group dynamics including: acknowledging and resolving conflict, individual
and group responsibility, and communicating with familiar and unfamiliar teams. In
addition, the course also provides motivation, a sense of accomplishment, and positive
reinforcement for effective teamwork.
4.2. Mission 000Г(В).58А.02

а) The practical training session is conducted in the vicinity of the FLRC
facilities (equipment) under the guidance of an instructor according to a predetermined
algorithm (sequence of execution);
b) FLRC consists of up to 16 tasks to be completed by a group of 6 to 8 persons
over a limited period of time. The equipment required for each task is limited, and
some materials may be optional. A group leader is assigned to complete most tasks.
Successful completion of a task requires teamwork, mental and physical effort, and
may push group members to go beyond their previously known limits.
4.3. Specifics:
4.3.1. The fact that a task (overcoming an obstacle) is completed (or not
completed) is not definitive. At the instructor’s (lead instructor’s) discretion, the
conditions of a task may be eased or complicated to the point of making it impossible
to complete. The main focus is on the reaction and actions of the group leader.
Therefore, adjusting the conditions can be aimed at achieving a number of goals:
individual leadership development and assessment; development of a small
coherent combat unit; enhancing/strengthening the chain of command;
determining the organisational effectiveness of small units during task
execution;
creating an atmosphere that encourages open interaction and analysis among the
core members in each individual group;
understanding the desired learning experiences to monitor growth, address
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regression, and identify changes in individual and group performance in these areas;
providing feedback for the actions of the group leader after each task, assessing
the performance of group members and encouraging them to self-analyse their actions.
4.3.2. At the instructor's (lead instructor's) discretion, stressful environment

model and task complexity level may be changed by:
adjusting the deadline for task completion;
adding items that complicate or simplify the task;
use of audio stimuli by observation groups.
4.3.3. Some tasks have prescribed solutions, but there are often options that
will work just as well (or better!). Do not interfere with the group if they are working
on an alternative solution, as long as it does not violate safety rules.
Instructors (lead instructors) are NOT ALLOWED to provide trainees with
solutions to their tasks.

4.4.1. During the training, servicepersons must strictly comply with the lead
instructor’s requirements, maintain appropriate discipline, and follow the rules and
safety measures.
4.4.2. During practical exercises, servicepersons must rid their pockets of
anything that could cause an injury in the event of a fall and remove any jewellery,
watches, bracelets, or other items that could become a hindrance.
4.4.3. Trainees must wear helmets and gloves at all times during the exercises.
4.4.4. Those not involved in the immediate task execution should be
appointed as safety back-up.
5.1. Step-by-step execution of Mission 000Г(В).58А.01
The training platoon (group) is located in the vicinity of FLRC facilities

(equipment). The lead instructor (instructor) explains the conditions, specifics, and
execution sequence of the Mission 000Г(В).58А.02, as well as safety measures.
5.2. Step-by-step execution of Mission 000Г(В).58А.02
5.2.1. Personnel is divided into groups of 6-8 persons.

5.2.2. The lead instructor (instructor) has 2 minutes to brief the assigned group
leader or the entire group on the execution conditions for each sub-task and safety
measures.
5.2.3. Each sub-task is allocated 15 minutes. The team can only use the
equipment provided.
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5.2.4. The team may not touch anything painted black, go outside the course
section area, or touch the mulched surface under certain obstacles.
5.2.5. Personnel located on the observation bridge and safety back-up must
not assist the group in any way, except in potentially hazardous situations. The team
may receive penalty time for using such assistance.
5.2.6. Upon the completion of a sub-task, an after-action review (AAR) is
carried out, equipment is returned to its original position, and mulch (soil) is levelled
if the surface has been excessively disturbed.
5.2.7. During the AAR, special attention should be paid to:
The leader’s behaviour, their leadership style and emergence (if the leader is not
appointed).
How was the leader chosen and why?
The emergence of an informal leader. How and why?
Creating a plan and adjusting it, brainstorming. Is everyone involved? Why and
why not?
Role distribution, drawing on previous experience, skill and resource
distribution. Compliance with the rules. If not, why?
Time management and its efficient use.
Interpersonal relationships and conflicts. If conflicts arise, how are they
resolved?
Group behaviour: activity versus passivity, successful followers.
Did they understand the task?
Obstacles or problems encountered. How were they resolved? Were the plan,
the leader, and the group flexible?
Interaction templates. Feedback. Was it vertical?
Or horizontal? Whose responsibility was it?
Standards (norms), discipline, morale, praise, criticism, motivation, and unity.
What were they like?
Equal participation. Did anyone feel left out? Why?
Did you know each other’s names? How did this affect communication and
group dynamics?
Optimal group size? Examples of process failures?
What did you do with the members who did not understand what was happening?
Did you ignore them? Did you repeat the task? Did you show them what to do? Did
you criticise them? Was your response to them effective?
5.2.8. Typical AAR questions:

How can this experience be related to real life?
If you could describe your experience in one word, what would it be and why?
Think about the best team you have ever been on. On a scale of 1 to 10 (10 = the
best), how would you rate the performance of your today's team compared to that best
team?
Did your team use time efficiently? How much of your time was spent planning
192
as opposed to executing the plan? How did this affect the team’s success?
What helped or hindered your group? What would you do differently next time?
What is the most important thing you learned about yourself today?
193
6. ASSESSMENT
6.1. Missions 000Г(В).58А.01 and 000Г(В).58А.02
6.1.1. ASSESSMENT SHEET

Not
No Assessed items Completed
completed
Topic 1. Basic individual skills
1.1. Serviceperson’s knowledge of the general combat fundamentals
a Does the serviceperson know the duties of a soldier in combat?
b Does the serviceperson know the signals and commands given to
the personnel during dismounted movement?
c Does the serviceperson know the procedure for selecting,
equipping, and taking up a firing position?
d* Does the serviceperson know how to move on the battlefield?
e Does the serviceperson know the conditions and procedure for an
FLRC task
Total number of items assessed per topic (section)
Practical skills and competences
1.2. Receiving a mission
a Did the serviceperson understand the mission (ask relevant
questions)?
b Did the serviceperson conduct reconnaissance (visual check)?
c Did the serviceperson develop a preliminary plan (and shared it
with the assessor)?
1.3. Giving orders, completing the plan
a Did the serviceperson relay the mission to their subordinates?
b Did the serviceperson relay the information about obstacles
(including equipment at disposal) to their subordinates?
c Did the serviceperson relay the plan (for overcoming obstacles
and completing the mission) to their subordinates?
d Was the plan simple, clear, and detailed?
e Did the plan draw on available resources when needed?
f Did the serviceperson take steps to ensure that all group members
understood the plan?
g Were all group members assigned appropriate tasks?
h Did the serviceperson ask for any comments and proposals?
i Did the serviceperson adjust the plan if any group member’s ideas
needed to be incorporated into it?
1.4. Supervision and clarification
a Did the serviceperson immediately assume leadership?
b Did the serviceperson manage the team (did not allow anyone to
take over control)?
c Did the serviceperson place themself in a convenient place for
monitoring and control?
d Did the serviceperson take informed and timely decisions?
194
eDid the serviceperson encourage group members?
fDid the serviceperson demonstrate resourcefulness and
flexibility?
g Did the serviceperson avoid unnecessary physical intervention?
h Did the serviceperson focus their group's attention on teamwork
(to establish and maintain unity)?
i Did the serviceperson see the mission through to the end?
1.5. Assessing the results of a completed mission
a Did the serviceperson highlight the group’s strengths?
b Did the serviceperson provide suggestions on how to mitigate
issues?
c Did the serviceperson focus on behaviours rather than
personalities?
Total number of items per standard
FLRC mission assessment table /

Items Section
Section Activity (topic)
Number %
grade
Items that involve theoretical knowledge assessment:
positive grade
positive grade
Question Overall
No Name theory practice grade
1
2
3
Notes:
Observations
Discussions
Recommendations
195
CHAPTER 7
STANDARD FOR SPECIAL TRAINING (PROFESSIONAL)
TRAINING СТІ 101А.26В
1. MILITARY ORGANISATION
STRUCTURE LEVEL:
Training group
2. MISSIONS
2.1.To know functional responsibilities
according to the position held
To know functional responsibilities according

Mission 101А.26В.01
to the position held
To know functional responsibilities according
101А.26В.011 to the position held
To be able to oversee the conduction of
101А.26В.012 psychological support activities in troops
(forces)
To develop regulatory documents on
Sub-missions 101А.26В.013
psychological support activities
To be able to correctly perform official
functions according to the Ukrainian
101А.26В.014 legislation, regulatory acts, and directive
documents that govern psychological support
196
2.2. To know the procedure for organising psychological support for the
preparation and conduct of combat operations
To know the procedure for organising
Mission 101А.26В.02 psychological support for the preparation and
conduct of combat operations
To know the objective and mission of the
101А.26В.021
Sub-missions organisation of psychological support
101А.26В.022 To know the areas of psychological support
2.3. To know the concept and classification of psychogenic losses

To know the concept and classification of
psychogenic losses
To know the characteristics of the factors of
101А.26В.031 negative impact on a serviceperson’s psyche
Sub-missions that cause psychogenic losses
To know the classification of permanent losses,
101А.26В.032
temporary casualties, and combat casualties
2.4. To know the psychogenic losses calculation method

To know the psychogenic losses calculation
method
To know the algorithm for calculation of
101А.26В.041
psychogenic losses
Sub-missions To be able to calculate psychogenic losses
101А.26В.042 during training exercises up to the brigade
level
2.5. To know mental states and processes, as well as peculiarities of their

psychological study in the conditions of military service
To know mental states and processes, as well
101А.26В.05 as peculiarities of their psychological study in
Mission
the conditions of military service
To know the peculiarities of military
personnel’s mental states during the
101А.26В.051
preparation to and throughout offensive and
Sub-missions defensive warfare
To be able to provide psychological aid to a
101А.26В.052 serviceperson in negative mental state
2.6. To know psychological peculiarities of criterion and deviant behaviour

of servicepersons
197
To know different approaches to the definition
Mission 101А.26В.06 of the concept of criterion behaviour
To know the classification of deviant
101А.26В.061 behaviour forms
To know the peculiarities of servicepersons’
101А.26В.062 deviant behaviour in combat environment
To be able to apply psychological measures
Sub-missions aimed at minimising the spreading of
101А.26В.063 servicepersons’ deviant behaviour in combat
environment
To be able to apply psychological measures to
101А.26В.064
support servicepersons in combat
2.7. To know social and psychological factors of suicidal behaviour in
servicepersons
To know social and psychological factors of
Mission 101А.26В.07 suicidal behaviour in servicepersons
To be able to use psychodiagnostic tools to
101А.26В.071 identify the factors of suicidal behaviour
To determine the most effective means of
psychological influence in order to prevent the
101А.26В.072
development of suicidal behaviour in personnel
Sub-missions To be able to use regulatory documents and
military academic publications on the
101А.26В.073
organisation of activities aimed at preventing
suicidal behaviour in servicepersons
2.8. To know the concept of military personnel’s mental health and its
criteria
To know the criteria and social and
101А.26В.08 psychological factors of mental health
Mission
To know the control functions of maintaining
101А.26В.081 mental health
To know the areas of activity aimed at the
Sub-missions 101А.26В.082 maintenance of military personnel’s mental
health
To be able to consult servicepersons on how to
101А.26В.083 maintain their mental health
198
2.9. To know the concept of communication barriers and their
psychological characteristics in the conditions of military service
Mission 101А.26В.09 To know the communication process model
To know the peculiarities of communication
101А.26В.091
barriers in a military group
To be able to use psychodiagnostic tools for
101А.26В.093 studying communication barriers in a military
environment
To know the objective, mission, and
Sub-missions peculiarities of the organisation of social and
101А.26В.094
psychological training on preventing and
overcoming communication barriers
To be able to organise and conduct social and
psychological training on preventing and
101А.26В.095
overcoming communication barriers in a
military group
2.10. To know the peculiarities of servicepersons’ personality

orientation and modern methods of its psychodiagnostics
To know the peculiarities of servicepersons’
Mission 101А.26В.10 personality orientation and modern methods of
its psychodiagnostics
To know the role of personality orientation in a
101А.26В.101 serviceperson’s professional activities
To know the methods and techniques for
Sub-missions 101А.26В.102 psychological diagnostic of the personal
motivational sphere
To be able to use psychodiagnostic tools to
101А.26В.103 identify personality orientation and motivational
sphere of servicepersons
2.11. To know methods of psychological aid if the signs of post-
traumatic stress disorder have been identified
To know the main areas of psychological aid if
101А.26В.11 the signs of post-traumatic stress disorder have
Mission
been identified
To know the signs of post-traumatic stress
101А.26В.111 disorder in servicepersons
To know the diagnostic criteria of post-
Sub-missions 101А.26В.112 traumatic stress disorder
To be able to provide psychological first aid to
101А.26В.113 servicepersons showing signs of post-traumatic
stress disorder
199
2.12. To know the algorithm of psychological rehabilitation of
servicepersons with combat-related mental trauma
To know the algorithm of psychological
101А.26В.12 decompression and rehabilitation of
Mission
servicepersons
To know the stages of psychological
101А.26В.121 rehabilitation, as well as its principles and
objectives
To know the organisation and algorithm of
Sub-missions
command action in military units on sending
101А.26В.122 servicepersons for rehabilitation as part of
implementation of the National Program of
Mandatory Psychological Rehabilitation
2.13. To know the concept, content, objective, and purpose of
psychological training for activities in combat environment
To know the concept, content, objective, and
101А.26В.13 purpose of psychological training for activities
Mission
in combat environment
101А.26В.131 To know the types of psychological training
To know the objective and purpose of general
101А.26В.1311 psychological training
To know the objective and purpose of special
To know the objective and purpose of targeted
To know the psychological factors of warfare
101А.26В.132 and their modelling during combat training
To know the strategies and tools for modelling
101А.26В.1321 psychological factors of combat environment
Sub-missions To know the process for modelling
101А.26В.1322 psychological factors of warfare
To know the procedures for military unit staff
101А.26В.1323 regarding the organisation and supervision of the
personnel's psychological training
To know the concept of military personnel anti-
101А.26В.133 stress training for future warfare (extreme
situations)
To be able to use the most effective tools to
101А.26В.1331
manage stress in the AFU personnel
To know the procedure for neutralisation of
101А.26В.1332
stress in servicepersons
200
To be able to provide psychological first aid to
101А.26В.1333 servicepersons in acute stress situations
To know the ways to avoid and prevent combat
101А.26В.134 fatigue
To know the psychological signs of fatigue in
101А.26В.1341 servicepersons during the execution of combat
missions
To know the methods and strategies for
101А.26В.1342 prevention of combat fatigue signs
2.14. To know the ways to prevent negative impact of combat environment
on servicepersons
To know the ways to prevent negative impact of
Mission 101А.26В.14 combat (extreme) environment on
servicepersons
To know the objective and mission of
psychological aid and self-help to a
101А.26В.141
serviceperson while performing tasks in combat
environment
To know the methods of providing
101А.26В.1411 psychological aid to military personnel
To know the algorithm for officials to provide
101А.26В.1412 psychological aid to military personnel while
executing missions in combat environment
Sub-missions
To know methods and techniques of
psychological aid and self-help to
101А.26В.142
servicepersons showing typical behavioural
reactions in stressful situations
To know the main types of behavioural reactions
101А.26В.1421 in stressful situations
To be able to use techniques to overcome
negative behavioural reactions in stressful
101А.26В.1422
situations
2.15. To know the requirements of regulatory documents regarding
psychological activities in combat environment
To know the requirements of regulatory
Mission 101А.26В.15 documents regarding psychological activities in
combat environment
To know the content and characteristics of
101А.26В.151 psychological activities in combat environment
Sub-missions
To know the groups of factors that impact the
101А.26В.152 combat performance of troops
201
To know the specifics of psychological activities
101А.26В.153 aimed at ensuring high efficiency of combat
performance of a military unit (group)
2.16. To know the procedure for psychological follow-up of servicepersons
after their participation in warfare
To know the objective and mission of
101А.26В.16 psychological follow-up of servicepersons after
Mission
their participation in warfare
To be able to provide psychological follow-up
101А.26В.161 and crisis support to servicepersons after their
participation in warfare
To be able to provide individual psychological
Sub-missions 101А.26В.162 support to servicepersons after their
To be able to provide collective psychological
101А.26В.163 support to servicepersons after their
2.17. To know and be able to use techniques for diagnosing functional
states of servicepersons in combat environment
To know and be able to use the diagnostic
Mission 101А.26В.17 techniques to identify functional states of
servicepersons in combat environment
Be able to conduct rapid diagnostics of the
101А.26В.171 functional state of military personnel using the
Stange test and the Hench test
To be able to diagnose servicepersons’ alertness
Sub-missions 101А.26В.172 and attention using the “Confused guidance”
technique
To be able to use psychodiagnostic tools for
101А.26В.173 studying communication barriers in a military
environment
202
3.1.Mission 101А.26В.01 (Section 2.1 – Topic 1)

a) The lesson is conducted in a study (auditorium) in the presence of the
Psychological Support Department of the Chief Directorate of Moral and Psychological
Support, under the guidance of the Head of the Psychological Support Department or an
assigned official;
b) During the theory part of the lesson, trainees obtain the necessary knowledge
on the peculiarities of duty functions during various types of training, as well as duty
functions in the absence of the officials of the Psychological Support Department;
c) During the practice part of the lesson, trainees develop directive documents on
psychological support activities according to the regulatory and guidance documents that
govern psychological support;
3.2. Mission 101А.26В.02 (Section 2.2 – Topic 2)

a) The lesson is conducted in a study (auditorium) in the presence of the
Psychological Support Department of the Chief Directorate of Moral and Psychological
Support, under the guidance of the Head of the Psychological Support Department or an
assigned official;
b) The lesson is only theory; trainees obtain the necessary knowledge on the
organisation and areas of psychological support during warfare;
c) During the lesson, the completion of missions and the level of acquired

a) The lesson is conducted in a study (auditorium) in the presence of a regular unit
group, under the guidance of the Head of the Psychological Support Department or an
assigned official;
b) During the theory part of the lesson, trainees are familiarised with the concept
and classification of psychogenic losses and factors that have negative impact on a
serviceperson's psyche;
c) During the practice part of the lesson, trainees determine nominal permanent
losses and categorise them according to the methodologies;

203
a) The lesson is conducted in a study (auditorium), in a regular unit group,
under the guidance of the Head of the Psychological Support Department or an
assigned official;
b) During the theory part of the lesson, trainees are introduced to the
techniques for defining psychogenic losses and the algorithm for their calculation;
c) During the practice part of the lesson, trainees work in pairs calculating
psychogenic losses in given time, according to input data for military units (groups)
that are participating in various types of warfare;

a) The lesson is conducted either in a study (auditorium) or in the open, in a
regular unit group, under the guidance of the Head of the Psychological Support
Department or an assigned official, who monitors psychological stress and adjusts
its intensity;
b) During the lesson, through purposeful and conscious repetition of
designated techniques, trainees develop the necessary skills to determine the
servicepersons’ mental states according to the peculiarities of their behaviour during
training and throughout warfare;
c) Trainees work in pairs practising the techniques for provision of
psychological aid to a serviceperson in a negative mental state;
knowledge are systematically assessed.

assigned official;
b) During the lesson, training group personnel study the peculiarities of
criterion and deviant behaviour of servicepersons, social and psychological
problems of deviant behaviour, and factors causing it, as well as the characteristics
of its basic manifestations;

assigned official;
204
b) During the theory part of the lesson, trainees are familiarised with the factors
of servicepersons’ suicidal behaviour and factors and reasons that cause it;
c) During the practice part of the lesson, trainees determine the procedures for
suicide prevention to be followed in a military unit (group), depending on the mission
execution specifics;

a) The lesson is conducted in a study (auditorium), in a regular unit group, under
the guidance of the Head of the Psychological Support Department or an assigned
official, who monitors the intensity of the lesson;
b) During the lesson, training group personnel study the basics of mental health
and requirements of psychological first aid in accordance with “6.P” (6.П) and “ACE”
(ТУЗ) cards;

official, who monitors the lesson’s intensity;
b) During the theory part of the lesson, trainees learn the concept, objectives,
and psychological characteristics of communication barriers;
c) During the practice part of the lessons, officers identify the causes of
communication barriers and practise techniques for overcoming negative
consequences in the conditions of military service;

official, who monitors the lesson’s intensity. The study should be equipped with PCs
(1 per 2 trainees);
b) During the theory part of the lesson, trainees study the modern problems of
individual and psychological peculiarities of a personality in a military unit, along with
the personality motivation diagnostic methods;
c) During the practice part of the lesson, the group works in pairs using
alternately H. Murray’s ТАТ technique and S. Rosenzweig’s frustration test;
205

assigned official;
b) During the theory part of the lesson, through purposeful and conscious
repetition, trainees study the signs of post-traumatic stress disorder in
servicepersons;
c) During the practice part of the lesson, trainees learn to provide
psychological first aid to servicepersons showing signs of post-traumatic stress
disorder;

assigned official;
b) During the lesson, trainees learn the requirements of regulatory documents
regarding the psychological rehabilitation of AFU military personnel and the
procedure for psychological follow-up of servicepersons;

assigned official;
b) During the lesson, training group personnel are familiarised with types of
psychological training, psychological factors of warfare and their modelling during
combat training, and the concept of military personnel anti-stress training for future
warfare (extreme situations);
a) The lesson is conducted in a study or on a tactical training ground, in a
“circle of trust” within a regular unit group, under the guidance of the Head of the
206
Psychological Support Department or an assigned official;
b) During the theory part of the lesson, training group personnel study the
basic aspects of providing psychological aid and self-help to a serviceperson during
the execution of missions in a combat environment, as well as the procedure for
military officials on the organisation of psychological follow-up of a serviceperson;
repetition of designated techniques of self-help and aid to servicepersons showing
typical behavioural reactions in stressful situations, trainees develop the necessary
skills and knowledge to identify and categorise negative mental reactions in
servicepersons;

assigned official;
b) During the lesson, trainees study the requirements of directive documents
on psychological activities in combat environment, their specifics and content, and
factors affecting the troops’ combat performance;

assigned official;
b) During the lesson, trainees are familiarised with the procedure for crisis
intervention, stress relief, and psychological follow-up of servicepersons after their
participation in warfare; they also develop the necessary skills and knowledge to
provide collective psychological support to military personnel;
assigned official;
b) During the theory part of the lesson, trainees study the concept of test
techniques for the diagnostics of servicepersons’ functional states and develop a
common concept to work with these states;
207
c) During the practice part of the lesson, trainees conduct an express diagnostic
of a serviceperson according to the techniques learned;
During the lessons, compliance with military discipline, established rules, and
safety measures is required.
4.1. Step-by-step execution of Mission 101А.26В.01 (Section 2.1. – Topic 1)

main functional responsibilities of the department officers according to the
positions held;
functional responsibilities execution procedures during CFX, JSX, and SSX.
samples of directive documents on psychological support activities during
CFX, JSX, and SSX;
procedures for the development of legal and regulatory documents that govern
psychological support;
4.1.3. The lead instructor controls the familiarisation with the following by
every serviceperson:
their functional responsibilities according to the position held, as well as
responsibilities during CFX, JSX, and SSX;
algorithm for documents’ execution during training exercises.
serviceperson shares their feedback and their performance is assessed.

areas of psychological support, its objective and mission;
procedures for the organisation of psychological support during combat
operations.
4.2.2. The personnel analyses:
procedure for the organisation of psychological support during different types
of warfare;
procedure for studying of social and psychological diagnostic of
servicepersons;
ways to conduct social and psychological follow-up enabling military personnel
to overcome psychotraumatic factors of combat (operational) environment and
maintain their mental health and combat efficiency.
officer shares their feedback and their performance is assessed.
208
4.3. Step-by-step execution of Mission 101А.26В.03 (Section 2.3. – Topic
3)
factors of negative impact on serviceperson’s psyche that cause psychogenic
losses, and their characteristics;
classification of permanent losses, combat and temporary casualties.
4.3.2. Personnel is given an example to:
categorise psychogenic losses according to their classification;
Identify the factors causing psychogenic losses in military personnel during
different types of warfare.

4)
techniques for predicting combat psychogenic losses by Blinov, Moskovchuk,
and Chulkov-Rybakov;
areas for predicting psychogenic losses;
impact level of warfare stress factors that traumatise a serviceperson’s psyche.
4.4.2. Personnel calculates:
combat psychogenic losses according to the techniques by Blinov,
Moskovchuk, and Chulkov-Rybakov;
potential combat psychogenic losses (in defence, without the use of WMD);
combat psychogenic losses during warfare with regular combat tools;
combat psychogenic losses during warfare with weapons of mass destruction.
4.4.3. The lead instructor oversees the execution of tasks on the calculation of
psychogenic losses.
The lead instructor defines conditions for the calculation of psychogenic losses
(type of warfare, unit staffing level and social and psychological data, location,
season, etc.) for each serviceperson.
Upon execution, the lead instructor points out servicepersons’ errors.

5)
typical psychological reactions under the influence of stress factors in the
conditions of a local armed conflict;
peculiarities of servicepersons’ mental states during the preparation and
throughout offensive and defensive warfare;
psychological peculiarities of defensive and offensive warfare;
209
techniques for the provision of psychological aid to a serviceperson in a
negative emotional state;
self-help techniques under hyperkinesis;
exercises to relieve muscle tension and develop the internal sense of
safety.
4.5.3. The lead instructor gives commands (signals) and monitors the
execution of exercises and techniques by each officer, in compliance with safety
procedures.
In the event of incorrect execution of exercises or techniques by
servicepersons, the lead instructor provides advice on their correct execution.
for each serviceperson’s actions.

6)
psychological peculiarities of criterion and deviant behaviour of
servicepersons;
social and psychological problems of deviant behaviour; characteristics of the
main signs of deviant behaviour.
4.6.2. Personnel independently identify:
social and domestic background for the development of deviant behaviour;
ways to overcome a serviceperson’s deviant behaviour.

7)
main activities and recommendations for the prevention of suicide within the
Armed Forces of Ukraine;
main areas for commanders, psychologists, medical personnel, and chaplains
aimed at preventing suicidal manifestations.
4.7.2. Personnel work in pairs and identify:
the risk of suicidal manifestations in their fellow soldiers according to the
established techniques;
a complex of activities to improve a serviceperson’s mental state.
210
the concept of military personnel’s mental health and its criteria;
the basics of mental health in the conditions of warfare;
a complex of activities for the maintenance of servicepersons’ mental health.
special forms for the military personnel’s preventive actions in the event if their
fellow soldier shows signs of suicidal behaviour (ACE/ТУЗ) and instructions on their
use;
psychological first aid rules cards (6.P/6.П) and instructions on their use.

the concept and meaning of communication barriers, and their objectives;
psychological characteristics of methods and ways to overcome communication
barriers;
4.9.2. Personnel are provided with cards and methods to:
overcome negative consequences in the conditions of military service if
communication barriers occur;
enable commanders (superiors) of military units (groups) to settle conflict
situations that result in a drop of morale in military personnel.
4.10. Step-by-step execution of Mission 101А.26В.10 (Section 2.10. –

Topic 10)
motivations a serviceperson’s work and behaviour;
conscious motivations of behaviour;
strict regulators of behaviour;
types of unconscious motivation;
requirements for psychological diagnostic in the Armed Forces of Ukraine;
groups of psychodiagnostic methods;
direct measures for the psychodiagnostic of personality motivation sphere.
TAT methodology by H. Murray;
frustration test by S. Rosenzweig.
211
Topic 11)
signs of post-traumatic stress disorder in servicepersons;
methods of psychological aid upon identifying signs of post-traumatic stress
disorder;
diagnostic criteria of post-traumatic stress disorder.
4.11.2. To practice the methodology, personnel is provided with: a check-list
for the diagnostic of post-traumatic stress disorder; a rating scale to assess the impact
of a traumatic event;
During the practice part of the lesson, personnel learn to provide psychological
first aid to servicepersons showing signs of post-traumatic stress disorder.
4.11.3. The lead instructor gives commands (signals) and controls the execution
of the following by each serviceperson (pair):
exercises, actions, and methods of providing psychological first aid to
servicepersons showing signs of post-traumatic stress disorder;
identification of the symptoms of post-traumatic stress disorder and assessment
of their severity level.

Topic 12)
requirements of regulatory documents regarding psychological rehabilitation of
the AFU personnel;
procedure for psychological rehabilitation of serviceperson who sustained
combat-related mental trauma.
4.12.2. Personnel identify:
procedure for psychological follow-up of military personnel during
psychological rehabilitation;
risks for a serviceperson’s mental state in cases when psychological
rehabilitation is unavailable or impossible.

Topic 13)
types of psychological training;
psychological factors of warfare and their modelling in the course of combat
training;
concept of anti-stress training of military personnel for future warfare (extreme
situations).
212
4.13.1.1. The lead instructor explains the mission and purpose of: primary
psychological training;
special psychological training;
targeted psychological training.
4.13.1.2. The lead instructor explains:
techniques and means for modelling the psychological factors of combat
environment;
process for modelling the psychological factors of warfare;
procedure for military unit officials regarding the supervision and organisation
of psychological training for military personnel.
the most effective ways to overcome stress;
procedure for neutralisation of stress in a serviceperson;
recommendations to servicepersons on stress management.
psychological signs of fatigue in servicepersons during the execution of
combat missions;
methods and ways to prevent the signs of combat fatigue.
4.13.2.1. Military personnel develops an understanding of:
how to organise and perform psychological training in the course of routine
combat training, as well as during warfare;
tasks to be resolved by a unit commander in order to develop emotional
resilience and volitional self-regulation in a serviceperson during psychological
training.
4.13.2.2. The training team explains the psychological factors of warfare:
danger;
surprise;
uncertainty;
novelty;
increasing momentum;
time pressure.
4.13.2.3. Personnel practice:
techniques minimising servicepersons’ vulnerability to negative stress impact;
ways to neutralise and overcome stress in a serviceperson;
recommendations for stress management.
4.13.2.4. Personnel practice exercises and techniques on:
self-diagnosing mental fatigue in a serviceperson;
self-regulating one’s mental state;
mitigating combat fatigue in a serviceperson.
213
Topic 14)
purpose and objective of providing psychological aid and self-help to a
serviceperson during the execution of missions in combat environment;
methods and techniques for providing self-help and aid to servicepersons
showing typical behavioural reactions in stressful situations.
methods for providing psychological aid to military personnel;
procedure for military unit officials regarding the provision of psychological
aid to military personnel during the execution of missions in combat environment.
types of behavioural responses in stressful situations; principles of
psychological aid;
strategies to overcome negative behavioural responses in a stressful situation.
4.14.2.1. Personnel use:
self-control techniques for self-distraction awareness;
physical exercises, games, and “intellectual training” that help relieve internal
mental strain;
self-help strategies for military officers.
4.14.2.2. Personnel practice:
exercises on psychological aid for the mitigation of mental strain;
self-help and aid techniques for servicepersons in stressful situations.
4.14.3. Step-by-step execution of Mission 101А.26В.15 (Section 2.15. –
Topic 15)
concept and characteristics of psychological activities in combat environment;
groups of factors that impact the troops’ combat performance;
concept of psychological activities aimed at maintaining high efficiency of
combat performance of a military unit (group).
directive documents which are the basis for the regulation of psychological
support activities within military units (groups);
general scheme of psychological activities aimed at maintaining the efficiency
of combat performance.

Topic 16)
concept and purpose of psychological follow-up;
214
basic tasks aimed at the organisational and legal regulation of psychological
follow-up of military personnel’s service and combat activities;
stages of psychological rehabilitation;
peculiarities of group and individual psychological practice with
servicepersons after their participation in warfare.
modes and methods to influence a serviceperson’s psyche; procedure for
psychological counselling.
each serviceperson shares their feedback and their performance is assessed.

Topic 17)
techniques for diagnostic of functional states in servicepersons in combat
environment (Stange’s and Hench’s express diagnostic methods, “Confused
instruction”, studying situational anxiety in a serviceperson).
4.16.2. Personnel work in pairs and perform the following tasks
independently: study the conditions for the application of the above techniques;
assess and identify their functional state indices according to the aforesaid
techniques.
each serviceperson shares their feedback and their performance is assessed.
215
5.1. Mission 101А.26В.01

Not
(graded)
Topic 1. Studying functional responsibilities according to the position held
a* Does the serviceperson know their functional responsibilities
according to the position held?
b* Does the serviceperson know the areas of activities of the
Psychological Support Department according to the core functions
of the Chief Directorate of Moral and Psychological Support of the
AFU?
c* Does the serviceperson know the requirements of directive
documents during the participation in CFX, JSX, or SSX?
d Does the serviceperson know the peculiarities of functional duties
during CFX, JSX, and SSX?
a* Is the serviceperson able to develop directive documents on the
psychological support activities?
b* Is the serviceperson able to mark changes in the operational
environment related to psychological support on a working map?

No Items Section
Activity (topic)
positive grade
Elements that involve practical actions
(skills, competences) assessment: 2 (* 2)
positive grade
216
5.2. Mission 101А.26В.02
Not
(graded)
Topic 2. Organisation of psychological support for the preparation and conduct of combat
operations
a* Does the serviceperson know the basic tasks for the organisation of
psychological support?
b* Does the serviceperson know the areas of psychological support?
c* Does the serviceperson know the areas of psychological support in
combat environment?
d Does the serviceperson know the factors that impact the troops’
combat performance?

No Items Section
Activity (topic)
grade
positive grade
(skills, competences) assessment: -
positive grade
5.3. Mission 101А.26В.03

Not
(graded)
Topic 3. Concept and classification of psychogenic losses
a* Does the serviceperson know the factors of negative impact on
the military personnel’s psyche that cause psychogenic losses?
b* Does the serviceperson know the types of psychogenic losses?
c* Does the serviceperson know the classification of permanent
combat losses and temporary casualties?
d Does the serviceperson know the severity levels of different types
of combat mental trauma?
217
a* Is the serviceperson able to identify and categorise psychogenic
losses?
b Is the serviceperson able to identify the symptoms of combat
psychogenic trauma by assessing the different levels of nervous
and mental strain?

No Items Section
Activity (topic)
grade
positive grade
Items that involve practical actions (skills, competences) assessment:
2 (* 1)
positive grade
5.4. Mission 101А.26В.04

Not
(graded)
Topic 4. Method for calculation of psychogenic losses
a* Does the serviceperson know the factors to take into account for
calculating psychogenic losses?
b* Does the serviceperson know the procedure for prediction of
psychogenic losses, based on considering the level of impact of
combat factors?
c* Does the serviceperson know the techniques for calculation of
psychogenic losses?
d Does the serviceperson know the procedure for calculation of
psychogenic losses?
a* Is the serviceperson able to use the “three fives” rule to identify
psychogenic losses?
b* Is the serviceperson able to use the automated technique to identify
psychogenic losses?
218
c Is the serviceperson able to use the techniques by Moskovchuk
and Chulkov-Rybakov to identify psychogenic losses?

No Items Section
Activity (topic)
grade
positive grade
positive grade
5.5. Mission 101А.26В.05

Not
(graded)
Topic 5. Mental states and processes, and the peculiarities of their psychological study in the
conditions of military service
a* Does the serviceperson know the peculiarities of military
personnel’s mental states?
b* Does the serviceperson know the mental states caused by combat-
related strain?
c* Does the serviceperson know the peculiarities of military
personnel’s mental states during the preparation and in the course
of basic types of warfare?
d Does the serviceperson know the main negative psychological
factors of warfare?
a* Is a serviceperson able to provide the psychological aid to a
serviceperson in negative emotional state?
219
No Items Section
Number % grade
positive grade
positive grade
5.6. Mission 101А.26В.06

Not
(graded)
Topic 6. Psychological peculiarities of criterion and deviant behaviour of servicepersons
a* Does the officer know types of servicepersons’ behavioural norms?
Does the officer know what is considered a normal behaviour in
b*
combat environment?
c* Does the officer know the types of deviant behaviour?
d* Does the officer know the groups of deviant actions?
e Does the officer know the types of self-mutilation?
f Does the officer know the types of situation?
Does the officer know different typologies of servicepersons
g (combatants) that are categorised based on both “attitude towards
civilians” and “attitude towards combatants”?
Does the officer know how to use methods of psychological support
a*
to sustain servicepersons in combat?
Does the officer know how to use communication methods to
b*
support servicepersons in combat?
220
No Items Section
Activity (topic)
grade
positive grade
Items that involve practical actions (skills, competences)
assessment: 2 (* 2)
positive grade
5.7. Mission 101А.26В.07

Not
(graded)
Topic 7. Psychological factors of suicidal behaviour in servicepersons
a* Does the serviceperson know the psychological factors of suicidal
behaviour in military personnel?
b* Does the serviceperson know the areas of the military unit (group)
officials’ activities aimed at preventing suicide?
c* Does the serviceperson know the requirements of regulatory
documents and military academic publications on the organisation
of activities to prevent suicidal behaviour in military personnel?
d Does the serviceperson know the basic protective factors that keep
military personnel from suicidal thoughts and behaviour?
a* Is the serviceperson able to individually use the special “ACE”
(ТУЗ) preventive activity forms in the event if their fellow soldier
shows signs of suicidal behaviour?

No Items Section
Activity (topic)
grade
221
positive grade
positive grade
5.8. Mission 101А.26В.08

Not
(graded)
Topic 8. Concept of military personnel’s mental health and its criteria
a* Does the serviceperson know the basics of mental health in the
conditions of warfare?
b* Does the serviceperson know the mental health criteria?
c* Does the serviceperson know the terms for provision of medical
and psychological aid?
d Does the serviceperson know the complex of measures to maintain
the military personnel’s mental health?
a* Is the serviceperson able to individually use the “6.P” (6.П) rules
of psychological first aid?

No Items Section
Activity (topic)
grade
positive grade
Items that involve practical actions (skills, competences)
assessment: 1 (* 1)
positive grade
222
5.9. Mission 101А.26В.09
Not
(graded)
Topic 9. Concept of communication barriers and their psychological characteristics in the
conditions of military service
a* Does the serviceperson know the psychological characteristics of
communication barriers?
b* Does the serviceperson know the types of communication barriers?
c* Does the serviceperson know the causes of communication barriers?
d Does the serviceperson know the barriers of social and cultural
distinctions?
e Does the serviceperson know the relationship barriers?
a* Is the serviceperson able to use techniques to overcome
incomprehension barriers in communication?
b* Is the serviceperson able to use the information structuring
techniques?

No Items Section
Activity (topic)
grade
positive grade
positive grade
5.10. Mission 101А.26В.10

Not
(graded)
Topic 10. Methods for the psychodiagnostic of motivation sphere and personality orientation
of a serviceperson
223
a* Does the officer know the dominating motivations in a
serviceperson’s activities and behaviour and types of their
orientation?
b* Does the officer know the regulators of a serviceperson’s behaviour?
c* Does the officer know the specifics of psychological diagnostics in
the AFU?
d Does the officer know the requirements and organisation of
psychological diagnostics of the AFU personnel?
a* Is the serviceperson able to use the Ehlers techniques to identify a
motivational personality in the conditions of military service?
b* Is the serviceperson able to use the Schubert technique (diagnostics
of the level of readiness to risk)?

No Items Section
Activity (topic)
grade
positive grade
positive grade
5.11. Mission 101А.26В.11

Not
(graded)
Topic 11. Psychological aid upon the identification of signs of post-traumatic stress disorder
and their diagnostic criteria
a* Does the serviceperson know the signs of post-traumatic stress
disorder?
b* Does the serviceperson know the criteria for diagnostic of post-
traumatic stress disorder?
c* Does the serviceperson know the methods of psychological aid in
the event of identification of post-traumatic stress disorder signs?
224
d Does the serviceperson know the most typical reasons why the
military personnel do not seek assistance with their emotional and
mental issues?
a* Is the serviceperson able to provide psychological first aid to military
personnel showing signs of post-traumatic stress disorder?
b Is the serviceperson able to use a check-list to diagnose post-
traumatic stress disorder?

No Items Section
Activity (topic)
grade
positive grade
positive grade
5.12. Mission 101А.26В.12

Not
(graded)
Topic 12. Psychological rehabilitation of servicepersons with combat-related mental trauma
a* Does the serviceperson know the main stages of psychological
rehabilitation?
b* Does the serviceperson know the areas of psychological
rehabilitation?
c Does the serviceperson know the basic principles and objectives of
rehabilitation?
a* Is the serviceperson able to organise psychological rehabilitation
within a military unit according to the directive documents?
225
No Items Section
Activity (topic)
grade
positive grade
positive grade
5.13. Mission 101А.26В.13

Not
(graded)
Topic 13. Psychological training for activities in combat environment
Lesson 1. Psychological training of servicepersons
a* Does the serviceperson know the types of psychological training?
b* Does the serviceperson know the objectives and concepts of general,
special, and targeted psychological training?
c Does the serviceperson know the basic tasks required to reach the
objective of psychological training?

Lesson 2. Psychological factors of warfare and their modelling during combat training
a* Does the serviceperson know the process to model the psychological
factors of warfare?
b* Does the serviceperson know the procedure for the military unit
officials on supervising and organising psychological training for
military personnel?
c Does the serviceperson know the basic psychological factors of
warfare?
a* Is the serviceperson able to use techniques and means to model the
psychological factors of combat environment during psychological
training lessons?
226
Lesson 3. Acute stress relief and anti-stress training of military personnel for future warfare
(extreme situations)
a* Does the serviceperson know the concept of anti-stress training of
military personnel for future warfare (extreme situations)?
b* Does the serviceperson know the procedure for stress neutralisation?
c Does the serviceperson know the basic recommendations to a soldier
on stress management?
a* Is the serviceperson able to use the most effective means to alleviate
stress in a correct way?
b* Is the serviceperson able to use the successful methods to overcome
stress?
c Does the serviceperson have the necessary competences to provide
psychological first aid to military personnel in acute stress
situations?
Lesson 4. Ways to avoid and prevent combat fatigue
a* Does the serviceperson know the psychological signs of fatigue in
servicepersons during the execution of combat missions?
b Does the serviceperson know the ways to prevent combat fatigue?
a* Is the serviceperson able to use methods and techniques to prevent
the signs of combat fatigue?

No Items Section
Activity (topic)
grade
positive grade
positive grade
227
5.14. Mission 101А.26В.14
Not
(graded)
Topic 14. Ways to prevent negative impact of combat (extreme) environment on
servicepersons
Lesson 1. Psychological aid and self-help while performing tasks in combat environment
a* Does the serviceperson know the objective and purpose of
providing psychological aid and self-help to a serviceperson
during the execution of missions in combat environment?
b* Does the serviceperson know the procedure for officials on the
provision of psychological aid to personnel of a military unit
(group) during the execution of missions in combat environment?
a* Does the serviceperson have the necessary competences to use
techniques for psychological aid to military personnel?
Lesson 2. Methods and techniques for providing psychological aid and self-help to
servicepersons showing typical behavioural reactions in stressful situations
a* Does the serviceperson know the basic types of behavioural
reactions in stressful situations?
b* Does the serviceperson know the principles of psychological aid
that one can provide to their fellow soldiers impacted by mental
tension?
a* Is the serviceperson able to use techniques to overcome negative
behavioural reactions in stressful situations?

No Items Section
Activity (topic)
grade
positive grade
228
positive grade
5.15. Mission 101А.26В.15

Not
No Completed completed
Assessed items
(graded)
Topic 15. Ways to prevent the negative impact of combat environment on military personnel
a* Does the serviceperson know the concept and characteristics of
psychological practice in combat environment?
b* Does the serviceperson know what is considered the objective of
psychological practice in combat environment?
c Does the serviceperson know the groups of factors that impact the
troops’ combat performance?
d Does the serviceperson know the areas of psychological support?
e Does the serviceperson know the general scheme of psychological
activities aimed at maintaining the efficiency of combat
performance?


No Items Section
Activity (topic)
grade
positive grade
positive grade
229
5.16. Mission 101А.26В.16
Not
(graded)
Topic 16. Psychological follow-up of servicepersons after their participation in warfare
a* Does the serviceperson know the concept and purpose of psychological
follow-up?
b* Does the serviceperson know the procedure for psychological follow-
up of military personnel after their participation in warfare?
c* Does the serviceperson know the procedure for providing group
psychological support to military personnel after their participation in
warfare?
d Does the serviceperson know the basic tasks of the organisational and
legal regulation of psychological follow-up of military personnel's
service and combat activities?
e Does the serviceperson know the negative psychological consequences
of combat stress that complicate the post-war adaptation of
combatants?
f Does the serviceperson know the cards of negative psychological
consequences of psychotraumatic combat stress?
g Does the serviceperson know the main stages of psychological
rehabilitation?
a* Does the serviceperson have the necessary competences to organise
the provision of individual psychological support to military
personnel after the execution of an assigned combat mission?
b* Does the serviceperson have the necessary competences to organise
the provision of group psychological support to military personnel
after their participation in warfare?
No Items Section
Activity (topic)
grade
positive grade
positive grade
230
5.17. Mission 101А.26В.17
Not
(graded)
Topic 17. Techniques for diagnosing military personnel’s functional states in combat
environment
a* Does the serviceperson know the concept of functional state
diagnostic?
b* Does the serviceperson know the groups of phenomena that
regulate functional states?
c Does the serviceperson know the sub-methods of the
psychological method for functional state diagnostic?
a* Is the trainee able to perform the express diagnostic of military
personnel’s functional states according to Stange’s and Hench’s
tests?
b* Is the trainee able to perform the diagnostic of alertness and
attention in servicepersons according to the “Confused instruction”
technique?
c Is the trainee able to perform the diagnostic to study situational
anxiety in a serviceperson?

No Items Section
Activity (topic)
grade
positive grade
positive grade
5.18. Assessment sheet for special training (final evaluation)

Not
(graded)
1 2 3 4
231
19 * Theory question as per Topic 5
232
51* Theory question as per Topic 13.1
52 Theory question as per Topic 13.1
233
20* Practice question as per Topic 13.2
23 Practice question as per Topic 13.3
- : an incomplete item (sub-item);
“satisfactory.”
234
if the first grade is no lower than if the first grade is no lower than if both grades are no lower than
"good" and the second is "satisfactory" and the second is “satisfactory" or if the first
"excellent" no lower than "good" grade is “unsatisfactory” and
the second is no lower than
“good”

Items Section
Section
Activity Number % (topic)
number
grade
(* including critical items) (* ) 100
positive grade
(skills, competences) assessment: (* )
positive grade
Overall
Question grade
No Name
theory practice
1
2
3
Notes:
Observations
Discussions
Recommendations
235
CHAPTER 8.
GUIDELINES FOR PSYCHOLOGICAL TRAINING OF ARMED
FORCES OF UKRAINE PERSONNEL
8.1. PURPOSE AND CONTENT OF THE GUIDELINES FOR THE
AFU SERVICEPERSONS’ PSYCHOLOGICAL TRAINING ON STRESS
RESISTANCE IN ABRUPTLY CHANGING COMBAT SITUATIONS ТКП 1-
160(31)03.01
The military training educational

publication (hereinafter referred to as the
Methodological Recommendations) was
approved by the Chief of the General Staff of
the Armed Forces of Ukraine on 13.01.2021. It
is intended to be used as an additional
methodological material for training military
units (subunits) of the Armed Forces of Ukraine
(hereinafter referred to as the AFU).
The methodological recommendations
offer psychological exercises, methods, and
techniques that can be used for working with
the AFU servicepersons by the commanders of
military units (subunits) who do not have a
psychological education.
PSYCHOLOGICAL EXERCISES AND TECHNIQUES USED DURING

COMBAT TRAINING.
8.1.1. Techniques for modelling combat psychological factors with the

use of simulators, weapons, military vehicles, models, and terrain.
Technique 1.01. Development of psychological resilience while firing small

arms.
A firing position for a machine gun is set up at a distance of 15-20 meters behind
a phase line for opening fire. When a machine gunner starts firing using blank rounds,
the enemy’s fire effect is imitated on the left (right) side by using smoke puff charges.
It may also be imitated by using armoured vehicles.
.
236
Training location: mock village, firing range in a mock village.
Sustainment: small arms according to the TOE, blank rounds, smoke puff
charges, smoke obscurants.
Technique 1.02. Actions of a soldier on simulators in conditions of

functional limitations.
Before the start of simulator training the right (left) hand of a serviceperson
is to be tied to their body using a tourniquet (belt). They are then to complete the
exercise. The time it takes them to complete the exercise is not to be recorded.
The lead instructor is to conduct a group debrief at the end of the lesson. The
lead instructor is to point out typical mistakes in the servicepersons’ actions and
focus the servicepersons’ attention on their psychological readiness to execute
missions in conditions of functional limitations.
Training location: training building, simulator classroom
Sustainment: simulators, samples of weapon systems and military equipment,
tourniquet (belt).
Technique 1.03. Actions while firing (fighting in a room (bunker) or on a

ship).
Individual movement (movement as part of a group) and firing small arms
using blank rounds in a confined space. The exercise is to be conducted inside
poorly lit basement or semi-basement rooms (on a ship).
The exercise may be conducted before the start of a tactical (tactical and
specialised) training or skill-at-arms lesson.
Training location: cellar (labyrinth), ship.
Sustainment: small arms according to the TOE, blank rounds
Technique 1.04. Actions while using weapon systems (fighting in a room

(bunker) or on a ship with enemy imitation).
Individual movement (movement as part of a group) and firing small arms at
suddenly illuminated dummies that simulate enemy fire in conditions of limited
visibility. The exercise is to be performed inside poorly lit basement or semi-
basement rooms (on a ship).
Sustainment: small arms according to the TOE, blank rounds, dummies with
illumination, illumination remote control.
Technique 1.05. Actions while using weapon systems (fighting in a room

(building) or a ship when the enemy is using poisonous substances, as well as in
smoky and dusty conditions.
237
Individual movement (movement as part of a group) firing small arms using
blank rounds in a confined space while wearing PPE. The exercise is to be conducted
inside poorly lit basement or semi-basement rooms (on a ship using practice
poisonous substance formulations (chloropicrin), and smoke grenades.
Sustainment: small arms according to the TOE, blank rounds, firecrackers,
smoke grenades, flashes of bright light, practice poisonous substance formulations
(chloropicrin).
Technique 1.06. Combat psychological factor of tank roll-over drills.
Tank roll-over drills are quite an effective way to have an impact on the
servicepersons’ psyche. It develops a high level of volitional qualities,
determination, courage, and bravery in them. The drill is to be conducted using tanks
moving on a track, which should be in the form of a closed loop. The route is to be
enhanced with shell scrapes of different layout, trench sections, slits, and models of
the objects that could be found locally.
During the drill, it is important that every serviceperson is highly motivated to
destroy enemy vehicles. To this end, they are tasked with destroying an enemy
vehicle, both on approach and after it moves away. When being placed in a trench
that will be rolled over by a tank, the serviceperson is given the order to fire at the
tank’s observation devices using small arms. Then, as the tank is approaching at a
distance of 10-15 metres away, the serviceperson is to throw an anti-tank grenade
under the track of the tank. After the tank rolls over, the serviceperson is to hit the
tank with a grenade again and immediately prepare to fire at the enemy infantry.
To overcome the fear of tanks among some servicepersons, it is reasonable to
demand they crawl under the bottom of the vehicle with the engine off first, and then
with the engine running. After this, place them in a trench with a more experienced
serviceperson or unit commander, and conduct the drill.
Training location: tank town, area of terrain within a tactical training ground.
smoke puff charges, smoke obscurants, tank.
Technique 1.06.1 Combat psychological factor during tank roll-over drill.

Create an area filled with smoke at a distance of 50-60 m from the area
equipped for conducting rollover drills with servicepersons. Make open fires at a
distance of 5-35 m from the trench (the roll-over drill location). During the drill,
detonate 2-3 smoke puff charges at a distance of 10-30 m from the serviceperson.
Small arms and the tank’s machine gun are to be fired blanks.
238
On approaching the trench, a tank turret turns slightly right and left.
100 metres before the tank comes close to the trench, the serviceperson is to
receive the "Gases!" command.
Training location: tank town, area of terrain within a tactical training ground.
smoke puff charges, smoke obscurants, containers for a combustible substance, fire
protection equipment, tank.
Technique 1.07. Road Blockage.

Use logs, branches, barrels, boxes, or any other material to block a road or a
path. The material should be real and heavy. Lightweight materials can be used if
booby traps are used as well. Place the "corpse" of an enemy serviceperson near the
rubble with a map sticking out of their pocket. This map is to be connected to a
camouflaged wire. When pulled, the wire sets off a detonation cord buried under the
ground several metres away. Inside the rubble itself a variety of booby traps and anti-
personnel wire entanglements are set up. If you do not have the capability to imitate
practice landmines, place logs, and offcuts of planks and сrates in such a way that
they fall when the tripwire holding them in place is activated. One "enemy"
serviceperson from the imitation team should hide nearby, then watch the
servicepersons pass by, and set up booby traps again. When a serviceperson or a
group walk the designated
239
route, the “enemy” is to fire two rounds and then wait to see if they are going
to be fired at in return. Then, if the old booby traps have been detonated, the “enemy”
is to quickly set the new ones up.
During the group debrief the servicepersons are ranked based on what they
reported and what actions they took:
What was detected? - 5 points.
When was it detected? - 2 points.
Where was it detected? – 5 points.
Actions taken by the serviceperson:
Returned fire at the "enemy" soldier - 8 points;
Reported (noted down on the back of the report form) the booby traps - 8 points;
Detonated a booby trap – minus 15 points. The total maximum score is 28
points.
Training location: an area of terrain within a tactical training ground.
Sustainment: small arms according to the TOE, blank rounds, mock mines, a
dummy.
Technique 1.08. Evacuation from a vehicle, that has been hit.

A smoke grenade is thrown (activated remotely) under the bottom of a combat
vehicle (in case a tank is used, the driver’s hatch is to be opened prior to conducting
the exercise). The crew is to evacuate from the combat vehicle in smoky conditions.
Special safety requirements:
The smoke grenade is to be planted underneath the bottom of the combat vehicle
with a fuel system that is in good working order. The grenade should be planted in
such a way as to ensure that the fuel and lubricants will not ignite.
It is prohibited to plant the smoke grenade directly under the hatch or under the
areas via which the landing troops would dismount. Medics must be present during
the exercise. The training site is to be equipped with fire extinguishing equipment.
Training location: an area of terrain within a tactical training ground
Sustainment: Smoke grenades, military vehicle.
Technique 1.09. Wrecked car (car with ammunition).

A damaged vehicle with fire around it. The fire is imitated by burning tyres;
the vehicle can be flipped over. A “corpse” is placed in the driver’s seat (a dummy
dressed in a military uniform) covered in blood (paint is used, it is better to use
ketchup during summer because it attracts flies); there are meat crumbs and blood on
the driver’s documents. An open map soaked in blood is placed next to the driver.
The car is loaded with boxes of "ammunition" with unfamiliar markings (it is up to
the lead instructor to decide which country's markings are to be used).
The vehicle is "burning" (light a fire underneath the vehicle using a pile of fresh
brushwood, leaves or other smoke-producing material), so some servicepersons (or a
group of them) will not approach it. It has to be ensured that some areas of the ground
near the car are burning and smoking as well. During the group debrief the
240
servicepersons are to be ranked based on what they reported.
Each report is assessed according to the point system:

Type (make) of the vehicle - 5 points.
Where is it located? (specify the map coordinates) - 5 points.
When was it found? (time) - 2 points.
Presence of cargo - 3 points.
What kind of cargo (labelling, what it consists of) - 3 points.
Bringing documents with them (i.e., wrote about it on the back of the report) -
10 points.
The total maximum score is 28 points.
Training location: area of terrain within a tactical training ground
Sustainment: small arms according to the TOE, equipment, car, metal box with
sand, smoke grenades.
Technique 1.10. Ambush.

Sequence of execution. A group of servicepersons is divided into two parts. The
first part of the group receives a route map containing reference points, directions,
distances between reference points, and timings for passing checkpoints. The total
distance of the route is up to 3 km. The first group’s mission is to step off on foot at
a certain time, follow the route, and identify the site of an ambush set along the route.
They should be mainly guided by their inner feelings. The second group receives the
same route map. They are to set an ambush along the route under the guidance of the
lead instructor. The ambush is to be set 30 minutes before the first group steps
off. The ambush is a “killing area” at close range.
241
The servicepersons receive the following mission: “When the first group
appears, pick your targets but do not show yourselves. The purpose of the ambush
group is to not be seen.
During the group debrief besides tactical and specialised skills, it is determined
which member of the first group identified the ambush site and how they were able
to do so. The servicepersons share their feelings about different parts of the route and
only reveal the location of the ambush site during the group debrief. The groups then
switch roles.
Additionally, it is recommended to create smoked-filled areas, set up tripwires
(mock mines, landmines, wire stretched between trees) on the route. Scenarios
regarding providing first aid and casualty “evacuation” should also be practiced when
conducting the exercise.
Training location: military training area (tactical training ground), area of the
terrain.
Sustainment: small arms according to the TOE, equipment, mock mines,
construction material.
Technique 1.11. Destroying armoured targets using mines.

A serviceperson is staying 5-8 meters to the right or left of the armoured
vehicle’s route. They fire assault rifles with blank rounds targeting the vehicle’s
observation devices. Upon the combat vehicle approaching, the serviceperson is to
use a rope to pull a mock anti-tank mine under the tracks.
This exercise can be conducted during joint driving and engineering training.
The training area must be marked with flags that are clearly visible to the driver
during the vehicle moving. The serviceperson pulling up the mock mine must be
wearing gloves and must not wrap the rope around their hand.
Training location: tank training area.
Sustainment: mock mines, flags, blank rounds, rope up to 15 m in length.
Technique No 1.12. Jumping off armoured vehicles.

A serviceperson must climb onto an armoured vehicle, that is either moving
slowly or stationary, from behind. After that, dismounting is performed.
Training location: tank training area, an area of the terrain on a tactical
training ground.
Sustainment: armoured vehicle
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Technique 1.13. Fighting against armoured vehicles and disabling their
observation devices.
A serviceperson is firing small arms with blank rounds targeting the tank's
observation devices. As the tank is approaching, the serviceperson throws a practice
imitational grenade. After the tank rolls over the soldier in a trench, they are to climb
onto the armoured object and throw a poncho over the observation devices.
The exercise must take place during the dry season and after conducting
exercise 8.12. The tank must be moving in low range. The lead instructor is to observe
the serviceperson performing the exercise and controls the tank crew’s actions via the
use of communication devices or flags. The driver is to immediately stop either if
they cannot see the terrain or upon the lead instructor’s command.
Training location: tank training area, area of terrain within a tactical training
ground.
Sustainment: tank, poncho, flags, communication devices.
Technique 1.14. Checking documents.

Exercise conditions: a patrol (2 people) stops a passerby for a document check.
While one of the servicepersons is checking the documents, the other one is covering
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them standing 3-4 metres away to the side and keeping the person being checked
within their arc of fire.
The partner of the person being checked is to sneak up on the cover man from
behind and either attack them or threaten to attack them. The person being checked
is to attack the patrol using distraction techniques and mock melee weapons.
The group of trainees is working on a consecutive rotation basis. The lead
instructor is to observe the servicepersons’ actions and assess them. The exercise may
involve as many as 4 servicepersons at a time.
Training location: road, military training area, area of terrain within a tactical
training ground, checkpoint, meadow with preferably little vegetation, etc. The
exercise may also be conducted indoors.
Sustainment: small arms according to the TOE, PPE, dummies, mock melee
weapons.
Technique 1.15. Mined pathway.

The exercise is practiced in groups of four. Two pairs receive the following
instructions from the lead instructor:
Instructions for pair 1: "You are to follow the designated route. One of you is
to lay a mine on the path in the area leading up to the reference point (a prominent
reference point is indicated) using a mock pressure mine (or set a tripwire). Having
camouflaged and concealed yourself near the mine that has been laid, you are to wait
for the approach of the “OPFOR”. As they are passing through the mined area, throw
a smoke puff charge onto the path. If the enemy detects the planted mine, try to
remain undetected or disappear. The other serviceperson has to do the same in the
area leading from the reference point to the end of the route. After pair 2 passes you,
remove the mines you and return to your starting position."
Instructions for pair 2: "You are to step off 20 minutes after pair 1 has stepped
off and follow the designated route. You are to follow the designated path only. One
of you is to lead up to the reference point. Then the other one is to lead after you have
passed the reference point. Follow the rules of movement. Be careful. The path will
be mined. Listen to your sense of danger. Trust it.
If you find a mine on the route, mark it with a sign. Without leaving the route
try to visually identify the person who has laid the mine and is covering it now.
Memorise the location of the mine. If you get "blown up" by the mine, switch roles
and continue moving. You only have 10 minutes to move down the path and return
to where you started. Keep an eye on the time."
After both pairs have completed the route, the pairs are to switch roles. The lead
instructor can step off together with pair 2 down the route (the lead instructor is to
stay behind, at a distance of at least 20 m) or stay at the starting position. A group
debrief is conducted after the exercise is complete.
Training location: military training area, area in a woodblock.
Sustainment: small arms according to the TOE, PPE, mock mines.
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Technique 1.16. Sudden attack.
Reference point 1 is marked on the ground approximately 1000 m from the
starting phase line (the place where the exercise conditions are briefed). A group
waiting area is designated at a distance of 300-400 m from the starting phase line.
Two caches containing identical notes are set up in the centre of the starting phase
line. The caches should be located close to each other.
The content of the notes is as follows: "Your movement route: the location
where you discovered a note is reference point 1 (this is to be briefed to all the trainees
before the start of the exercise); the starting phase line (the location where the
exercise conditions are given). You are to step off towards reference point 1 as part
of a group deploying a forward patrol group consisting of 2 persons.
The whole group is to gather near reference point 1. You are to conduct a 5-
minute rest halt during which you are to discuss everything you have seen along the
way. You are to deploy new persons to the forward patrol and establish your order of
march and a new direction of movement. At the end of the halt, you are to move to
the starting phase line.
Strictly adhere to the instructions. Penalty points are imposed on a team for
breaking the instruction requirements."
Exercise conditions: the exercise is carried out by a group of 4 to 30 people; the

group is divided into two parts — Team 1 (offensive) and Team 2 (defensive).
Team 1 gets a head start of 10 minutes. They receive the following instructions:
"You are to advance to the forming-up area (the area is marked on the ground with a
reference point in advance) and camouflage yourselves near the specified area (site,
engineering object, marked spot etc.); try to position yourself as close as possible to
the edge of the specified place. But do it in such a way that you remain undetected.
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Conceal yourselves well and remain quiet. After the opposing forces arrive at the
specified location, you will have to perform a surprise attack on them. Everyone's
mission is to tear off a piece of paper attached to the back of each of your adversaries.
Choose what your general signal for launching the attack would be. Appoint the
person who will give the signal. Select the time when the enemy least expects you to
attack). Remember that the enemy will only halt in this location for 5-7 minutes. After
completing the mission, you are to step off to your starting position."
Team 2 (each team member has a light-coloured sign on their back made of
paper or cloth) receives the following instructions: "You are to advance to the
specified area (the area is marked on the ground in advance) and reach the specified
point. In its centre, there is a stash with a note inside. The note contains information
about the sequence of your next steps. Find the note, open it and read it. You are to
wait for the agreed time (7 minutes) and act according to the instructions. Be careful
and remain quiet. Beware of a surprise attack by Team 2. In the event of an attack,
you are to try and keep the sign on your back intact. If you lose the sign, you are to
move to the starting phase line on your own."
After the exercise, a thorough group debrief of the actions of the servicepersons
of both groups is to be conducted. During the exercise, the lead instructor is to remain
with Team 2 for the purpose of monitoring and assessing their actions.
Training location: military training area, area of training ground preferably
with dense vegetation.
Sustainment: small arms according to the TOE, PPE, means of imitation.
Technique 1.17. Enemy fire.

Organise it as you see fit, according to your own decision. Generally, 2 PK
machine guns and 2 OPFOR imitation team servicepersons would be enough, but
they must be provided with a sufficient number of blank rounds and pyrotechnics in
order to create an impression that the enemy’s numbers are greater than they actually
are. The senior person in charge of the OPFOR team is to be instructed in advance to
stay within a certain area and change firing positions only within that area at a safe
distance from those, moving along the specified route.
Training location: military training area, area on a tactical training ground.
Sustainment: small arms according to the TOE, PPE, means of imitation.
Technique 1.18. Mirror. (for sergeants and officers)

Number of participants: 2 persons or "twos”-"threes" can be involved in the
exercise at the same time.
Exercise conditions: distance - 3 m, weapons and equipment for airsoft or
paintball in the carrying low ready position.
The participants are in a cover at a distance of up to 50m from each other facing
each other. The first participant is to be assigned; then they switch roles. Upon
receiving the lead instructor’s command, the first participant is to start advancing
towards the enemy and, having reached the specified phase line, fire at them. The
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second one is to spring into action (moving from cover to cover) as soon as they
notice the movement of the first one and hear the shots. The winner is the one who
has managed to hit their adversary. The lead instructor is to analyse the action of the
servicepersons during the close-quarter battle.
Training location: firing range, military training area, tactical training ground
with appropriate cover and established boundaries.
Sustainment: small arms according to the TOE, PPE.
8.1.2. Psychological training techniques on waters.

Technique 2.01. Overcoming wet gap crossings
Swimming lessons successfully solve the task of developing courage and
determination among servicepersons by overcoming obstacles on water, body
conditioning (increasing resilience to cold) and performing exercises:
diving from a tower (tower from 3 m tall and above), initially in a sports
uniform, and later in a military uniform carrying weapons and equipment;
diving to retrieve various objects from the bottom of a waterbody up to 5 m
deep;
swimming in military uniform;
taking off (getting rid of equipment) in the water;
helping a brother-in-arms;
falling into water from a tower unexpectedly;
imitating filling a tank with water and getting out of it;
competing who can stay underwater the longest;
swimming in cold water (water temperature below +16°C).
One of the most effective ways to develop courage is to overcome water

obstacles wearing uniform and carrying weapons. First using improvised means, and
then using a kitbag only.
Training location: swimming pool, open water body.
Sustainment: tower, boat, lifebuoy.
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Technique 2.02. Use of improvised means to overcome water obstacles.
Overcoming a water obstacle (staying underwater) with the help of improvised
means (snorkel, straw, reeds, etc.).
the flow velocity should not exceed 1 m/min;
the width of the crossing area should not exceed 20 m;
a boat with servicepersons trained in water rescue is to be anchored in the
middle of the crossing area;
a polystyrene buoy is to be attached to the back of the serviceperson’s belt.
Sustainment: white polystyrene buoy, lifebuoy, boat.
Technique 2.03. Evacuation of a serviceperson from a drowned vehicle.

Overcoming obstacles on water.
A seat belonging to an armoured or civilian vehicle is installed on the bottom
of a pool (waterbody) at a depth of up to 2 m. A large dummy of a serviceperson is
attached to the seat using straps.
The lead instructor is to provide the sequence of actions regarding the
evacuating servicepersons from combat vehicles without specialist equipment. The
servicepersons then take turns diving and freeing the dummy from its straps and
evacuating it ashore.
the flow velocity should not exceed 1 m/min;
the width of the crossing area should not exceed 20 m;
a boat with military personnel trained in water rescue actions is to be anchored
in the middle of the diving area;
a foam buoy is to be attached to the back of the serviceperson’s belt.
Sustainment: seat belonging to an armoured or civilian vehicle, large dummy
of a serviceperson, white polystyrene buoy, lifebuoy, boat.
Technique 2.04. Actions underwater.

When training those servicepersons who are the most susceptible to fear, it is
appropriate to immerse them in water when they are accompanied by their
experienced fellow servicepersons. When a serviceperson is not confident in the
reliability of their gas mask, the lead instructor has to show its reliability by using
another, more experienced serviceperson, or themselves. After that the lead instructor
is to require the serviceperson to act independently and decisively.
In order to develop servicepersons’ confidence in operating underwater, it is not
at all less important to develop skills in independently identifying, searching, and
repairing malfunctions in a supplied-air gas mask. To do this, you need to deliberately
create malfunctions in advance and train the servicepersons in identifying and
repairing them. It is also necessary to train the servicepersons in holding their breath
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underwater for long periods of time. When a serviceperson begins to immerse
themselves in water, they may be tasked with holding their breath for 30 seconds, and
then gradually increasing this time to 1 minute or longer. The servicepersons should
know that this can come in handy in case a tank sinks, and they need to escape. If
necessary, competitions on who can stay underwater the longest can also be held to
train holding breath.
Confidence in the possibility to rescue themselves in the event of a tank sinking
can be achieved by training the servicepersons to perform practical actions on a hydro
simulator: submerging a mock tank and practising escaping it wearing life jackets
and supplied-air gas masks. The success of the training largely depends on the
conditions in which the servicepersons will operate. The internal layout of the mock
tank should correspond to the real one and create the same conditions the
servicepersons would encounter inside a combat tank. Training should be conducted
to develop servicepersons’ confidence in their actions.
To develop the servicepersons’ confidence in the reliability of the tank’s
hermetic sealing as well as the reliability of the rescue and evacuation service at the
beginning of practical deep wading lessons, it is appropriate to demonstrate the tank
water entry, the tank moving along the designated underwater track, the tank stopping
and its engine being stopped underwater, and the way evacuation happens. The
demonstration should be conducted by using an experienced tank crew and a well-
trained rescue and evacuation team.
Sustainment: boat, lifebuoy, personal weapons, equipment, hydro simulators,
supplied-air gas masks.
Technique 2.05. Crossing.

Sequence of execution. Three servicepersons from a unit are tasked with
playing OPFOR.
They are to be armed with blank rounds and smoke puff charges. The unit is
divided into groups of three. The lead instructor is to appoint a commander for each
group. Each of the “threes” is tasked with the following: they are to advance towards
the river (channel, waterbody) independently from the others and without knowing
the sequence of their actions. There are two designated crossings. The crossing that
is the most tactically convenient is within the OPFOR’s arc of fire. They are to make
a general decision, pick one of the two crossings, and cross over to the other bank.
The time for the mission is to be strictly limited.
The OPFOR are tasked with the following: when the groups come into sight,
the OPFOR members are to allocate the targets among themselves and, practice
holding a steady aim, rounds, blank rounds and throwing smoke puff charges at the
group that is crossing the water body. The OPFOR should conduct that without
revealing themselves
During the group debrief, the correctness of tactical actions is assessed as well
as how the decision of choosing the crossing was made, what was defining when it
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came to that choice and the commander’s actions. After all the subgroups have
reported, the ambush site at the crossing is to be revealed.
For the soldiers who played the enemy, the scenario is played out separately,
and the entire group can watch the sequence of actions and decision-making from the
sidelines.
Training location: open water body.
Sustainment: boat, lifebuoy, personal weapons, equipment, means of imitation.
8.1.3. Techniques for modelling combat-related psychological factors.
Technique 3.01. Operational procedures during the execution of a combat

mission.
The technique is used to give the serviceperson an idea about sequence of
actions during a combat mission. The lead instructor briefs the servicepersons about
actions on for different situations and possible ways these situations can develop.
The unit is to practice these sequences of actions gradually first and then
comprehensively. After the skills have been consolidated, the lead instructor is to
initiate the injects that would make it more difficult for the servicepersons to execute
the mission:
"The main exit from the premises is blocked"; "There is a fire";
"Gases"
"Killed ..., casualty ...";
"A diversion group is firing small arms from the direction of ...";
"IDF!";
"Out of action...", other injects for possible ways for the combat situation to
develop.
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After executing the mission, considering the injects provided, the instructor
recommends that the servicepersons pay attention to the typical mistakes they made
and how to fix them.
Training location: permanent station, area of terrain within a military training
ground, armoured fighting vehicle park.
Technique 3.02. Creation of smoked-filled areas, imitation of enemy’s DRG

actions along advance routes.
Smoked-filled contaminated areas are created, and ambushes are to be set up
along advance routes by using smoke puff charges and blank rounds.
Usually enemy’s actions are imitated by a reconnaissance unit, that has received
training regarding their actions in advance.
Training location: military training area, area of terrain, permanent station.
Sustainment: smoke grenades, training formulations of toxic substances
(chloropicrin, ammonia solution), smoke puff charges, blank rounds, firecrackers.
Technique 3.03. Capturing a prisoner who will talk.

Exercise conditions: a special ground is set up for the training. In contrast to
mock towns and obstacle lanes (reconnaissance lane), this ground should be two-
sided, i.e., divided into an active and a passive side. The size of the ground and the
distance between the points and sides is to be determined based on the terrain and
convenience for training. The lesson is conducted in conditions of poor visibility (fog,
rain, dusk, etc.).
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The lead instructor is to remain on the active side. They are to have up to three
assistants from among sergeants or privates that have been prepared beforehand to
ensure trainees meet the set conditions.
The servicepersons are tasked with capturing a prisoner who will talk. The
assistants take the servicepersons appointed to play force protection and place them
in twos inside trenches or shell scrapes to mark the positions of force protection. In
order to mark a standing patrol position a single serviceperson is to be placed inside
a trench. The lead instructor is then to divide trainees, into search parties consisting
of two persons and task every pair with the following: they are to silently and covertly
infiltrate the “enemy” force protection and capture the lone serviceperson at the
standing patrol position. At the same time, an intermediary is to task the serviceperson
at the standing patrol position with conducting thorough all-around surveillance.
The search parties are to employ various techniques to distract the serviceperson
at the standing patrol position and approach them while remaining undetected. In case
that serviceperson notices the enemies, that are sneaking up on them, they are to give
a signal to their section (the force protection servicepersons) calling for help. If the
search party that captured the “prisoner” has not yet managed to cross determined the
phase line (OPFOR’s forward line of troops), designated by the lead instructor and
the force protection catches up to them, the party is now considered to be captured
due to being at a disadvantage (3 to 2 strength ratio in favour of the OPFOR). In other
words, the idea is that two servicepersons can capture one serviceperson and three
servicepersons can capture two servicepersons. It’s all about being one step ahead of
and outwitting each other. After two or three simple training sessions using simplified
ground and in those conditions (with switching sides), the servicepersons acquire
basic skills that are developed further with the training becoming more difficult.
After the training, the lead instructor is to conduct a thorough group debrief of
the servicepersons’ actions and analyse their positive and negative sides.
Training location: military training area, tactical training ground, marshy area
or area containing vegetation.
Number of participants: the exercise is to be carried out by a group of 10-30
persons at the same time.
Technique 3.03.1 Capturing a prisoner who will talk.

Exercise conditions: A group of people is to imitate the actions of a DRG on
the premises of a permanent unit station or a military training area. During the
imitation, with compliance with safety measures, they capture 1 to 2 servicepersons
and restrain them using belts and strings while complying with safety precautions.
After that, they are taken onto an unknown territory and placed in a room blindfolded
for 3-4 hours without food or water, and "interrogated" without physical abuse being
employed.
The enemy DRG is to operate wearing a specific uniform and have their faces
covered by balaclavas.
Training location: military training area, basement, permanent station.
Sustainment: car, enemy uniform, weapons according to the TOE.
Technique 3.04. Sound imitation by voice.

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A specifically trained serviceperson is to be appointed. At an important stage of
training they are to start imitating an injury (concussion), or pain (falling to the
ground, adopting a pose as if they were in pain, screaming, moaning). The lead
instructor is to leave 1 to 2 servicepersons with that person and continue the lesson.
This “casualty” has to be evacuated with the servicepersons conducting all the
steps necessary (bandage, pain relief, medical documentation, etc.).
Training location: military training area.
Sustainment: medical kit, tourniquet, vehicle
Technique 3.05. Operating as part of a “search group”.

This technique is used when a unit steps off to the area of a training ground
where lessons are going to be conducted. The servicepersons of the unit are to be
divided into groups of 4 to 5 people. They are to be under the command of a sergeant
or a more prepared serviceperson. The groups are provided with communications
equipment and weapon systems according to the TOE (without ammunition).
Every group is given a separate route to the area. The group’s paths are not to
cross. The groups’ times of arrival at the destinations is to be pre-set. The groups are
to step off in a formation in a concealed manner and be prepared to repel an attack of
an enemy's DRG.
While moving along the route they should mark the movement of military
vehicles and units (composition, location, routes, distance) on a map. Particular
attention is to be paid to the movement of the other groups. Upon arrival at the area,
the groups are to take up defensive positions, camouflage themselves, and report to
the unit commander via means of communication. The group that ends up winning is
the one that took the least time to arrive at the area, detected the most movements of
the other groups, and, consequently, executed the reconnaissance mission more
comprehensively, while meeting the requirements set for concealed movement and
camouflage.
The groups’ actions are to be monitored at checkpoints by the officers and
sergeants of the unit.
Training location: military training area
Sustainment: personal weapons, equipment, topographical maps, route maps,
stopwatches, simulation assets
Technique 3.06. Situation report and decision-making.

The technique is used to develop the psychological readiness of every subunit
member to make decisions training when preparing for and taking part in combat
operations (actions when operating weapon systems and military vehicles).
During the exercise, the lead instructor gradually "removes" the commanders
from the unit and requires them to provide a situational report and a report about the
decisions they have made. The servicepersons are to report out loud (using means of
communication) on taking over the command, the information about the enemy’s
positions, their objects (goals), and replace the servicepersons who are out.
The lead instructor requests concise and accurate reports, observes the situation,
specifically the movement of personnel, weapons, and military vehicles, changes in
equipment use, and casualty evacuation.
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At the end of the training, a group debrief is conducted to point out typical
mistakes. During the debrief the rules of operating means of communication, as well
as actions when operating weapon systems and military vehicles are to be
demonstrated if necessary.
Training location: military training area, training building
Sustainment: personal weapons, equipment, stopwatch, simulation assets
Technique 3.07. Training in receiving and transmitting information using

communication assets
The technique is used to psychologically prepare servicepersons to confidently
receive and transmit information via wired and radio communications.
Two servicepersons are to be placed in different classrooms (or 30 to 40 metres
apart if out on the ground). Battle sounds are to be simulated near their locations. One
of them is to transmit a text prepared in advance (20-30 words), while the other one
is to write down the number of words they did not understand on a blank piece of
paper.
5 points are to be awarded for every word correctly transmitted and received.
Evaluation criteria for receiving (transmitting) information:
loudness; enunciation;
speech pace and voice pitch;
number of unclear words;
setting up equipment
Training location: military training area, training building.
Sustainment: communications equipment, sound amplification equipment.
Technique 3.08. Weapon systems and military vehicles combat capability

demonstration.
Combat capabilities of certain types of weapons and vehicles are demonstrated
to servicepersons.
Fires are conducted using mock models with additional visual aids as targets
(dyed water, lime, flares, orange smoke, etc.). The servicepersons are to observe the
drills. The order in which the targets are hit is communicated via sound-amplifying
equipment. After firing, the servicepersons are to advance towards the targets and
inspect them. The unit commander is to comment on the exercise results.
Training location: military training area, firing range, mock town.
Sustainment: mock vehicles, fortifications, weapon systems and military
vehicles according to the TOE, dummies, and other items used as targets.
Technique 3.09. Ambush.

Is to be organised by a lead instructor in order to keep servicepersons (a group)
constantly ready to spring into action, as well as to allow them to demonstrate their
combat qualities. The most important thing is to open fire at the enemy. There is only
one "enemy" serviceperson on the ambush site. They are not to fire but suddenly to
point their weapon at the ambushed serviceperson(s) and shout: "Stop, I'll shoot!",
"Put your hands up!". At this moment, the servicepersons (group) must be at a
distance of up to 50 m from each other. The "enemy" soldier has no ammunition, so
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they are not firing, but only bluffing. This allows the serviceperson in training to take
the initiative: open fire, escape (there should be some cover nearby, such as a ravine,
a ditch or bushes), or capture the enemy.
The actions of the serviceperson (group) can be evaluated using the point
system. Questions that have to be answered:
what was detected? - 3 points;
when was it detected? - 3 points.
actions of a serviceperson(group):
opened fire at the enemy - 12 points;
captured the enemy (seized their weapon, searched them) - 12 points.
If the serviceperson is persistent and captures the enemy, the latter is to show
them a piece of paper on which it says: "The prisoner is taken. Leave the enemy
soldier at the position. This piece of paper serves as a confirmation that they have
been captured. Continue moving along the designated route."
Training location: area of terrain within a military training area.
Sustainment: personal weapons, PPE, communication means.
Technique 3.10. Corridor.

Exercise conditions: Two servicepersons are to enter a room (or hide behind
cover) and stay there without exposing themselves. The serviceperson is to pass by
the doors (cover) and identify where those servicepersons are relying on their inner
senses. They are then to show that place to the lead instructor using a pre-designated
signal.
After all the servicepersons have passed by, the imitation group is to change
their cover.
After everyone in the unit has completed the training, the lead instructor
conducts a thorough group debrief of every serviceperson’s actions. The exercise may
involve as many as 3 servicepersons at a time.
Training location: room with a long corridor and several doors, or places that
can be used as cover situated along a road or path.
Sustainment: personal weapons, PPE.
Technique No 3.11. Sentry.

Exercise conditions: one of the participants is a sentry. They are to be given the
boundaries of their sentry position. They are then to be blindfolded. Their mission is
to remain at the position, move within its boundaries, and not let anyone touch their
neck.
If the sentry were to touch the other participants with their right hand, that would
result in that this participant losing.
The second participant has to approach the sentry in a concealed manner and
touch the sentry’s neck with their left hand.
Time: 15 minutes are given to complete the exercise “both ways” and draw
conclusions.
Number of participants: the exercise may involve as many as 2 servicepersons
at a time.
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Training location: tactical training ground, military training area, checkpoint,
gym.
Sustainment: personal weapons, PPE.
Technique No 3.12. Duel (for officers and sergeants).

Time: 5 minutes are given to complete the exercise and draw conclusions.
Number of participants: the exercise may involve as many as 2 servicepersons
at a time.
Exercise conditions: distance - 5 m, target 4 (torso target), number of rounds -
1, weapon (pistol, assault rifle) - ready to be fired.
The participants are to stand side by side, facing the targets. Upon the signal of
the lead instructor’s signal, the servicepersons are to fire a round. The winner is the
one who fired faster and hit the target, or simply hit the target after their opponent
missed.
Training location: shooting gallery, firing range.
Sustainment: personal weapon, target 4 (torso target).
8.1.4. Psychological training techniques during military service
Technique 4.01. Developing psychological readiness for a quick change of

actions.
When conducting PT sessions, training of different kinds, and movements of
units, the lead instructor is to suddenly give the commands: “About, turn!”; “Double
time, march!”, “IDF!”, “Enemy!”, “Enemy RIGHT (LEFT)”, and others.
Training location: advance routes towards training locations, sports ground,
area of terrain within a military training area.
Sustainment: Not required.
Technique 4.02 Jumping to the ground from height.

While preparing for an obstacle course, a serviceperson is to train themselves
in jumping to the ground from a height of at least 2,5 meters (an obstacle, building,
wall, tower, etc.).
The first training sessions should be conducted with trained servicepersons
ensuring the serviceperson in training lands safely.
Safety requirements:
The technique is to be practised step by step, increasing the height of the
obstacle until the serviceperson in training has developed their skills to a solid level.
Two servicepersons are to ensure the safety of the serviceperson in training the
landing is to be conducted on soft ground (sand).
Training location: sports ground, area of terrain within a military training
area.
Sustainment: obstacle course, building.
Technique 4.03. Two servicepersons crossing a destroyed bridge moving

towards while moving towards each other.
Two servicepersons are to move simultaneously towards each other along a
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“destroyed bridge” and cross such an obstacle located at a height. This technique can
be used on mock walls, buildings, and high-rise structures.
The technique is to be practiced after warming up knee and ankle joints and
fitting shoes to feet.
Technique 4.04. Use of open fire.

The technique is used during tactical, firearms, and physical training.
Servicepersons (unit) must go through an open fire in various ways (running,
jumping, crawling).
Open fires are set up by constructing metal arches which are then to be wrapped
in rags and doused with fuel and lubricants.
The technique can also be used to train servicepersons in the use fire
extinguishing equipment and available means of fire extinguishing.
compliance with fire safety measures;
the servicepersons with serviceable fire extinguishing equipment must be
present during the period of fire burning.
Sustainment: obstacle course, rags, fuels and lubricants, fire extinguishing
equipment.
8.1.5. Psychomotor training techniques.

Technique 5.01. Preparing for visual analysis.
The technique used to activate the visual system. This technique is used for
training and conducting lessons with servicepersons who perform the duties of
gunners, signallers, observers, snipers, and riflemen.
1. The palms of the inner wrist are to be pressed tightly against the eyes.
The eyes then "draw" the heat from the palms. The technique is to be repeated several
times for 5-10 seconds;
2. The eyes are to be tightly closed for 3 to 5 seconds, then opened for 3
to 5 seconds. To be repeated 6 to 8 times;
3. The thumb is to be held at a distance of 25-30 cm from the eyes.
The serviceperson is to look at the fingertip with both eyes for 3-5 seconds, then
close one eye for 3-5 seconds. Then they are to look at the fingertip again with both
eyes for 3-5 seconds and close the other eye. To be repeated 10 times;
4. Using three fingers on each hand, lightly press the top of the eyes in the
lash area for 1-2 seconds, then remove your fingers. Repeat 3-4 times.
Training location: permanent station, classroom, area of terrain within a
military training area.
Technique 5.02. Relieving eye fatigue.

This technique is used for training and conducting lessons with servicepersons
who perform the duties of gunners, signallers, observers, snipers, and riflemen.
Use your fingertips to gently squeeze your temples. Start blinking quickly (10
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times) after 1-2 seconds. Then close your eyes and take 2-3 deep breaths, remove
your fingers from your temples. Repeat 3 times after 5-10 seconds.
Technique 5.03. Concentration on an object of terrain.

The technique is used during tactical, firearms, sniper, and reconnaissance
training.
Upon a lead instructor’s command, a serviceperson is to focus (10-15 seconds)
on a distant but prominent object (structure). They are then to turn away from it and
provide a brief description of it.
Training location: different locations.
Technique 5.04. Focusing on a person's appearance and behaviour.

The technique is used during tactical, firearms, sniper, reconnaissance, and
junior commanders training.
Upon the command of a lead instructor, a serviceperson is to focus on one of
his fellow soldiers or a stranger for 2-3 seconds. They are then then turns away and
provide a brief description of their appearance, emotions, and movement patterns
while keeping their eyes closed.
Technique 5.05. Clock.

The technique is used to train concentration and focus switching skills.
The serviceperson is to sit down in front of a clock and fixate their eyes on the
сlock’s second hand. After 1-2 minutes, upon receiving the command, they are to
switch their gaze to the minute hand, then to the hour hand.
The task is to remain still and relaxed without blinking, and keep your attention
on the selected object. When the technique is performed correctly, all other objects
"disappear" from perception.
Training location: permanent station, classroom, sports ground, gym.
Sustainment: Clocks with a second hand.
Technique 5.06. Anti-fingers.

The technique allows you to train the skills of concentration, focus switching,
effective attention switching while alternately observing figures and background, and
tracking uncommon things happening while perceiving familiar(common?) objects.
The serviceperson is to extend their hand in front of them with their fingers
spread. They are then asked to concentrate as much as they can for 0,5 - 1 min and
look at their hand (fingers) first, then look at the background behind the fingers, and
then look at their hand again. When the technique is performed correctly, the objects,
that are out-of-focus would "disappear" from perception, and those that the
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serviceperson is focused on are perceived more clearly.
military training area, sports ground, gym.
Technique 5.07. Training actions using touch when operating weapon

systems and equipment.
If a serviceperson has sufficiently mastered the materiel part of weapon systems
and military equipment, they are to be blindfolded and asked to use their touch to:
name components of weapon system, hardware, equipment samples;
strip (put back together) a weapon, hardware, or equipment sample
partially(fully);
load - unload weapon systems;
turn on (set up) equipment or hardware.
The technique is to be performed by servicepersons individually at a slow pace
at first. With the servicepersons’ level of professional training increasing, they are to
start performing it as part of a section(crew) in the form of a competition (relay race)
with time assessment incorporated.
military training area, armoured fighting vehicle park.
Sustainment: stopwatch, training weapons, military vehicles, blindfolds.
Technique 5.08. Servicepersons training in conducting drills in conditions of
limited sensory perception.
While maintaining compliance with safety requirements, a serviceperson
(group of servicepersons) are to be limited in their sensory perception (hearing, sight,
touch) during a march (movement), while being indoors, when performing combat
training exercises or conducting the night ones.
The subunits are to be commanded by using gestures, pre-agreed upon signals.
Movements are conducted by touch.
Training location: advance routes towards training locations, sports ground,
area of terrain within a training military area, fortifications of various purposes.
Sustainment: earplugs, blindfolds, flags of different colours, flashlights.
Technique 5.09. Visualising possible actions when operating weapon systems

and military vehicles.
The serviceperson is to adopt a body position appropriate for the weapon system
or military equipment sample being operated and imitate their actions with it while
saying it out loud.
The lead instructor is to control the serviceperson’s actions. If necessary, the
lead instructor is to provide injects, ask questions about equipment readings, the
equipment position, etc. At the end of the training, the lead instructor is to explain to
the servicepersons the correct action sequence when operating weapon systems and
military equipment using regular weapons, training equipment, and various decoys.
military training area, armoured fighting vehicle park.
Sustainment: chairs (table), poncho, regular and training weapon systems
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according to TOE, mock weapons and military equipment.
Technique 5.10. Blind start.

Sequence of execution. To be performed in pairs. One of the servicepersons is
to position themselves in the open. They are to close their eyes. The other
serviceperson is to start approaching them slowly and quietly from any direction. As
soon as the first service person senses the "danger signal", they must immediately
determine the direction the danger is coming from without opening their eyes. They
are then to turn their back on it, open their eyes and sprint forward for 30-40 m.
The exercise is performed until every person has clearly identified the direction
the danger is coming from a distance no lesser than 5 m.
Technique 5.11. Anti-stress.

To relieve excessive psychoemotional strain in a difficult stressful situation, the
"anti-stress" point located under the chin is to be pressed for 3 seconds. You may feel
a slight ache when massaging this point. After massaging the specified point, you
need to relax and imagine the state of fatigue and evoke pleasant images. Yawn in 3-
5 minutes. Tighten, tense, and then relax your whole body’s muscles.
military training ground.
8.1.6. Communication training techniques.
Technique 6.01. Snowball.

The servicepersons are to take turns saying their name with some adjective
starting with the first letter of their name. The next person is to say the names of the
previous ones, followed by their own. Anyone who makes a mistake is out of the
game. The game then starts from the beginning.
Technique 5.03. Mirror.

The servicepersons are to be divided into pairs. One of them becomes a
"mirror", copying the person looking at them.
Before beginning to practice the technique, the servicepersons are to be offered
possible scenarios of their actions in front of the “mirror” are to be related to: washing
their face in a bathroom in front of a mirror, brushing their teeth, shaving, combing
their hair, or exercising in a gym.
The servicepersons are to change around n 2-3 minutes. The lead instructor is
to observe and help if necessary.
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Technique 6.03. Mutual presentation.

The servicepersons are to be divided into pairs; they are to be given 10 minutes
(5 minutes each) to tell each other about themselves in as much detail as possible.
They then take turns presenting their partner to the group.
Before the start of the exercise, the lead instructor is to emphasise on obtaining
as much information about their training partners as possible.
Training location permanent station, classroom, area of terrain within a
Technique 6.04. Handshake.

The technique is performed in groups of 8-12 persons (a section, a crew). The
lead instructor is to address the servicepersons: "You have worked fruitfully today
and all of you deserve thanks. Take 1-2 minutes to recall all the good things about
each other and manage to thank each other with a friendly handshake.
Technique 6.05. Square.

The technique is to be performed in groups of 4-6 persons. The servicepersons
are to stand in a circle, close their eyes, and pick up a rope. Their task is to silently
and without opening their eyes create a square out of that rope. When they consider
the exercise complete, they are to put the rope on the ground and shout: "Ready!"
together on a signal pre-agreed-upon.
Sustainment: Blindfolds, rope.
Technique 6.05.-1. Square.

Sequence of execution. The participants are to gather on a flat open ground with
boundaries clearly marked. They are to receive the following instructions from the
lead instructor: "Now you are to blindfold yourselves and, on my command, reach
the opposite edge of the marked ground without bumping into anyone. When you
have reached the edge of the ground, you are to stop, turn around and wait for the
next command."
The second part of the instruction is to be delivered by the lead instructor when
all the servicepersons have stopped: "Now you are to join hands without removing
the blindfolds and create an even square. Begin. When you are confident the square
has been created, you are to stop where you are and wait for further instructions."
The lead instructor is to observe which servicepersons show their leadership
abilities by giving instructions and commands, and which ones follow them.
After that, the lead instructor is to suggest the servicepersons take their
blindfolds off and examine what they have created.
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The lead instructor is to answer questions. They are to organise a repeat training
session announcing the creation of another shape upon their command.
Technique 6.06. Carpet.

The technique is performed in a group of 10-12 persons who are to be divided
into 2 teams. The teams are to stand on a poncho. Upon the command, they are to
turn the poncho over by folding it while standing on it without touching the ground
with their various body parts or their clothing.
Sustainment: 2 ponchos.
Technique 6.07. Mirror.

The serviceperson is to stand in front of a mirror and say out loud: "I am calm.
I am full of strength and energy. My muscles are filled with unbelievable power, I am
capable of moving mountains, and uprooting centuries-old trees. My mind is clear. I
am decisive and courageous. Luck follows me. I have everything I need to succeed.
I am going to win. I am a winner!"
Sustainment: a mirror.
Technique 6.08. Candle.

Sequence of execution. The lead instructor is to deliver the following
instructions having divided the participants into subgroups: "Falling on their back is
a difficult test for a human being. The psyche is resisting it. Even if you are convinced
that nothing bad will happen either on a conscious level or by example, fear is still
being born somewhere deep inside you. It is very difficult to overcome that fear. It
can only be overcome if you have unconditional trust in your fellow servicepersons.
Check yourself, whether you believe those around you! Strengthen your faith in them!
To do this, the volunteer is to stand on a chair, table, or windowsill, with their back
turned towards the edge. A group of 6-8 persons is to gather behind them and extend
their arms forward, palms facing up, to catch the body falling into their arms. The
participant is to fall with their back facing backwards either without looking that way
or keeping their eyes closed. Try to relax as you are falling. Everyone is to perform
three falls. With every fall, the group is to try to lower their hands closer and closer
towards the floor.
The exercise is to be discussed after it’s finished. The lead instructor is to
identify those who are afraid of falling into their fellow servicepersons’ arms and find
out why it is happening. The lead instructor is to receive the answers from the
participants about their emotional experiences and feelings after a fall.
military training ground, sports ground, gym.
Sustainment: chairs, bench.
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Technique 6.09. Safety distance.
Content: The exercise will allow you to learn about your body and
subconsciousness as well as how to control. Each participant’s mission is to identify
their danger signal and learn how to confidently manage it. Having completing the
first part of the exercise, having identified your danger signal – it is to be committed
to their memory and senses. They have 30 minutes to achieve all of that. Then they
are to change and work in the opposite direction.
Sequence of execution: The lead instructor is to divide the servicepersons into
pairs, and assign a training location to every pair (the participants are not to cross
paths). The lead instructor is to give the command for one serviceperson from each
pair to be blindfolded. They are then to ask the servicepersons to stand anywhere
within their training location. The blindfolded serviceperson is either to turn facing
any direction or spin around their axis several times around themselves and “activate”
their danger signal.
These persons are then given the following mission: Once they feel their signal
“go off”, they are to immediately and without a second thought make any first move
they wish (or turn towards the danger, which 90 % of time corresponds to the primary
impulse upon receiving the signal). The other servicepersons in the group are asked
to quietly walk past the blindfolded soldiers approaching them from different
directions at different time intervals. When conducting the exercise, the lead
instructor is to correct them and fix obvious mistakes.
At the end of the exercise, the lead instructor is to conduct a brief analysis using
the following questions: "Who was unable to identify their danger signal?", "Why?",
"Who could not find a bodily sign to control the signal?", "Who is not confident they
can use the tool acquired?", "Why?", "Are there any questions? Would anyone like
to say something?".
Sustainment: blindfolds for every participant.
Training location: tactical training ground, sports ground, gym, stadium.
8.1.7. Techniques for general concentration and strain relief.
Technique 7.01. Concentration by using a word.

The technique allows you to relieve psycho-emotional load and increase
cognitive performance.
Option 1
The lead instructor is to give the servicepersons in training the following
instructions: "You are to choose a short (ideally two-syllable) word that evokes
positive emotions or brings back pleasant memories. Let it be the name of your loved
one or an affectionate nickname that your parents used to call you when you were a
child. If the word is two-syllable, you are to say the first syllable in your mind as you
are inhaling, and the second as you are exhaling. You are to concentrate on your word,
which now will become your personal motto when you are concentrating."
Option 2
The serviceperson is to close their eyes and "write" their name in the air with
their head.
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The technique can be repeated with writing surnames or other words.
Training location: permanent station, classroom, training ground.
Technique 7.02. Square breathing.

The technique allows you to restore optimal muscle tension. For 7-8 minutes.
you need to breathe following the sequence: inhale - pause - exhale - pause - inhale.
Every step is to last for 4-6 sec in duration.
Technique 7.03. Psychoemotional state regulation by breathing.

Calming breathing.
The technique allows you to reduce psychophysiological load and suppress the
state of panic and fear. Inhale as sharply as possible through your nose, and hold your
breath for 3-5 seconds. Exhale slowly and hold your breath for 1-2 seconds. The
technique is repeated 5-6 times until the signs of your state stabilising appear.
Training location: various locations.
Mobilising breathing.
The technique allows you to increase your psychoemotional readiness to
execute various missions. Adopt the starting position (standing or sitting, with your
arms relaxed and bent at the elbows or resting on your knees), inhale through your
nose fully and slowly, hold the breath for 3-5 seconds, then rapidly exhale and hold
the breath for 1-2 seconds. The technique is to be repeated 5-6 times until the signs
of your state stabilising appear.
To increase the effectiveness of the technique, when you are performing it in a
standing position, sharply drop your arms down and to the sides during the last phase
of exhalation.
Technique 7.04. Fatigue relief breathing technique.

The technique allows to reduce fatigue after prolonged physical exertion, and
mobilise your body after sleep, or after a prolonged period of remaining still.
The lead instructor is to draw the serviceperson's attention to strictly following
the intervals inhalation, holding breath, and exhalation. The intervals change during
the exercise. For example: "The inhale command - 4, pause - 2, exhale - 4. means that
an inhalation is performed for 4 seconds, followed by a pause for 2 seconds, and
exhaling for 4 seconds. The sequence is to be performed upon the command of the
lead instructor."
Sequences:
1. Inhale - 4, pause - 2, exhale - 4.
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Technique 7.05. Stress relief by breathing.

The technique allows to reduce psychophysiological strain. Adopt the starting
position (standing or sitting). Inhale fully through your nose. Then hold your breath,
imagine a circle in front of you and slowly exhale into it. Repeat 4 times. Then, in
you need to exhale 2 times into an imaginary square in the same way.
Technique 7.06. Energy self-massage.

The technique allows to reduce psychophysiological strain after prolonged
periods of remaining physically and mentally active.
The time given for performing the technique is 1 minute. The technique is to be
executed either upon the command of the lead instructor counting orally.
Sequence of execution:
1. Rub your palms together vigorously - 5 seconds.
2. Quickly rub your cheeks up and down with your fingers - 5 seconds.
3. “Tap” the top of your head keeping your fingers relaxed - 5 seconds.
4. Rub the shoulder and forearm of your right arm intensively using the fist
of your left hand - 8 seconds.
5. Rub the shoulder and forearm of your left arm intensively using the fist of
your right hand - 8 seconds.
6. Carefully press on your thyroid gland 4 times (below your Adams’s apple)
using the thumb and index finger of your right hand.
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7. Alternately press on one and then on the other side of the pulsating areas
of the carotid artery in your neck. Count to five.
8. Press the hollow at the base of your skull using your thumb. Count to 3
and release. To be repeated 3 times
9. Firmly pinch your Achilles tendon with using your thumb and index finger.
Put pressure on it and release. To be repeated 3 times on each leg.
10. Vigorously rub the bridge of the foot of both your legs with your fist. In
case it is not very comfortable, use your heel instead.
Technique 7.07. Focus on sensations.

The technique helps to compensate the stressful state of a serviceperson.
The lead instructor is to offer the following instructions on how to conduct the
exercise to the servicepersons in training: "Sit down, make yourselves comfortable.
Close your eyes. Focus on your bodily sensations. Direct your attention (inner gaze)
at your right foot. Feel your toes, your foot. Feel your feet touching the floor, feel the
sensations arising as a result of your feet touching the floor.
Focus on your right arm. Feel your fingers, palms, wrist, the whole hand. Feel
your forearm, your elbow; feel your hand making contact with the chair and the
sensation it is causing. Feel your left arm in the same way. Feel your lower back, your
back, them touching the chair.
Focus on your face - your nose, eyelashes, forehead, cheekbones, lips, chin.
Feel the touch of air on the skin of your face."
Sustainment: chair.
Technique 7.08. Inventory check.

The technique allows you to compensate the stressful state of a serviceperson
during a long-term stressful mission (task).
The lead instructor is to offer to the servicepersons in training the following
instructions on how to perform the technique: "Look around and slowly examine the
premises you are in. Pay attention to the smallest details, despite knowing them.
Slowly, without rushing, "go through" all the items one by one in your head in a
defined sequence. Try to fully concentrate on this "inventory check".
Say to yourself in your head: "Brown writing desk, the pencil case is not closed,
you can see inside the pencil case, yellow curtains, green flower vase, etc.". Focus on
every individual object. This way you distract yourself from your inner stress, and
direct your attention towards rational perception of the surrounding environment.
Technique 7.09. Tilt

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The technique allows to relieve long-term physical and psychological strain.
The serviceperson is to stand on a flat platform with their feet shoulder-width apart,
lean forward and relax. They are to slowly lower their head, shoulders, and
arms, and close their eyes. Their breathing should be calm. The serviceperson is to
stay in this position for 1-2 minutes and then raise their head very slowly. After
returning to the starting position, the serviceperson is to remain in a still, relaxed state
for 1-2 minutes.
Technique 7.10. Mobilising psychological readiness for actions with the help
of breathing.
The technique allows you to increase your physiological and psychological
readiness to execute various strenuous missions. Inhale as slowly as possible and hold
the breath for 3-5 seconds. Exhale sharply. While inhaling, you may press your
clenched fists to your chest. When you are exhaling, sharply lower them to the sides.
The technique is to be repeated 5-6 times until you feel ready to act.
Technique 7.11. Blowing a candle out.

The technique allows you to increase your physiological and psychological
readiness to perform various strenuous missions. It also helps you develop your
volitional qualities and decisiveness. The serviceperson’s starting position is as
follows: standing or sitting, straight back, hands on their waist. On the count of 1-2,
inhale smoothly and energetically through your nose. On the count of 3, exhale
sharply and shortly through your mouth keeping your lips tightly squeezed, as if you
were blowing a candle out. While doing it, your torso muscles must be tensed up (use
your hands to feel the tension of your back and abdomen muscles). On the count of
4, relax and pause your breathing. Inhale and exhale fluidly while imagining a ball-
shaped energy impulse bursting forward as you are exhaling.
The exercise can be performed using either an imaginary or real candle, that is
to be placed at a distance of 20-25 cm. In this case, every time you manage to blow
the candle out, you need to move it a few centimetres forward. It is appropriate to be
carry performing this technique for 1-5 minutes.
The lead instructor is to prohibit the other servicepersons from making
comments about the results of performing the exercise.
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Technique 7.12. Nice to remember.

This technique is predicated on the use of the mental self-regulation mechanism
called self-persuasion. If you lack confidence in your abilities when solving a certain
task, it is recommended to imagine and analyse the experience of successfully solving
similar problems in the past. In the end, you need to tell yourself firmly: "I have
problems more complex. Solve this one now!"
Technique 7.13. Twin from the looking glass

When you are anticipating a certain important event and are having doubts
about the event ending happily, do the following: Carefully look at yourself in the
mirror trying to give your face a calm expression. Your nervous system will then
achieve balance via feedback. While developing the will mobilisation skills within
yourself, it is worth learning to take volitional actions after giving yourself an order,
for example: "Go!", "Come on!", “Stay strong!", etc.. Frequently combining
volitional actions and orders given to oneself becomes drilled in on a reflex level.
This will allow you to create a volitional tension in difficult conditions by giving
yourself an order.
The connection between an order given to oneself and a volitional action is
stabilised, if it is supplemented by self-reinforcement, i.e., approval of one's own
successful actions directed towards implementing an order given to oneself (e.g.:
"Well done!", "Attaboy!", "Awesome!" etc.).
Sustainment: mirror.
Technique 7.14. Contrast.

Content: This exercise can be performed as part of a unit during breaks between
lessons or at the end of lessons. Sit comfortably, clench your right hand into a fist.
Clench your fist as hard as possible. Keep it firm for 12 seconds, then quickly
unclench your fist. Put your hand on your thigh with your eyes closed and listen to
your sensations. Do the same with your left hand. Then simultaneously, using your
right and your left hand for 1-2 minutes. The exercise is aimed at relieving emotional
strain. You need to feel the area where your muscles are tight. Without changing your
pose, use your willpower to send relaxation to that area.
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Sequence of execution: the lead instructor is to give a command to the
servicepersons to sit comfortably and clench their right hand into a fist. They are
clench it as hard as possible. They are to keep it firm for 12 seconds, then quickly
unclench their fist. They are to put their hand on their right thigh with their eyes
closed and listen to their sensations. They are to then o the same using their left hand.
Then using their right hand and left hand simultaneously.
Training location: classroom, area of terrain, gym, sports ground.
Technique 7.15 Maintaining working capacity.

Mastering this technique allows you to withstand long-term load while
executing assigned missions.
Sit comfortably and place your palms on your knees. Your fingers are to be
pressed together and cover the kneecap completely. Place your index finger in the
middle of the kneecap. In this case, you can feel a small deepening under the
protrusion of the round bone under the kneecap with your ring finger. This is the
"point of longevity", the "point against a hundred diseases". Stimulating it for 1-2
minutes allows to increase the overall tone of the body, maintain vigour, and the
necessary working capacity.
Massage these points on both of your legs by pressing on them lightly using the
fingertips of your middle fingers. Gradually increase the pressure. When you are
doing it, it is as if the finger is being screwed into the point, which causes a feeling
of warmth and a slight ache.
Training location: permanent station, area of terrain within a military training
ground, combat vehicle park.
Sustainment: Not required
8.1.8. Psychophysiological state evaluation techniques.
Technique 8.01. The Ruffier test.

It is used to assess one’s capacity during physical activity. After 5 minutes of
rest, calculate the pulse for 15 seconds in a sitting position. (P1), then do 30 squats in
45 seconds. Having done the squats, check your pulse during the first 15 seconds.
(P2) and then check your pulse in the last 15 seconds of the first minute of the
recovery period (P3). The results are evaluated by an index determined by the
following formula:
4x (P1 + P2 + P3) - 200, Ruffier's index = 10.
Heart working capacity assessment:
less than 0 - athletic heart;
0.1-5 - "excellent" (very good heart);
5.1-10 - "good" (good heart);
10.1-15 - "satisfactory" moderately weak heart;
15.1-20 - "unsatisfactory" severely weak heart.
Training location: permanent station, sports ground, military training ground.
Sustainment: stopwatch; piece of paper (notebook); pencil (pen).
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Technique 8.02. Step test.
It is used to assess how one’s cardiovascular system responds to physical
activity. The physical activity for this test is stepping up on a step that should be 50
cm high for men, and 43 cm high for women. You are to step up and down the step
with a frequency of 30 times per minute. Each step up and down is to consist of the
following actions:
Lifting one foot up the step;
The serviceperson is to place both feet on the step and adopt an upright position;
The foot that started the climb is to be lowered to the floor, followed by the
other foot.
The climb is to be carried out on 4 counts: one – the left foot is to be placed on
the step, two – now the right foot, three - the left foot is to be lowered to the floor
(ground), and four – the right foot is to be placed next to the left foot. A total of 30
times per 1 minute for 3 minutes.
When standing on the step, the legs should be straight, and the body is to remain
in an upright position only. When stepping up and down, perform simple exercises
with your arms as if walking. During the test, the feet are to be changed several times.
Before carrying out the step test, the serviceperson must be familiarised with
the technique of performing the physical load and given an opportunity to perform
several test climbs up the step.
After the end of the physical activity, the serviceperson is to rest in a sitting
position. The climb frequency is to be counted for the first 15 seconds on the 2nd,
3rd, and 4th minutes after the activity with subsequent conversion to the number of
heartbeats per minute. The test is evaluated by the following formula:
Х  100 T (180sec.)
P2  P3 P4
X is the index of the step test;
P2 - heart rate (beats per minute) during the 2nd minute of the recovery period;
P3 - heart rate (b/pm) during the 3rd minute of the recovery period;
P4 - heart rate (b/pm) during the 4th minute of the recovery period.
Evaluation criteria:
X  60 – good;
X = 50-59 – satisfactory; X  50 – unsatisfactory.
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Training location: permanent station, sports ground, gym, military training
ground.
Sustainment: platform 50 cm high, stopwatch; piece of paper (notebook); a
pencil (pen).
Technique 8.03. Breath-holding tests during inhalation (Stange test) and

exhalation (Hench test).
The purpose of the technique is to assess the functioning of the cardiorespiratory
system.
Prior to the Stange’s test, the serviceperson's pulse is to be checked twice in a
standing position. The results are to be recorded on a control sheet.
From the beginning of performing the technique the breath is to be held after
performing a full inhalation. The full inhalation is performed after the serviceperson
has performed three breaths at 3/4 of the full breath depth. It is recommended to put
a special clip on the nose or simply pinch it with your fingers. The time the breath
was held for is to be recorded in seconds. The pulse is to be measured immediately
after the breathing continues. The test may be performed twice with an interval of 3-
5 minutes between the calculations.
Evaluation criteria according to the time breath was held for:
- < 39 seconds – unsatisfactory;
- 40-49 sec. – satisfactory;
- > 50 seconds – good.
During the Hench test, the serviceperson's pulse is to be checked twice in the
standing position. The results are to be recorded on the control sheet.
From the beginning of performing the technique the breath is to be held after
performing a full exhalation. The full exhalation is performed after the serviceperson
has performed three breaths at 3/4 of the full breath depth. It is recommended to put
a special clip on the nose or simply pinch it with your fingers. The time the breath
was held for is to be recorded in seconds. The pulse is to be measured immediately
after the breathing continues. The test may be performed twice with an interval of 3-
5 minutes between the calculations.
Evaluation criteria according to the time breath was held for:
- < 34 seconds – unsatisfactory;
- 35-39 sec. – satisfactory;
- < 40 seconds – good.
The integral index is calculated using the following formula:
The integral index is calculated using the following formula:
Integral Index = Stange’s (s) Hench’s x100

90
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The “raw” values of the reserve capacities of one’s cardiorespiratory system
calculated by the formula are converted into a 10-point scale.
Converting raw values into points

Points
1 2 3 4 5 6 7 8 9 10
49 121
111- 114-
and 50-56 57-69 70-87 88-95 96-101 102-110 and
113 120
less. more
The CRS reserve The CRS reserve capacities

The CRS reserve capacities are at a good level
capacities are at an are at a satisfactory level
unsatisfactory level
Training location: permanent station, sports ground, gym, a military training

ground.
Sustainment: a stopwatch; a piece of paper (notebook); a pencil (pen), nose
clip.
Technique 8.04. Finger-to-nose test.

The servicepersons are to touch the tip of their nose with their index finger with
their eyes open first, and then with their eyes closed. A normal result is being able to
touch the tip of their nose. In case of brain injuries, neurosis (exhaustion,
overtraining) and other functional conditions, there are misses (failures to touch the
nose), their index finger or hand shaking (tremor).
Training location: permanent station, sports ground, military training ground.
Sustainment: stopwatch, piece of paper (notebook), pencil (pen).
Technique 8.05. Yarytskyi test.

It is used to determine the vestibular system’s sensation threshold. The test is
performed in a standing position with the eyes closed. The serviceperson is to begin
to perform circular head rotations at a fast pace upon receiving the command. They
should keep going until they start losing their balance. The time it took them to start
losing their balance is to be recorded
The normal result is being able to keep their balance for 28 seconds, while
trained servicepersons achieve a result of 90 seconds or longer.
Training location: permanent station, training ground.
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Technique 8.06. Tapping test.
It is used to assess the functional state of a servicepersons who serve as
operators and signallers.
A sheet of paper is divided into four equal parts with two lines. The
serviceperson is to put dots in the first square as quickly as possible for 10 seconds.
They are then to take a 10-second rest and repeat the process in the second, third and
fourth squares. The total test duration is 40 seconds.
To provide an assessment after the test, the number of dots in every square is to
be counted. A trained soldier has a maximum wrist movement frequency of more
than 70 per 10 seconds. A decrease in the number of dots from square to square is an
indicator of the motor and nervous system’s insufficient stability. An increase in the
frequency of wrist movements in the 2nd and 3rd squares indicates a delay in the
adaptation processes.
Training location: a permanent station, training ground.
Technique 8.07. Serviceperson’s physical fitness evaluation as a result of

them performing a strength exercise routine (hereinafter referred to as SER).
This exercise set is designed to test the physical fitness of servicepersons in
order to assess how developed their main muscle groups are physically (shoulders,
back, arms and leg muscles) as well as to assess their movement coordination. Thus
this routine includes four tests: bending the arms in a press-up position (floor push-
ups), standing toe touches, squats, and jumps with twists.
To perform this exercise, a group of 10-40 servicepersons is divided into two
parts according to the list and are to form two lines facing each other. The distance
between the lines is 2-3 metres. The distance between the servicepersons is 1 metre.
Upon the command of the lead instructor, after a short briefing, the first line is
to execute the routing in the following sequence:
1) push-ups for 30 seconds, the more the better; 30 seconds rest;
2) standing toe touches with their legs apart and arms up and to the side,
for 30 seconds, as many as possible. 30 seconds rest;
3) squats for30 seconds, as many as possible without resting your hands
on your knees, 30 seconds rest;
4) Jumps by pushing off with both feet with a 180° turn around in the
direction of the left shoulder and back (two 180° jumps count as one repetition).
The servicepersons in the second line are to count the number of repetitions
during every exercise and record the results.
After the first line are finished with the SER , they are to swap with the second
line. The second line is to perform the exercises in following same sequence, while
the first line are to act as counters (judges). Taking swapping and the briefing into
account, the total time required is 12-15 minutes.
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All the repetitions of each exercise are to be recorded on the control sheet.
Then, the total sum of repetitions (the integral mark of physical fitness) is to be
converted into points using the table below.
Points scale for the motor skills test.

Exercise Point
s
1 2 3 4 5 6 7 8 9 10
Push-ups 10 11-15 16-19 20-21 22-24 25-27 28-29 30-34 35-38 ≥ 39
Toes touches 17 18-19 20-21 22-23 24-25 26 27-28 29-30 31-32 ≥ 33
Squats 23 24-25 26 27-28 29 30-31 32 33-34 35-36 ≥ 37
Jumps with 16 17-18 19-20 21-22 23-24 25 26-27 28-29 30 ≥ 31
twists
Sum of 85 86-88 89-93 94-98 99-104 105- 110-118 119-125 126-130 ≥ 131
repetitions 109
Training location: permanent station, sports ground.

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OPTIONS
FOR SYCHOLOGICAL TECHNIQUE ALLOCATION
DURING COMBAT TRAINING
No Type of combat training Number of psychological techniques
1 Tactical (tactical-specialised) 1.03; 1.04-1.08; 1.10; 1.15-1.18; 2.01-2.04; 3.01-3.05;

training 3.08; 3.10; 4.04; 5.01-5.03; 5.06.; 5.08.; 5.09; 5.11;
6.01-6.09; 7.01-7.11; 7.15.
2 Weapon handling 1.01.; 1.07.; 1.17.; 1.18.; 3.08.; 3.09.; 3.11.; 4.04;
5.01.- 5.07.; 5.09.; 5.11; 6.01-6.08.;7.01.-7.11., 7.15.
3 Technical training 5.07.; 5.11; 6.01-6.08.;7.01-7.11.; 7.14.; 7.15.
4 Driving 1.02.; 1.19.; 3.03.; 3.08.; 3.09.; 5.07-5.09; 5.11;
6.01-6.08.;7.01-7.11.; 7.14.; 7.15.
5 Reconnaissance training 1.03.; 1.04.; 1.08.; 1.10.; 1.12.; 1.16.; 1.17.;
2.01-2.05.; 3.05-3.09.; 3.11.; 5.01-5.07.; 5.11;
6.01-6.09.; 7.01-7.11.; 7.15. Demonstration of fiction
(documentary) and educational films about weapon
systems and foreign force tactics.
6 Communications training 1.02.; 3.02.; 3.08.; 5.01.; 5.02.; 5.05. - 5.07.; 5.09.;
6.01-6.08.; 7.01-7.11.; 7.14.;7.15.
7 Engineering training 1.12.; 1.13.; 1.15.; 3.10.; 5.11; 6.01-6.08.; 7.01-7.11.;
7.14.; 7.15.
8 CBRN training 1.05.; 3.01.; 3.03.; 3.05.; 3.07.; 3.10.; 5.01.; 5.03.; 5.07.;
5.09.; 5.11; 6.01-6.08.; 7.01-7.11.; 7.14.
9 Specialised, methodical 5.11; 6.01-6.08; 7.01-7.11; 7.14; 7.15. Demonstration of

training fiction (documentary) and educational films on military
topics. Team building exercises; role-playing games.
10 Physical training 1.10.; 2.01-2.03.; 3.02.; 3.09.; 4.01-4.04.; 5.08.; 5.11;

6.01-6.09.; 7.01-7.11.; 8.01-8.06.; 8.07.
11 Military topography 1.10.; 1.12.; 3.06. - 3.08.; 5.01-5.03.; 5.05.; 5.06.; 5.11;
6.01-6.08.; 7.01-7.11.; 7.14.; 7.15.
12 Tactical medicine 1.08.; 3.03.; 3.05.; 3.07.; 3.09.; 5.09.; 5.11; 6.01-6.08.;
7.01-7.11.; 7.14;8.01-8.06.
When preparing and conducting various types of training and comprehensive
exercises all the possible techniques and psychological training exercises are to be
used if possible.
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PHYSICAL EXERCISE ROUTINES FOR SELF-REGULATION
These routines consist of fairly simple exercises that take from 1 to 15 minutes.
It is worth noting that, despite their simplicity, it’s only by practicing them regularly
you will be able to achieve the effect of performing them.
Routine 1. It is recommended to do it in case of mental fatigue, or decreased
performance.
Adopt a standing position. The eyes are to remain half-closed and unfocused,
and muscles are to remain relaxed. Rub your palms and the rear sides of your
metacarpi against each other intensely until they feel warm. Stroke your head with
your fingers from the forehead to the back of the head. Using the end phalanges of
your fingers, gently stroke your forehead, cheeks, chin, and auricles. To be repeated
3-4 times.
Relax the neck muscles and turn your head 3 times slowly in each direction.
Rest your chin on your chest, tense your neck muscles for 4-6 seconds. Perform 5
forward circular swings with your arms keeping them straight and then 5 circular
swings backwards. Vigorously knead and massage the shoulder and forearm of your
right arm using your left hand. Then do the same for your left arm.
Tense your pectoral muscles as much as possible for 5 seconds, and then relax
them sharply. Hold your straightened arms in a “lock” behind your back, raise them
as much as possible, causing the maximum tension between the shoulder blades. The
time the tension should last is 5-7 seconds.
Clench your hands into fists. Using the ridges of your fists rub your back
vigorously from the sides to the spine, gradually moving your fists downwards – from
the shoulder blades to the waist. Do it for 8-10 seconds. Place your left palm on top
of your right palm and rub your abdomen using circular motions. Do it for 8-10
seconds.
Lean back creating tension in the lumbar area. Maintain the tension for 5-7
seconds. Relax the upper part of your body fully and perform 4-5 slow squats.
Raise your arms to the sides and up slowly while inhaling. Once you are
standing on your toes, hold your breath for 3-4 seconds. Also, lower your arms slowly
by your sides as you are exhaling. To be repeated 2-3 times.
Note: when performing the routine, you must clearly focus on tensed-up muscle
groups.
Routine 2. This routine is performed when it is necessary to relieve excessive
nervous agitation.
Adopt a sitting position. Your eyes are to remain half-closed, and your muscles
are to be relaxed.
Diaphragmatic breathing. You are to be inhaling for 4 seconds, with your
anterior abdominal wall protruding forward. You are then to be exhaling for 4
seconds with your anterior abdominal wall retracting. Then hold your breath for 8
seconds. To be repeated 8 times (during 1 minute). The following routine is
recommended in case of fatigue:
Rub your palms vigorously - 5 seconds;
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Quickly rub your cheeks up and down using your fingers - 5 seconds;
Tap the top of your head keeping your fingers relaxed ("drumming") - 5
seconds;
Rub the shoulder and the forearm of your left hand with the fist of your right
hand - 8 seconds. Do the same for your right arm;
Gently press on your thyroid gland (below the cadaver) 4 times using the thumb
and index finger of your right hand.
Find the hollow in the base of the skull using your thumb. Press on it, count to
three and release. To be repeated 3 times;
Hold your Achilles tendon with your thumb and index finger, squeeze it and
release. To be repeat 3 times on each leg;
Rub the bridge of both of your feet vigorously using the knuckles (or using your
heel).
Complex 3. This routine is recommended in case of eye fatigue.

Adopt a sitting position. Relax your muscles:
When you are inhaling slant your eyes to the right as far as you can without
turning your head. When you are exhaling return your eyes to the initial position. To
be repeated with the left side. Close your eyes for 4-5 seconds and relax. Now do
exactly the same but this time up and down. Then do the same in the direction of the
upper left and lower right corners;
Slant your eyes to the right as much as you can. Then slowly draw a circle anti-
clockwise using your eyes with the maximum radius possible;
Do the same clockwise. Then close your eyes and relax (30 seconds).
Routine 4. This routine is recommended in case of headaches. Adopt a sitting
position, relax your muscles:
You have to be inhaling with your abdomen for 4 seconds, then exhaling for 4
seconds. Hold your breath for 4 seconds after exhaling. To be repeated 3-4 times;
Press the top of your head using the fingers of both of your hands
simultaneously. Keep pressing it for 45 seconds. Then lift your fingers away sharply.
Do the same thing on the back of your head;
"Drumming" on the top of the head keeping the fingers of both of your hands
relaxed - 30-40 seconds;
Close your eyes. Using the palms of both of your hands, slowly smooth the hair
from the forehead to the back of your head. Focus your attention on the surface of
your palms. Repeat 7-10 times, making the contact between your palms and your hair
lighter every time;
Vigorously massage the back of your neck several times using your palm. Do
the same with your other hand. Massage your collar area intensively (below the neck)
with your palm. Do the same with your other hand;
Vigorously massage your back using your knuckles. Stretch your legs and tense
them vigorously. Relax your toe muscles and twist both of your feet with tension in
different directions.
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Routine 5. This routine is performed for fatigue relief.
Sit in an armchair, make yourself comfortable, relax, close your eyes.
In your thoughts inspect the fingers on both of your hands one by one, while
imagining them being completely relaxed. Then inspect your forearms and shoulders
in the same way.
In your thoughts inspect your face and neck muscles, trying to loosen the spots
that are tight. Do the same with for legs and torso.
Imagine yourself in a place where you usually feel good. For example, in a
forest, in the mountains, or by the sea. Try to feel the leaves rustling, hear the sound
of a wave breaking, or seagulls cawing.
Stretch vigorously, tense your muscles, and stand up.
Routine 6. These exercises, borrowed from Tibetan monks, have a
comprehensive health and toning effect on one’s body.
During the first week, the exercises are to be performed 3 times. During the
second week – 5 times. During the third week – 7 times, and so on up to and including
21 repetitions. The effect is usually noticeable after 2-3 weeks. They are to be
performed in the morning or evening, 1-2 hours before bedtime.
Adopt a kneeling position. Stretch your arms to the sides. Maintaining the arm
position, perform a circular rotation around your axis clockwise (as if looking from
above).
Lay on your back, stretch your arms along your body. Press your palms to the
floor and raise your head touching your chest with your chin. Lift your straight legs
up keeping them at a right angle to the floor. Return to the initial position.
Adopt a kneeling position. The metacarpi of your hands are to be placed on the
back of your thighs under your buttocks. Bend over backwards while tilting your head
back, sticking your chest out and resting your arms on your hips. Return to the initial
position.
Adopt a sitting position on the floor. Keep your chin pressed to your chest and
your legs stretched out forward. Keep your feet shoulder-width apart. Place your
palms on the sides of your buttocks. Tilt your head back as far as possible and lift
your torso so it is in a horizontal position, leaning on your metacarpi and feet. At the
same time your shins and arms are to be positioned vertically. Return to the initial
position.
Adopt a press-up position, lean on your arms and push out your elbows. You
are to lean on your metacarpi and the tips of your toes only. Position your metacarpi
and feet at a distance slightly wider than the width of your shoulders from each other.
You are to bend in the opposite direction keeping your chin pressed to your chest
while your body adopts the shape an acute angle with its vertex pointing up. Keep
your arms and legs straight.
Routine 7. Performing this exercise significantly increases energy potential and
restores emotional balance.
Adopt a standing position. Keep your legs wider than the width of your
shoulders apart. Raise your arms, straighten them, move them to your right and
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imagine a ball between your palms. Your left hand is over the top of the ball, your
right hand is underneath it. The diameter of the ball is 0.5 m
As you are inhaling, flip the ball over so that your right and left hands swap
places. As you are exhaling, slowly move the ball to the left. As you are inhaling, flip
the ball over. Similarly, as you are exhaling, move the ball slowly to the right.
To be repeated 7-8 times. It is important to be continuously focusing your
attention on the ball – we are following its movement with our eyes and trying to feel
it with our palms.
Routine 8. This routine is recommended to be performed in case of general
fatigue.
It is performed when one’s concentration and visualisation skills are sufficiently
developed. Its essence is to relax local muscle groups by focusing on them. It consists
of four blocks. To be performed in a sitting position with eyes closed.
Relax gradually:
1. Lateral parts of your body – the sides of your head, neck, shoulder muscles,
shoulder blade muscles, forearms, hands, fingers. Finish by focusing your attention
on your middle fingers (1 min.).
2. Then, the front of your body – your face, chest, abdominal muscles, hips,
knees, calf, foot muscles, toes (1 min). At the end, focus your attention on your big
toes (1 min).
3. The back of your body: the back of your head, the surface of your neck, your
back muscles, heels. Finish by focusing on the midsole area (2 minutes).
4. Final relaxation – head, neck, shoulders, back, arms and hands, chest,
abdomen, hips, calves, feet.
Routine 9. This routine relieves fatigue and restores working capacity very well.
Lay on your back, close your eyes, and relax. Mentally trace the movement of
air during your inhalation and exhalation – 2 minutes.
After a certain amount of practice at this stage there is an immersion in a deep
relaxation state. The body would come back from that state in 15-20 minutes. We
subjectively feel freshness, vigour, and energy burst. Stretch slowly, take 2-3 deep
breaths and exhale sharply.
Routine 10. Helps improve the body’s overall tone.
Rub your palms together until they feel warm. Rub the fingers of your left hand
intensively, while squeezing them one by one between the index and middle fingers
of your right hand. To be repeated with the other hand.
Grab the wrist of the left hand with the right hand and rub it vigorously.
To be repeated with the other hand.
Routine 11. It quickly and effectively restores emotional balance.
Stand with your eyes closed. Imagine a source of healing golden light, a small
sun, at a distance of 1 m above your head. Feel a pleasant warmth with your scalp.
While inhaling, mentally lower the flow of light downwards. Try to make that flow
reach your feet. That will require several attempts. Feel your feet becoming slightly
warm.
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We are to constantly monitor the flow consistently filling our heels, hips, pelvis,
abdomen and chest with golden energy. Feel the warmth flowing down your arms. If
the flow doesn’t “flow down”, try to imagine your body’s outline and slowly “paint”
the outline with the golden colour from the bottom up.
Imagine yourself inside a cone of sparkling light, feel its gentle cleansing touch
on your skin.
The exercise can be enhanced by imagining that the boundaries of your body
are gradually disappearing and dissolving in that light. But it is better to perform this
option of the exercise while sitting down (to avoid losing your balance).
Routine 12. It is performed in case of feeling heavy in the head, or mental
fatigue.
While pressing on the skin at the top of your skull using your fingers, press on
your parietal area. Alternately press on the spots above your eyebrows.
Press on your temples using three fingers. Press on the back of your neck using
four fingers. Press on the back of your head using your thumb or index finger.
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8.2. PURPOSE AND CONTENT OF THE GUIDELINES FOR THE
AFU SERVICEPERSONS PSYCHOLOGICAL TRAINING FOR BEING
HELD IN CAPTIVITY (ВП 7-00(03).01).
This educational-methodological publication (hereinafter referred to as

Methodological Recommendations) is intended for use as an additional
methodological material for training military units (subunits) of the Armed Forces of
Ukraine (hereinafter referred to as the AFU).
These Methodological Recommendations are intended to aid the work of
commanders of military units (subunits) and servicepersons of the AFU.
These Methodological Recommendations were developed taking into
consideration NATO Standard STANAG 7226 Ed./APRP – 3.3.7.3 (A), which is
adopted and implemented with certain caveats
The topic of military captivity is found across several spheres. On the one hand,
it is a professional risk. It is a threat that is on par with the likelihood of being
wounded or killed. On the other hand, there is a fear that throughout the history of
wars, prisoners have been either demonstratively brutally killed or left alive but
mutilated, having been turned into a burden and warning to their people. This fear is
also reinforced by the stories and testimonies of those persons that have been released
about the brutal tortures they endured in captivity.
The first signs of changes in how war prisoners were treated only appeared in
the 16th century when the Dominican monk Francisco de Vitoria stated in 1550: “It
is unacceptable to cause the evil in a war, that is greater than the goals of the war
itself had implied”. He also supported the righteous treatment of those prisoners of
war who should be ransomed. Sometime later in the 17th century, this idea also
received support from a lawyer called Huig de Groot. He gradually changed the
treatment of prisoners of war, who were increasingly more often left alive for the sake
of being exchanged after the war. The Geneva Convention was adopted, and the
International Red Cross was founded in 1863. In 1929 and 1949 the rest of the three
conventions regulating inhumane treatment from a formal and legal standpoint were
adopted.
Although these conventions remain the basis of international humanitarian law,
which all signatory states must adhere to, unfortunately, severe violations have been
occurring since the time of their signing until nowadays.
As of 01.04.2020 according to the Security Service of Ukraine, within the area
of conducting the measures directed at ensuring the national security and defence, as
well as repulsing and containing the armed aggression of the Russian Federation in
Donetsk and Luhansk regions, more than 3300 thousand of unlawfully detained
persons were identified and freed, including more than 1,600 servicepersons and law
enforcement agencies personnel, 70 members of volunteer battalions, and 1,730
civilians. More than a hundred servicepersons and civilians still remain captured by
illegal armed groups.
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It is impossible to determine the exact number of such persons, as it is constantly
changing depending on the criminal intent of the leadership of the quasi-state entities
and their curators from the Russian Federation. However, it is can be stated with
confidence that the risk of being unlawfully detained is high for the whole civilian
population of the occupied territories. Besides, about seventy Ukrainian citizens have
become victims of political persecution by Russia and been convicted on political
grounds in the Russian Federation and the temporarily occupied territory of the
Autonomous Republic of Crimea.
In modern warfare conditions, where hybrid actions prevail over the purely
military ones, the role of propaganda, political and manipulative technologies has
become much more significant. At the same time, the topic of captivity and prisoners
of war has acquired a new meaning.
Contemporary captivity studies distinguish between a whole range of captivity
types, based on such features as captivity as a consequence of combat (prisoner of
war), military captivity as a result of terrorists’ illegal activity (becoming a hostage),
captivity as a consequence of the renegade actions of illegal armed groups at sea
(being captured by pirates).
However, in modern armed conflicts that have signs of “unconventional”,
“irregular”, or “compound warfare”, in which the boundaries of a military conflict
become “blurred” and those non-military means, which during the normal state of
affairs would not be directly related to a classic military confrontation, become
involved in combat it is exactly military captivity that takes on new and diverse forms,
that make it possible to divide the groups that are in control of prisoners into different
types: "a military unit", which is manned by servicepersons of the active armed forces
of an enemy country, "professional mercenaries" and "outlawed units” formed from
representatives of criminal circles and local residents.
The warfare experience shows that only those who strive to survive, end up
surviving. The key aspect in any survival conditions is the psychological attitude
of the individual to the situation itself.
The previous experience has shown that high-quality psychological training can
make the fate of prisoners ow war easier to a certain extent. Although, it does not
help avoid the hardships of captivity altogether.
These Methodological Recommendations are used during training of
servicepersons in military units (subunits) of the AFU to aid in executing combat
missions to protect the territorial integrity and inviolability of Ukraine, peacekeeping
operations and missions in accordance with the objectives of NATO partnership.
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8.1. GENERAL PROVISIONS
8.1.1. This Methodological Recommendation is intended for use in the
AFU for the purpose of determining the general rules of behaviour in captivity and
to organising basic psychological training for servicepersons of all categories in
surviving and resisting in case of forced isolation (captivity).
8.1.2. The purpose of psychological training of servicepersons of the AFU in
the aspects of being held in conditions of captivity is to:
Facilitate implementation of standardised approaches to the development and
implementation of training programmes for preparation to being held in conditions
of forced isolation (captivity) as provided by [STANAG 7226];
Master effective behaviour tools in conditions of forced isolation (including
captivity). In particular, developing their psychological resilience to the hardships of
being held in captivity (held hostage), and the ability to resist various forms of
influence and manipulations from the enemy AF, or illegal armed groups (non-
governmental paramilitary [STANAG 7226] (hereinafter referred to as IAG).
8.1.3. The purpose of psychological training of servicepersons of the AFU in
the aspects of being held in conditions of forced isolation (captivity) is to:
Train servicepersons to think effectively in crisis situations of forced isolation
and choose the simplest and most effective strategies for survival, evasion, resistance
and escape/extraction from conditions of enemy environment;
Develop psychological resistance to psycho-traumatic factors of forced
isolation (captivity);
Teach self-regulation and self- and mutual help methods to servicepersons, in
case they are to find themselves in forced isolation (captivity).
8.1.4. The main principles behind training AFU servicepersons in the
aspects of being held in conditions of forced isolation (captivity):
Gradualness (gradual training of servicepersons while taking into account the
specifics of their combat and service missions, as well as their level of adaptability
to stress factors);
Clarity; Practicality;
Incorporating the elements of tension, surprise, danger, and risk, that are
inherent to a real combat situation, into the training process; Training servicepersons
to perform techniques and actions in the above-mentioned conditions;
Naturalisation when it comes to creating combat conditions that cause a
psychological struggle in servicepersons along with fire, tactical and other types of
influence; ensuring the servicepersons have the possibility to feel being influenced;
Real mental states during training, that implies the incorporation of risk and
danger elements during the execution of training combat missions;
The safety of training process.
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8.1.5. The main goal of preparing servicepersons for being in forced isolation,
is for them to acquire the skills of self-control, self-, and mutual help in conditions of
intense physical and psychological pressure.
8.1.5.1 To acquire specific skills that allow them to resist pressure from the
enemy and IAGs [STANAG 7226].
8.1.5.2 To acquire specific skills that will reduce the possibility/probability
and effectiveness of psychological pressure being used against the serviceperson
during interrogation [STANAG 7226], or while remaining in captivity.
8.1.6. Military captivity is a continuation of military service in different
conditions. Remember: your service duties do not stop with captivity, they just
change!
8.1.7. Getting captured is one of the professional risks a serviceperson is
remaining under while operating in an area of combat operations. The corresponding
actions on must be a part of the unit’s combat training.
8.2. ORGANISING AND CONDUCTING PSYCHOLOGICAL

TRAIING IN BEING HELD IN CONDITIONS OF FORCED ISOLATION
FOR THE AFU SERVICEPERSONS
8.2.1. Psychological training of servicepersons of the AFU in the aspects of
being held in conditions of forced isolation is a part of servicepersons’ training in
operating in a hostile environment. The training is organised for military units in
accordance with the requirements of these Methodological Recommendations, taking
into account the specifics and conditions of missions given to military units
(subunits).
8.2.2. General management of the training and responsibility for conducting it
rests with commanders of military units (subunits) and persons in charge at all levels.
8.2.3. Organising the training itself and conducting it on a quality level are the
responsibilities of the instructors who have undergone specialised training.
8.2.4. It is recommended to involve officers-psychologists, psychologists,
medical support specialists, when it comes to lessons in psychological and
psychophysiological aspects, as well as specialists in other fields if needed.
8.2.5. The training can be held at units’ permanent stations and at military
training ground during field exercises, reconstitution, or unit combat cohesion.
8.2.6. Either some or all the following means can be used to aid classroom
activities: videos, DVDs, computer-based training, or other training media materials
[STANAG 7226].
8.2.6.1. Lessons in legal, psychological, and psychophysiological aspects are
held in classrooms, and in the field. During those lessons audio recordings, videos,
slides, presentations, computer-based learning, and other learning media can be used.
8.2.6.2. During the lessons conducted in training classrooms,
servicepersons must have the possibility to take part in creating crisis and extreme
situations associated with countering enemy or IAGs, using demonstrations and case
examples to acquire practical skills. Training at this level does not require practical
284
recreation of the conditions that replicate captivity [STANAG 7226].
8.2.7. The AFU servicepersons' training in the aspects of being held in
conditions of forced isolation is conducted in accordance with the topics developed
by the command of different branches of the AFU as well as with specifics of mission
execution in areas of combat operations (hereinafter referred to as ACO).
8.2.8. According to the defined topics as well as the nuances and specifics of
a unit's (subunit’s) mission, the lessons are to be planned to be carried out during the
hours allocated to the subject of psychological training (and reserve hours).
8.2.9. The topic and the number of hours for conducting a lesson may be
adjusted according to subunit’s missions and the level of training of servicepersons
within it.
8.2.10. Training a serviceperson in being held in conditions of forced
isolation implies the serviceperson training on their own as well as them training with
an instructor. Training with an instructor can be held in a group or individually.
8.2.10.1. Practical and theoretical lessons for servicepersons are to be
planned and conducted as part of a subunit (group, section (crew), platoon).
8.2.10.2. The practical lessons include exercises, techniques for relieving
tension and combat stress (stress), self-massage exercises to relieve combat stress,
and methodology behind working with acupuncture points.
8.2.11. During training, instructors and servicepersons must comply with the
established rules and safety measures in accordance with the requirements of the
regulatory legal acts and guidance documents that these measures are defined by.
8.2.12. The records of lessons dedicated to training servicepersons of the
AFU are stored in a general record system of lessons in combat (operational) training
and filled in as a separate section of the combat training record register.
8.3. ASSESSMENT PROCEDURE

8.3.1. The assessment procedure of training of the AFU servicepersons along
with other guiding documents determine the results of the servicepersons having
acquired individual capabilities for survival and resistance in case of being captured
(forced isolation).
8.3.2. Servicepersons’ readiness for survival and resistance in case of being
captured (forced isolation) is assessed in order to check their level of comprehension
of theoretical and practical material related to a certain type of life activity.
8.3.3. The readiness of servicepersons is assessed in accordance with the
requirements of the order of the General Staff of the AFU as of 27.01.20. №26 "On
the Procedure of Development and archiving of Standards (Catalogues of Tasks for
Training and Assessment in Accordance with the Training Standards of the AFU)".
8.3.4. The procedure for training the servicepersons appointed as assessors
and conducting the assessment is set out in ВДКП 7-00(03.01).
8.3.5. The results of the assessment may turn out as follows:
"Capable" – if all the training items (missions) set out to be completed before
assessment received a positive grade with at least 50% of them receiving a grade of
285
no lower than "partially prepared";
"Partially capable" – if all the training items (missions) received a positive grade
with more than 50% of them receiving a grade of "partially prepared";
"incapable" – if the requirements for "partially capable" have not been met.
8.3.6. The results of assessing servicepersons’ knowledge, skills and
competences are conducted and recorded as a list of theoretical knowledge and
practical actions (abilities, skills) needed for survival and resistance in case of being
captured (performance assessment).
8.4. ORGANISING SUSTAINMENT FOR TRAINING OF THE AFU

SERVICEPERSONS IN BEING HELD IN CONDITIONS OF FORCED
ISOLATION.
8.4.1. Unit commanders are responsible for organising sustainment for
training of the AFU servicepersons in survival and resistance in case of being
captured.
8.4.2. Financial sustainment of training of the AFU servicepersons in survival
and resistance in case of being captured is provided by the Ministry of Defence within
budgetary allocations.
286
RECOMMENDATIONS
to servicepersons regarding personal preparation
1. If you are deployed to an AСO, accept it as a reality. Unnecessary illusions

tend to harm a person. Thus, you are faced with the mission of fulfilling your duty
and returning home alive and well.
2. Before being deployed to an ACO, be prepare yourself physically and
psychologically to unusual challenges, during performing your service and off-
service activities.
3. Do not lose your vigour, do not panic. It is normal to have a certain amount
of fear of the future.
4. Maintain sanitary discipline at all times.
5. Try to remember all the important information about your family and
friends (phone numbers, email addresses, etc.).
6. Start exercising intensively: the better prepared you are, the more likely
you are to survive. Increase the exercise session durations. Remember it is your
endurance that is important, not your muscle size.
7. Develop the ability to live in unfavourable conditions, learn to enjoy the
little things: a sip of water, fresh air, cigarette, conversation. Learn to appreciate
those.
8. To strengthen your willpower and spirit, try to train in adverse weather
(strong winds, rain, snow, heat, etc.).
9. Take more time to rest 3 to 4 days before deployment to the ACO. Shave
your head and armpits if possible – less hair means less dirt, and fewer problems.
Relax. Dedicate a lot of time to sleep and your favourite hobbies. It calms you down.
10. Delete your accounts from all the social media platforms you are
registered on (Facebook, Viber, Telegram, Instagram, Twitter, etc.), which point at
your involvement with the AFU (in order to prevent yourself from being identified
as a person belonging to certain social classes, reduce the preconditions for
information leaks, that would expose the AFU’s course of actions and may pose a
direct threat to the well-being and life of yourself, your family members as well as
your fellow servicepersons).
11. If possible, speak to your family and friends and prepare them for the
possibility that they may be pressured into influencing you in case you are captured.
Therefore, it is worth speaking to them about how to act in this case and minimise
risks.
287
SELF-MASSAGE
to relieve combat stress (stress)
1. Quickly rub one palm against the other one until you feel a sense of
strong warmth. Then put your palms to your face and hold them there for a minute or
two. Breathe deeply and slowly.
2. Place your index fingers between your eyebrows and slowly massage
the points in this area for a minute. According to Chinese medicine, it is exactly in
this area where tension tends to accumulate.
3. Then slowly move your index fingers along your eyebrows to your
temples. Press on your temples lightly for 15 to 20 seconds. Return your fingers to
your nose bridge and repeat 3 to 4 more times.
4. Tilt your head slightly, place your thumbs on the base of your neck (in
front). Place your index fingers under your earlobes. Slowly massage your jaw in a
circular motion, moving towards the chin. Repeat 2 – 3 times. The gastric meridian,
which also regulates your anxiety feeling, runs through here.
5. Place one of your palms on your forehead and the other on your chin.
Press with both palms for 10 seconds lightly. Then sharply remove them away from
your face. Repeat 3– 4 times.
6. Rub one of your palms against the other one again and place them on
the face. Then, if possible, slowly wipe your face with a towel soaked in hot water or
wash your face with warm water.
METHODOLOGY
Behind working with biologically active points
No
Sequence of actions when working with biologically active points
In order
1 3
Activation brain function and developing willpower.
1 Alternately, massage the indicated point near the gap of your fingers using the
thumb of your opposite hand for 1 to 2 minutes each, starting with your left hand.
Strengthening morale and emotional tone.
Perform 30 circular movements to massage the point near the thumb of the left
2
hand. Next, massage the point near the inner bend of the elbow joint (on the side
of the thumb) performing 30 circular movements. Repeat the process on your right
hand.
Insomnia and fatigue relief.
3 Do it in bed before going to sleep. Lift your foot up and down maxing out at
least 5 to 10 times. Then swap feet.
Relieving dizziness caused by various reasons.
Grab the wrist of your left hand with moderate pressure. Perform circular
4 movements with it. Perform 15 movements in each direction. Repeat with your
right hand. In case the state was to reoccur, repeat the process. If this state reoccurs
repeatedly during a day, seek medical advice.
288
Reducing overall sweating
5 Massage the indicated points on each hand for 2-3 minutes. This state can be
caused by nervous overstrain and does not depend on how overweight a person's
weight.
Peaceful sleep
6 Massage the indicated area using 4 fingers of your left hand for up to 30 seconds.
Then massage the area on the right.
Stopping hiccups
Using your thumb, press the point on the centre line of your abdomen and chest
7
with moderate pressure. Press 7 times for 3 seconds, the hiccups will quickly
disappear.
Severe thirst, dehydration
Place the tongue between the front teeth and stimulate the indicated point using
8 small bites for up to 1 minute. Bite with moderate pressure on your tongue. This
point quenches thirst and regulates water metabolism.
Asthma attack
9 Use your right thumb to massage the indicated points on your left hand for 10
minutes, then switch to your right hand. Keep your feet warm. put them in hot water
Loss of consciousness, shock, wounds, traumatic brain injuries, poisoning by
toxic substances and gases, psychosis, epilepsy, heat stroke
You can interact with the impact point via the projection point with any rounded
object: a finger, ballpoint pen, round, cleaning rod, the bottom part of a lighter,
10 match, keys, etc.
Sequence of actions: 7 clockwise circular movements, 7 presses, 7 circular
movements in the opposite direction. Pressure – moderate; frequency – 2
sequences per minute, duration – until the casualty regains consciousness, (from
practical experience: this period is up to 1-3 minutes)
Acute mental and emotional states – various stresses, neuroses, psychoses
With the thumb and index finger of your left hand, squeeze the joint of the little
11
finger of your right hand for 30 seconds hard. The greater the nervous strain is
that has been endured, the harder the squeeze should be in terms of its strength
and duration. But do not keep it for longer than 30 seconds.
Acute cardiac disorders and pain, arrhythmia, bradycardia
With the thumb and index finger of your right hand press on the indicated points
12 of the little finger of your left hand on both sides starting from the nail: 3 (three)
moderate presses of 3 seconds each on 10 coupled points. The 11th point should
be influenced after spreading the little finger and ring finger apart.
Heart function normalisation, peace of mind preservation
13 Massage the tips of your little fingers alternately for 1-2 minutes each, starting with
your left hand.
General fatigue relief, heart function improvement
14 Massage the indicated point alternately using circular movements – twice per
minute on each hand.
Keeping calm, calming breathing down, normalising heart function,
overstrain state prevention and relief
Press on the point in the middle of your palm using your thumb. Exhale while
15
pressing, and inhale when the pressure is released. Perform the process calmly
and slowly, while alternating your hands. Intensity and number of presses are to
be adjusted based on how one is feeling.
289
Fatigue relief, brain stimulation, mental state improvement.
Use 1-2 fingers of your hand to massage the protruding cervical vertebra 30
16 times using a clockwise circular movement.
Repeat the massage in the other direction for 30 times, then perform 30 moderate
presses on the indicated point.
290
KEY TIPS
regarding how a serviceperson is to behave in captivity
1. If captivity becomes unavoidable during a combat mission, you must

get rid of or hide your personal documents, insignia, and weapons (disable them if
possible).
2. If you are taken prisoner, be prepared for insults, beatings, torture,
violence, difficult interrogations, psychological manipulation, your and your fellow
servicepersons extreme behaviour in a state of mental shock, health deterioration,
your own death or death of the death of those persons held in captivity together with
you.
3. At the time of capture it is necessary to try and remain calm.
4. You may be killed(shot) when you are being captured if the capture had
not been planned. When being captured, your main job is to control your combat
stress and, strike up a conversation with the enemy if possible. At the same time, do
not humiliate yourself and do not beg for mercy, as in that case there is a high
probability of you getting killed or severely mutilated.
5. If physical force (beating) is used against you during the first days of
captivity,
it is necessary to protect your head and legs from blows.
6. Control your own behaviour and behave rationally. In this situation
what that means is calmly, without provoking or behaving defiantly and regardless
of possible provocations and (likely) abuse from the enemy, try to share at least some
of your calmness with those who are taking you prisoner by using calming gestures
and displaying patience. Remember, those who are taking you prisoner would also
often be frightened and shocked in a situation like this.
7. Do not lose heart, keep hoping for a positive outcome of this extreme
situation.
8. If necessary, follow the orders of the enemy (IAGs representatives),
especially during the first 30-60 minutes after you have been captured. Do not get
into an argument with them, endure their insults and humiliation. For now, your goal
is to survive.
If you have been captured along with other servicepersons, do not risk your own
life or the lives of those around you in the first minutes or hours. Do not allow for
those actions that could provoke the enemy (IAGs representatives) to use weapons
and lead to casualties (do not run away, do not rush towards the enemy, do not grab
weapons.
9. Try to keep yourself in good shape, do not allow yourself to relax
and despair. Find yourself something to do. If possible, have conversations with
your cellmates or simply clean the premises. Always remember who you are and what
you are capable of.
10. Keep fit. Take every opportunity to exercise. Strong body keeps your
mind strong. At the same time, try not to overdo it by burning too many calories. If
291
your physical condition is poor, try to do stretching exercises and other basic
exercises for your arms and legs.
11. When outside the cell, ask for permission if you want to do anything (sit
down, stand up, have a drink, etc.). Your actions without permission may be regarded
by the guards as an attempt to escape, disobey, or violate the rules they have
established, which may result in physical violence against you or even your death.
12. If you are involved in work outside of your place of confinement, do not
hesitate to ask the persons responsible in the area for cigarettes, sweets, food, personal
hygiene items, etc. (all of this will come in handy for you later, when you are inside
the cell). If you are involved in work at a military facility and there is such possibility,
study all the information about it (the purpose of the facility, its security and
communication systems, the way service is organised inside of it, etc.).
13. Be vigilant. Try to keep your mind occupied. For example, write a novel
in your head, say a chapter a day, or write a business project. Cognitive activity will
not allow you to lose your sense of dignity when imprisoned.
14. Do not provoke the enemy guard to beat you. Do not annoy your
guards, as beating can reduce your body's resistance and ability to survive. Try to
outsmart your guards and establish positive communication with them, observe their
behaviour and study it. Be polite and remember your dignity. In your relationships,
do not allow closeness to avoid integrating into the surrounding environment. This
will allow you to keep your inner world of values, views, and symbols enclosed with
an imaginary wall, and thus maintain at least some independence from the
environment that will constantly try to pressure you.
15. When communicating with the guards and enemy representatives, try to
convince them of your sufficient personal "correction".
16. Maintain friendly relationships with other captives. Support each
other and create an atmosphere of mutual understanding.
17. What depresses a prisoner the most is the thoughts of their possible death
in captivity. The realisation that you are completely dependent on someone else's
hostile will, breaks you more than physical torment. So do not ever let yourself give
up! No matter how hard, scary, or painful it is, do not give in to sadness. Force
yourself to fill every minute of captivity with some kind of activity (think about the
future, fantasise, make up different stories, objects, devices, memorise facts, observe
insects, etc.).
18. Do not leave time for worries. Force yourself to overcome your inner "I
can't” and make yourself think, read poetry, keep yourself clean, and follow the rules
of table etiquette while eating (even if a piece of beetroot is your breakfast and the
floor is your table). Do not lose hope, think about your successful future, and believe
in it.
19. Be prepared not only for physical but also for moral and mental tortures.
They may threaten to kill your family and loved ones, the light may not be turned off
in the cell. Or vice versa – you may be placed in a completely dark room, or a constant
monotonous sound may be transmitted to the cell.
292
20. Be patient. Time works for you and those who are preparing to release
you. At the same time, do not expect a quick release – a quick enemy capitulation
(representatives of the IAGs) is unlikely. So, prepare yourself physically, mentally,
and emotionally for a difficult challenge.
21. Even if they try to morally suppress you and convince you that you have
been forgotten and are useless, do not give in, this is a provocation. In fact, you are
remembered about, and there are working so you could be released as soon as
possible.
22. Make time for prayer.
23. Remember that those who have a purpose in life, someone, or
something to live for can withstand any challenges.
293
LIST
of theoretical knowledge and practical actions (skills, competences) for a
serviceperson training in being held in conditions of forced isolation
(performance assessment).
Not
No
In (assessed)
order
1 2 3 4
1. To know the provisions of the Geneva Convention from 12 August
1949 regarding treatment of prisoners of war
2.* To know the main requirements of the provisions of the Order of
the Ministry of Defence of Ukraine No. 164 of 23.03.2017 "On
Approval of the Instruction on the Procedure for Implementation
of International Humanitarian Law in the Armed Forces of
Ukraine"
3. To know the basic principles of behaviour when being held in
conditions of forced isolation
4.* To know the basic rules when being held in conditions of forced
isolation
5.* Does the trainee know how to use self-calming techniques when
being held in conditions of forced isolation?
The total number of items per training section being assessed:

1.* Ability to apply tension and stress relief exercises
2.* Ability to perform self-massage for stress relief
3.* Ability to use acupuncture points to maintain own mental state
4. Ability to self-regulate own state while remaining in conditions of

forced isolation
The total number of items per training section being assessed:
The total number of items in the training chapter:

Note:
* critical item of the training standard;
+ completed item (sub-item);
- uncompleted item (sub-element);
0 marks the item that was not assessed.
294
Completed training section assessment table
/ conclusion on the level of training
Table 6.2
Items Grade
Section Exercise(item?) name for
No quantity % section
Total number of assessed items.

9 (* 6) 100
І. Total number of items that received a positive grade
“COMPLETED”.
Items that involve practical actions 4 (* 3)

II. Total number of items that received a positive grade of

“COMPLETED”.
Grade per section (completion of individual missions):
No Full name. Questions Overall

grade:
1. theory practice
2.
3.
Working Notes:
Observations
Discussions
Recommendations
295
GLOSSARY
Action(s) is a process of doing something or influencing something.
Adjustment is a change in learning objectives, ways, forms, and methods of
learning in accordance with the results obtained.
Capability is a characteristic that allows to take certain actions to achieve a
specific goal, given designated resources.
Combat stress is a multilevel process of adaptive activity of the human body
in an extreme combat environment accompanied by the strain of reactive self-
regulation mechanisms and the consolidation of specific adaptive
psychophysiological changes. Combat stress is a pre-pathological disrupting
condition that exhausts the functional reserve of the body and increases the risk of
disintegration of mental functioning and persistent somatic vegetative dysfunctions.
Competences of a serviceperson are the ability of a serviceperson to
automatically perform certain actions. The practical application of knowledge,
skills, and competences in the course of the educational process ensures their
transformation into professional skills.
Conduct after capture is the procedure (measures) followed by a
serviceperson to increase their chances of survival and recovery [STANAG 7226].
Discussion is a method that allows to present different points of view and
justify one’s position and makes it possible to establish the main theoretical issues
more convincingly in one's mind.
Exercise is a purposeful and systematically organised performance of mental
and practical actions (techniques) aimed at acquiring knowledge and mastering,
developing, and improving practical skills and competences.
Forced isolation is a complete or partial restriction of a person's contacts
with their preferred environment, achieved by depriving them of personal freedom
accompanied by the use of physical, psychological, and/or other means.
Group exercise is a form of lesson that implies practical training in managing
a unit as part of a training group, where all trainees play the role of one or more
officials.
Hostage is an individual who is captured and (or) forcibly held against their
will and against their wishes as a means of obtaining satisfaction of the claims made
by the holders of such person.
Individual capability of a serviceperson is the level of theoretical
knowledge, practical skills and competences, psychological and physical qualities
that a serviceperson must possess to perform functional duties in accordance with
their position.
Involuntary isolation is a state of complete or partial lack of contact of the
military personnel with the preferred environment as a result of circumstances
arising from performing their duties (executing missions) that require the personnel
to survive and/or avoid forced isolation, including captivity, on their own or as part
of a group, in the absence of the possibility of receiving the necessary assistance.
296
Knowledge of a serviceperson is a set of perceived information, concepts,
processes, and procedures obtained in the course of military training.
Mass media are newspapers, magazines, television and radio programmes,
documentaries, and other periodic forms of public distribution of mass information.
Mission (sub-mission) is a clearly defined action(s) that is (are) assessed and
performed by a military command and control body, military unit (headquarters,
force, or temporarily created military formation), or a serviceperson.
Prisoners of war are persons who have been captured by the enemy and
belong to one of the following categories:
personnel of the armed forces of a party to the conflict, as well as members
of militias or volunteer groups that are part of those armed forces;
members of other militias and volunteer groups, including members of
organised resistance movements, belonging to one of the parties to the conflict and
operating on their territory or beyond, even if this territory is occupied, provided
that these militias or volunteer groups, including organised resistance movements,
meet the following conditions:
they are commanded by a person who is responsible for their subordinates;
they have a permanent distinguishing marking, clearly visible from a
distance;
they carry weapons openly;
they conduct their operations in accordance with the laws and customs of war;
members of regular armed forces who declare loyalty to a government or
authority that is not recognised by the detaining state;
persons who accompany the armed forces but are not actually part of them,
such as civilians on military aircraft crews, military correspondents, suppliers,
personnel of working units or welfare services of the armed forces, provided that
they have received permission from the armed forces they are accompanying and
have been issued with identity cards;
crew members of merchant marine vessels, including captains, pilots, and
deckhands, as well as crews of civilian aircraft of the parties to the conflict who do
not enjoy more favourable treatment under any other provision of international law;
residents of unoccupied territory who, when the enemy approaches, arm
themselves to resist the invading forces without having time to form into regular
troops, provided that they carry their weapons openly and abide by the laws and
customs of war.
Scenario is a situational mission used for group analysis, discussion, and
development of solutions by trainees to resolve a given situation.
Self-study is a form of individual training conducted to ensure that trainees
have a profound understanding of the learning material, repeat it, consolidate it, and
prepare for the next day's lessons.
Seminar is a form of group training where a problematic issue(s) on a
previously studied topic defined by a lead instructor is discussed.
Skills of a serviceperson is the ability of servicepersons to perform certain
297
actions correctly that is based on the missions received in the military sphere.
Systematic and purposeful training by performing certain actions ensure the
transformation of trainees’ knowledge and skills into competences.
STANAG is a NATO standardisation agreement.
Standard is a time-based, quantitative, and qualitative indicator of the
execution of assigned missions, techniques, and actions related to the use of
weapons and military equipment in the course of combat training by individual
servicepersons or units.
Technique is an individual action or movement.
Training is a meaningful repeated repetition (performance) of already learnt
exercises (techniques, actions) in order to consolidate (improve) them.
Training logistics support is a set of material and technical means and
equipped training facilities (training buildings, training complexes, equipped
terrain, training grounds, etc.) intended to organise and provide training for
servicepersons, forces, military units, and military command and control bodies in
accordance with training plans and programmes (courses).
Training standard is a regulatory document (unified process) that defines
the sequence of achievement of operational (combat or special) and individual
capabilities to perform specific tasks by military command and control bodies
(headquarters, military units, forces, vessels, or servicepersons) and defines the
criteria for their assessment. Training standards (hereinafter СТП) are categorised
into standards for individual (basic or professional) training (hereinafter СТІ) and
collective training (hereinafter СТК) and are aimed at achieving compatibility in
the training of units of the Armed Forces of Ukraine and NATO member states.
Training subject is a system of concepts about phenomena, patterns, laws,
or theories in any relevant field of activity with the definition of the required level
of development of a certain set of knowledge, skills, and competences in trainees.
298
LIST OF REFERENCES (SOURCES)
1. Order of the Commander-in-Chief of the Armed Forces of Ukraine No. 173

“Про затвердження Інструкції з організації психологічної підготовки у Збройних
Силах України” [On Approval of the Instruction on the Organisation of Psychological
Training in the Armed Forces of Ukraine] of 23.10.2020.
2. Order of the Commander-in-Chief of the Armed Forces of Ukraine No. 305
“Про затвердження Інструкції з організації психологічного забезпечення
особового складу Збройних Сил України” [On Approval of the Instruction on the
Organisation of Psychological Support for the Personnel of the Armed Forces of
Ukraine] of 18.10.2021.
3. Положення про пункти психологічної допомоги у Збройних Силах
України [Regulations on Psychological Assistance Centres in the Armed Forces of
Ukraine], approved by the Order of the Commander-in-Chief of the Armed Forces of
Ukraine No. 99 of 28.07.2020.
4. Doctrine “Морально-психологічне забезпечення військ (сил) в
об’єднаних операціях” [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 27.10.2020.
5. Доктрина розвитку військового лідерства у Збройних Силах України
[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 01.12.2020.
6. Order of the General Staff of the Armed Forces of Ukraine No. 26 “Про
порядок розроблення (розміщення) стандартів (каталогів завдань) з підготовки
та проведення оцінювання за стандартами підготовки Збройних Силах України”
[On the Procedure for Development (Publication) of Standards (Catalogues of Tasks)
for Training and Assessment in Accordance with the Training Standards of the Armed
Forces of Ukraine] of 27.01.2020.
7. Military educational and methodological publication for the unit
commander (training facility director) on the organisation and conduct of training of a
section commander (platoon sergeant) ТП 7-01(40).02 “Програма суміщеного курсу
підготовки командира відділення, головного сержанта взводу для механізованих,
мотопіхотних, гірсько-штурмових десантно-штурмових, аеромобільних,
повітряно-десантних підрозділів та підрозділів морської піхоти (за 30 денним
терміном навчання)” [Joint Training Program for Section Commanders and Platoon
Sergeants of Mechanised and Motorised infantry, Mountain Assault, Air Assault,
Airmobile, Airborne, and Marine Units (30-day training period)], approved by the
Chief of the General Staff of the Armed Forces of Ukraine on 12.07.2022.
8. Military educational and methodological publication on the
organisation and conduct of basic military training in training units (centres, schools,
or military training grounds) of the Armed Forces of Ukraine ТП 7-00(206)246.63
299
“Програма базової загальновійськової підготовки (для підготовки
мобілізаційних ресурсів)” [Basic Combat Training (to Train Mobilised Resources)],
Edition 2, approved by the Chief of the General Staff of the Armed Forces of Ukraine
on 02.06.2023.
9. Military standard СТІ 000Г.22Л “Психологічна підготовка (навчальний
курс)” [Psychological Training (Training Course)], approved by the Chief of the Main
Department of Moral and Psychological Support of the Armed Forces of Ukraine on
10.01.2019, No. 8.
10. Military standard СТІ 000А.22А “Психологічна підготовка (система
індивідуальної підготовки)” [Psychological Training (Individual Training System)],
approved by the Chief of the Main Department of Moral and Psychological Support of
the Armed Forces of Ukraine on 21.03.2019, No. 39.
11. Military standard No. 140 СТІ 000Г(В).58А “Смуга реакцій лідера (Курс
лідерства)” [Field Leadership Reaction Course (Leadership Course)], approved by the
Chief of the Main Department of Moral and Psychological Support of the Armed
Forces of Ukraine on 18.11.2019.
12. Military standard СТІ 101А.26В Special training (professional training),
approved by the Chief of the Main Department of Moral and Psychological Support of
the Armed Forces of Ukraine on 04.12.2019, No. 148.
13. Military standard СТІ 000Г.22Л.02 “Психологічна підготовка,
(навчальний курс)” [Psychological Training (Training Course)], approved by the
Forces of Ukraine on 07.09.2022, No. 72.
14. Military standard СТІ 000Г.22К.(И) “Психологічна підготовка,
(навчальний курс)” [Psychological Training (Training Course)], approved by the
Forces of Ukraine on 20.08.2022, No. 64.
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організації психологічної підготовки військовослужбовців Збройних
СилУкраїни до перебування в умовах примусової ізоляції” [Methodological
Guidelines on Psychological Training of the Armed Forces of Ukraine for Being Held
Captive], approved by the Chief of the General Staff of the Armed Forces of Ukraine
on 24.04.2020.
16. Tactical publication ТКП 1-160(31)03.01 “Методичні рекомендації з
психологічної підготовки військовослужбовців Збройних Сил України щодо
формування стресостійкості до дій в умовах різкої зміни бойової обстановки”
[Guidelines on Psychological Training of the Armed Forces of Ukraine on
Development of Stress Resistance in Abruptly Changing Combat Situations], approved
by the Deputy Chief of the General Staff of the Armed Forces of Ukraine on
13.01.2021.
17. Military educational and methodological publication ВП 1-00(160)03.01
Інструкція “Протоколи надання психологічної допомоги військовослужбовцям
300
Збройних Сил України” [Instruction on the Protocols for Providing Psychological
Assistance to the Military Personnel of the Armed Forces of Ukraine], approved by the
Chief of the General Staff of the Armed Forces of Ukraine on 24.02.2021.
18. Military publication ВП 1-(18-21)160(13).01 “Методичні рекомендації з
психологічної підготовки військовослужбовців корабельного складу Військово-
Морських Сил Збройних Сил України щодо формування стресостійкості до дій
в умовах різкої зміни бойової обстановки” [Guidelines on Psychological Training
of the Naval Forces of the Armed Forces of Ukraine on Development of Stress
Resistance in Abruptly Changing Combat Situations], approved by the Commander of
the Naval Forces of the Armed Forces of Ukraine on 26.03.2021.
19. Military publication ВП 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
11.11.2022.
20. Military educational and methodological publication for military
organisational structures on the operational procedures for psychological support and
recovery groups in the units of the Armed Forces of Ukraine ВП 1-00(58)271.31
Інструкція “Порядок роботи груп психологічного супроводу та відновлення у
військових частинах Збройних Сил України” [Instruction on the Operational
Procedures for Psychological Support and Recovery Groups in the Units of the Armed
Forces of Ukraine].
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психологічної стійкості військовослужбовців в умовах бойових дій, метод. посіб.
[Ensuring the Psychological Resilience of Military Personnel in Combat Environment
(Guidelines)]. Kyiv-Odesa: Fenix, 2022.
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управління страхом в умовах бойових дій: метод. посіб. [Theory and Practice of
Fear Management in Combat Environment (Guidelines)]. Kyiv-Odesa: Fenix, 2022.
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M. Syrytsia. Особливості надання психологічної допомоги військовослужбовцям,
ветеранам та членам їхніх сімей цивільними психологами: метод. посіб.
[Peculiarities of Providing Psychological Assistance to Military Personnel, Veterans,
and Members of Their Families by Civilian Psychologists (Guidelines)]. Kyiv: 7BT,
2023.
24. O. Lesiuk, O. Mas, N. Stepuk, N. Storozhuk. Психолого- педагогічний
практикум з психологічного забезпечення професійної діяльності підрозділу:
Навчально-методичний посібник [Psychological and Pedagogical Workshop on
Psychological Support of Professional Activities of a Military Unit (Guidelines)].
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Skoriak, D. Sydorchuk. Базова загальновійськова підготовка на території Великої
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(Training Manual)]. Edition 02-22. Aldershot: Interflex, 2022.
301
26. I. Neminsky, O. Lesiuk, O. Kapinus, O. Roy, V. Oliynyk, A. Romanyshyn.
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посіб. [Organization of Psychological Training in the Armed Forces of Ukraine
(Guidelines)]. Under the general editorship of Major General V. Klochkov. Kyiv:
SRCHI of the AFU, 2023.
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302
APPENDICES
Appendix A
Armoured vehicle vulnerability scheme
Grade: satisfactory Impact zone 3
Grade: excellent Impact zone 1
Impact zone 2
Grade: good
303
Appendix B
LESSON PLAN FOR SITE 1

Artificial obstacle section
Assessment of servicepersons overcoming Section 1:

excellent: if servicepersons met the time (in terms of pace and requirements)
defined for the “excellent” grade, and if the pair organised mutual assistance in
overcoming obstacles, followed the order of overcoming obstacles, and covered each
other with fire, while hitting the target with a grenade;
good: if servicepersons met the time (in terms of pace and requirements)
defined for the “good” grade, and if the pair organised mutual assistance in
overcoming obstacles, covered each other with fire, but made minor errors in the order
of overcoming obstacles, while hitting the target with a grenade;
satisfactory: if servicepersons met the time (in terms of pace and requirements)
defined for the “satisfactory” grade, and if the pair organised mutual assistance in
of overcoming obstacles;
unsatisfactory: if servicepersons did not meet the time requirements defined
for the “satisfactory” grade, and if the pair did not organise mutual assistance in
bypassing an obstacle (in case of a refusal to overcome an obstacle), and if safety
Starting position
Servicepersons take places 10 meters from the firing position. Weapons are in
the position for firing on the move using the sling (it should be loosened on the chest
so that the butt is slightly below the right shoulder and thrown over the neck so that
the rifle hangs with the barrel down; right hand is on the pistol grip), magazine is
unloaded and stored in the magazine pouch, grenades and fuses are stored separately
in the grenade pouch.
Personnel are split into combat groups (twos) where number one is in charge.
The lead instructor indicates the firing position and the position for firing, and
gives the order “PREPARE FOR ACTION”. Servicepersons 1 and 2 take up firing
positions, load their weapons, and prepare grenades for use; the group leader checks
the readiness of their group and reports: “THE GROUP IS READY FOR
ACTION”.
304
SCHEME OF EXECUTION
starting position
1 2
10 m
firing position
1 2
305
Appendix B.1

Urban warfare section
Personnel are split into combat groups (twos) where Number One is in charge.

overcoming obstacles, followed the order of overcoming obstacles, and covered each
other with fire, while hitting the target with a grenade;
good: if servicepersons met the time (in terms of pace and requirements) defined
for the “good” grade, and if the pair organised mutual assistance in overcoming
obstacles, covered each other with fire, but made minor errors in the order of
overcoming obstacles, while hitting the target with a grenade;
satisfactory: if servicepersons met the time (in terms of pace and requirements)
defined for the “satisfactory” grade, and if the pair organised mutual assistance in
of overcoming obstacles;
unsatisfactory: if servicepersons did not meet the time requirements defined for
the “satisfactory” grade, and if the pair did not organise mutual assistance in
Starting position
Servicepersons 1 and 2 take places 3 meters from the tunnel. Weapons are in the
“behind the back, barrel down” position.
306
Appendix B.2
Increased difficulty obstacle section

each other with fire;
order of overcoming obstacles;
satisfactory: if servicepersons met the time (in terms of pace and
requirements) defined for the “satisfactory” grade, and if the pair organised mutual
errors in the order of overcoming obstacles;
307
Appendix B.3
Special conditions section
each other with fire, while hitting the target with a spade (knife);
order of overcoming obstacles, while hitting the target with a spade (knife);
satisfactory: if servicepersons met the time (in terms of pace and
requirements) defined for the “satisfactory” grade, and if the pair organised mutual
errors in the order of overcoming obstacles;
The time is registered after the final serviceperson in the combat group of
two completes the section.
308
Obstacle 1
Throwing a hand grenade at the target;
overcoming the “Destroyed wall” obstacle by a combat group
On the lead instructor's order “FIRE”:

Number One throws a grenade at the target;
Number Two fires two bursts towards the target; the second burst is fired at the
moment of throwing the grenade;
Number One gives the order “GO”;
Number Two leaves the trench first, runs to the wall with a porthole and takes
the “step” position next to the wall;
Number One leaves the trench second, runs to the wall and, with the help of
Number Two, jumps onto the wall, fires a burst down “behind the wall”, jumps down,
and assumes the kneeling firing position;
Number Two rolls over the wall.
SCHEME OF EXECUTION
Firing position
1 2
Target for grenade throwing
2 1
“Wall” obstacle
Final line 2 1
309
Obstacle 2
Overcoming the “Low-wire entanglement mock-up” obstacle
by a combat group
Number One and Number Two overcome the obstacle one by one,
supporting their weapons with both hands.
310
SCHEME OF EXECUTION
Starting line 1
2
“LWE mock-up”
obstacle
Final line 1
2
311
Obstacle 3
Overcoming the “Short-stake wire mesh” obstacle by a combat team
Number One and Number Two approach the obstacle and put their
weapons into the firing position on the move, without using the sling.
Number One and Number Two crawl under the obstacle. While crawling,
trainees should hold their weapons in front of them.
SCHEME OF EXECUTION
Starting line 1
Wire mesh
on short stakes
Final line 2
312
Obstacle 4
Overcoming the “Concertina wire” obstacle by a combat group
Number One and Number Two approach the obstacle and put their
weapons into the firing position on the move, without using the sling.
Number One and Number Two overcome the obstacle. The concertina wire
is overcome by a roll jump; weapons should be held with the magazine facing
the body.
SCHEME OF EXECUTION
Starting line 1 2
Concertina
wire obstacle
Final line
1 2
313
Obstacle 5
Overcoming the “Abatis” obstacle by a combat group
Number One and Number Two overcome the obstacle in a single file by
jumping, crawling, and rolling. While overcoming the obstacle, weapons should
be held in the right hand.
Number One runs to the turn of the lane, takes a kneeling firing position,
and waits for Number Two to approach 2-3 meters away.
SCHEME OF EXECUTION
Starting line
1 2
Abatis
1 2
Final line 2-3 m
314
Obstacle 6
Overcoming the “Mound” obstacle by a combat team with covering fire
Number One runs onto the platform on the mound, takes up a kneeling firing
position and fires a burst.
Number Two runs onto the mound and reaches its top with a roll jump, takes
up the kneeling position and fires a burst to cover Number One.
Number One reaches the top of the mound with a roll jump and takes
position next to Number Two.
During the roll jump, weapons should be held with the magazine facing the
body.
SCHEME OF EXECUTION
Starting line
1 2
1
Firing position for Number One
Mound
1 2
Final line
315
Obstacle 7
Overcoming the “Wire entanglement” obstacle by a combat group
There are two acceptable ways to overcome this obstacle:

Option 1. On Number One’s order “GO”, Number Two runs to the
entanglement post, puts their hands on the post and takes the “step” position.
Number One runs to the fence and overcomes it with the help of Number Two.
Using the weapon, Number One lifts up the bottom row of wire. Number Two
crawls under the bottom row of wire.
Option 2. On Number One's order “GO”, Number Two runs to the fence
and uses their weapon to lift up the bottom row of wire. Number One runs to
the fence and crawls under the bottom row of wire. Number One uses their
weapon to pull up the bottom row of wire. Number Two crawls under the
bottom row of wire.
While overcoming the obstacle, weapons should be held in both hands.
After the obstacle is overcome, weapons should be moved to the “behind the
back, barrel down” position.
SCHEME OF EXECUTION
Starting line
1 2
Wire entanglement
1 2
Final line
316
Obstacle 8
Overcoming the “Underground tunnel” obstacle by a combat group
On the group leader's order “INTO THE TUNNEL, GO”, Number Two
crawls into the tunnel first; Number One follows Number Two.
After crossing the tunnel, Number Two takes their weapon off and places it
on the bottom of the tunnel, throws a grenade from the trench at the “infantry
group” target, and crouches on the bottom of the trench. Number One remains in
the tunnel. After the explosion, Number Two fires a short burst toward the
“infantry group” target and jumps out of the trench. After exiting the tunnel,
Number Two moves their weapon to the “behind the back” position.
Number One follows Number Two and moves their weapon to the “behind
the back” position.
SCHEME OF EXECUTION
1 2
Starting line
Narrow tunnel
made of tyres
Extended tunnel
1
Exit from the tunnel

(trench), throwing a 2
grenade
“Infantry group” target
317
Obstacle 9
Overcoming the “Façade of a destroyed building” obstacle by a combat
group
Number Two runs to the building, leans against it with their back and makes
a step using their palms.
Number One runs and jumps into the window with the help of Number Two
and stands in the window on the right side. Then Number One gives their hand to
Number Two and pulls them through the window. With the help of Number Two,
Number One jumps onto the balcony and guards Number Two as they jump to the
balcony.
Number One and Number Two run over the beam and climb down the pipe.
After landing, the weapon should be moved to the firing position on the
move, without using the sling.
SCHEME OF EXECUTION
Starting line
2 1
“Façade of a
destroyed building”
obstacle
1 2 Final line
318
Obstacle 10
Overcoming the “Destroyed building” obstacle by a combat group
Number One and Number Two reach the entrance and take up positions on
both sides of it. At Number One's order, they simultaneously open fire into the
doorway from both sides of the entrance. Number One runs in first, Number Two
follows.
From the entrance, combat groups split, and each trainee moves in their own
direction. While overcoming each turn (two in total), Number One fires a short
burst.
After overcoming a brick mound, Number One and Number Two overcome
a cascade of rubble one by one. Number One reaches the wall window and takes
up a position to fire through the window, then fires a short burst. Number Two
runs, covers their face with the assault rifle and jumps into the closed gap, lands
with a roll, and fires a burst. Number One jumps through the window after
Number Two lands.
319
SCHEME OF EXECUTION
Starting line
1 2
Destroyed
building
2 1
2 Final line 1
320
Obstacle 11
Overcoming the “Basement” obstacle by a combat group
Number One takes an electric torch, turns it on at the entrance, and takes it
in their left hand, holding the torch and weapon by its stock at the same time.
Number Two puts their weapon into the firing position using the sling, holds the
weapon only with their right hand, and holds on to Number One with their left
hand. On Number One's order “FORWARD, GO”, both trainees go down to the
basement.
Number One and Number Two find the required exit in accordance with the
instructions received before the start of the exercise (by searching for a mark or
number). It is forbidden for a combat group to return to the surface through a
different exit. When reaching the surface, Number One fires a short burst and turns
off the torch. Then weapons are moved to the “behind the back” position.
SCHEME OF EXECUTION
Starting line
2 1
“Underground maze”
obstacle
Final line 2
1
321
Obstacle 12
Overcoming the "Urban fence" obstacle by a combat group
Number One runs to the fence, leans on it with their back and makes a step
with their palms.
Number Two runs to the fence and jumps on it with the help of Number
One, moves their body to the other side, takes the “leg hook” position and assists
Number One in overcoming the fence. After overcoming the obstacle, as the
enemy opens fire, the combat group takes the prone firing position.
SCHEME OF EXECUTION
Starting line 1
2
“Urban fence”
obstacle
Final line 2 1
322
Obstacle 13
Overcoming an area under enemy fire by a combat group (ammunition
delivery under machine gun fire)
Number One gives the order to Number Two to move; they deliver the
ammunition (a 25 kg box) one by one in two short runs, supporting each other
with fire.
SCHEME OF EXECUTION
Starting line 1 25 kg 2 25 kg
1 2
30 m
1 2
Final line
Pillbox
323
Obstacle 14
Overcoming the “Area hit by an artillery barrage” obstacle
by a combat group
Starting position: 3 meters from the craters; weapons in the right hand.
On Number One’s order “FOLLOW ME, GO”, Number One jumps into
the first crater, rolls into the central crater, and then rolls into the third crater.
Number Two overcomes the area behind Number One. During the roll,
weapons should be pressed to the chest. In the third crater, at Number One's
order, both trainees put on gas masks in the prone position.
SCHEME OF EXECUTION
Starting line
1 2
GAS MASKS ON
- Craters
2
1
Final line
324
Obstacle 15
Overcoming the “Contaminated area” obstacle by a combat group
Number One and Number Two overcome the area wearing gas masks.
Weapons should be held in hands ready to fire.
SCHEME OF EXECUTION
Starting line
1 2
Final line
1 2
325
Obstacle 16
Overcoming the “Ammunition carry area” obstacle by a combat group
Number One and Number Two wearing gas masks run across the ditch
along the beam, jump into the ditch on their side of the beam, and move their
weapons in the “behind the back” position. Together, they take a box (40 kg)
and move it from the front to the back. Then they jump out of the ditch.
SCHEME OF EXECUTION
1 40 kg 2
Starting line
1 2
Final line
Gas masks off 1 40 kg 2
326
Obstacle 17
Overcoming the “Rope crossing with cable descent” obstacle
by a combat group
Number One and Number Two run to the “End of contamination zone” sign,
take off their gas masks, and move their weapons in the “behind the back” position.
Number One climbs the trunk to the jump-off pad (3 m high). Then Number
One overcomes the cable crossing, stands on the finish pad, uses the cable to pull
the carrier to themself and, holding it with both hands, descents down the cable.
After passing the smoke section, Number One jumps off the carrier without waiting
to land on their feet.
Number Two follows Number One and repeats their actions.
After landing, weapons should be held in the right hand.
Number One takes a prone shooting position at the turn of the lane and waits
for Number Two to approach.
The rope crossing is overcome in one of the following ways.
Option 1. “Back down” body position with the use of arms and legs.
Option 2. “Belly on top of the rope” body position with the use of arms,
while legs are used to maintain the balance.
If it is impossible to overcome the rope crossing to the end, the trainee,
holding the rope with their hands, lowers their legs down and closes them together,
releases the rope, and lands with a roll.
SCHEME OF EXECUTION
1 1
1 1
1
2
327
Obstacle 18
Overcoming the “Suspension bridge” obstacle by a combat group
Number One and Number Two overcome the obstacle one by one, ready
to cover each other with fire. Weapon should be in the right hand, held by the
stock.
SCHEME OF EXECUTION
1 2
Starting line 1
2
Suspension bridge
2
1
Final line 2 1
328
Obstacle 19
Overcoming the “Burning barn” obstacle by a combat group
Starting position: 5 m from the obstacle, weapon in the right hand.

On Number One’s order “FOLLOW ME, GO”, Number One and Number
Two overcome the obstacle one by one in a single file. While moving through the
“barn”, head should be drawn into the shoulders, body should be in a crouched
position, and the weapon should cover the face. When the servicepersons reach
the “barn”, they should be ready to cover each other with fire.
SCHEME OF EXECUTION
Burning barn
1 1
2 2
329
Obstacle 20
Overcoming the “Anti-tank ditch (different ways)” obstacle
by a combat group
Number One runs across the ditch using the beam, takes a position on
the edge of the beam, and fires a burst.
Number Two crosses the ditch via its slopes. Number One takes a prone
position, gives Number Two their hand, and helps them to the surface.
330
SCHEME OF EXECUTION
2 1 Starting line
2 1
1
Anti-tank ditch
Final line
2 1
331
Obstacle 21
Overcoming the “Enemy simulation area” obstacle by a combat group
Throwing a spade (knife) at the target

Number One and Number Two run to the line and put their weapons down
next to the fence: Number One to the left, and Number Two to the right. They take
a spade (knife) from the fence and throw it at the target from a standing position
one by one.
After the throw, they immediately pick up their weapon and fire towards the
target from a kneeling position.
Hand-to-hand combat techniques

Number One and Number Two simultaneously run to the dummy: Number
One to the left, and Number Two in front of the dummy.
Number One kicks the dummy with his left foot. Number Two makes a lunge,
hits the dummy with the barrel, and leans down. Number One performs a power
angle hit with the butt from the right side. Number Two lifts their leg, kicks forward,
then puts their foot on the ground, and hits the dummy with their rifle with magazine
facing forward.
332
SCHEME OF EXECUTION
Starting line
2 1
Final line
1 2
333
Obstacle 22
Overcoming the “Destroyed bridge” obstacle by a combat group
Number One and Number Two run to the obstacle. Weapons are in the
“behind the back” position.
Number One and Number Two overcome the obstacle one by one, ready
to support each other with fire.
SCHEME OF EXECUTION
Starting line
1 2
1
2
Destroyed bridge
2 1
Final line
2 1
334
Obstacle 23
Overcoming the “Fire area” obstacle by a combat group
Number One and Number Two follow each other and jump over the obstacle.
SCHEME OF EXECUTION
Starting line
1 2
Trench with fire
Final line 1 2
335
Obstacle 24
Overcoming the “Narrow passage made of tyres” obstacle
by a combat group
Weapons are in the “behind the back” position. Number One and Number
Two overcome the obstacle one by one. Helping each other is prohibited. It is
permitted to touch only the wooden parts of the obstacle with hands while
overcoming it.
336
SCHEME OF EXECUTION
Starting line 2
1
2
1
Narrow passage
made of tyres
2
1
Final line 1 2
337
Obstacle 25
Overcoming the “Casualty carry area” obstacle by a combat group
Number One and Number Two run to the mark and put their weapons into
the firing position on the move, without using the sling, barrel down. On Number
One’s order “AIR”, they take a prone position to fire at airborne targets.
They fire the rest of their ammunition.
On Number One's order “MAN DOWN”, Number Two carries the casualty
and their weapon in one of the designated ways to the corresponding mark. After
reaching the mark, they take their weapons in the right hand.
SCHEME OF EXECUTION
Starting line
1 2
1
2
1
Casualty carry area

10 m
1
2
Final line
1 2
338
Obstacle 26
Overcoming the “Accelerated movement” section by a combat group
On the order “DOUBLE TIME”, Number One and Number Two overcome the
section up to the finish line with maximum acceleration. While running, weapons
should be held in the right hand.
339
SCHEME OF EXECUTION
Starting line 1 2
50 m
Final line 1 2
340
Appendix C
PREPARED SITE EQUIPMENT SCHEME
for unit military personnel’s psychological adjustment
for survival under enemy IDF
Open slit
104
103
Bunker 103 102
101
Personnel shelter
341
Appendix C.1
Simulation tools used at psychological training lessons
during the basic military training program
Total Lesson sustainment

No Topic
hours (simulation tools, time of their use)
Topic 1. Mental self-
regulation strategies.
1 3 Simulation tools are not used
Psychological first aid and
self-help
1. Sound equipment broadcasting sounds of
Topic 2. Building up and gunfire, screams of the wounded and false orders
strengthening military 2. Anti-tank weapons operated by the unit
2 personnel’s psychological 2 (display and demonstration)
resilience during an obstacle 3. Smoke puff charges
race (a special assault course) 4. Hand-held smoke grenade (RDG-55 or RDG-
55M, or similar)
1. Diagrams (posters) and photographs of
armoured vehicles (tanks, IFVs, and APCs) with
their vulnerabilities marked with bright colours
2. AK-74 blank rounds (7K3)
3. PKT blank rounds (7.62 57-K-322, 57-K-323,
57-K-340)
4. Mine chain
5. Used anti-tank rocket-propelled grenade
Topic 3. Building up and launcher RPG-18 Mukha
strengthening military 6. Hand-held smoke grenade (RDG-55 or RDG-
3 personnel's psychological 4 55M, or similar)
resilience while fighting 7. Smoke puff charges
enemy armoured vehicles 8. UPG-8 anti-tank grenade simulator (size
similar to RKG-3)
9. Fuse for UPG-8 hand grenade simulator
10. Hand grenade simulator (URG or similar)
11. Fuse for URG hand grenade simulator
12. Shell burst simulator IM-82

14. Smoke grenades (81 mm 3D6)
1. A tank and an IFV
Topic 4. Building up and 2. Figure target 8
strengthening military 3. Shell burst simulator IM-82
4 personnel's psychological 2 4. Shell burst simulator IM-85
resilience under enemy IDF 5. Shell burst simulator IM-100
7. Battle simulation sound charges
342
Total Lesson sustainment
No Topic
hours (simulation tools, time of their use)
8. Smoke puff charges
9. Rocket signal cartridge
10. Hand-held smoke grenade (RDG-55 or RDG-
55M, or similar)
11. Gasoline (any brand or grade)
12. Automotive lubricant of any brand (used
lubricant is allowed)
13. Rags (containing cotton)
14. Sound equipment simulating artillery barrages
and air raids
15. Tank blank shells (125 mm 4K33)
16. IFV blank shells (73 mm K-48)
343
TRANSLATORS’ NOTES
The book was translated by a team of WWLR UK translators with expertise

in various fields:
Lev Murynets – supervisor / consultant.
E-mail: angloukrainianreview@gmail.com
Olena Konopeltseva – editor / translator / proofreader
Sergii Gorbunov – assistant to the editor / translator/proofreader
Dmytro Okolovych – translator / proofreader
Hlib Shepel – translator
Sergiy Kosmarov – translator
Tetiana Vatutina – translator.
Understanding the importance and urgency of the current interchange between
Ukraine and Western Allies on all levels, the translation team put every effort into
translating this book within the shortest possible time.
In heated debates about appropriate equivalents for the terms used in the book,
the translation team tried to overcome discrepancies in psychological, military,
educational, and cultural concepts in order to adapt them for the global reader and
yet to preserve the Ukrainian nature in the text.
Ukrainian nature can be described as the cultural differences of Soviet,
Donbass-War and in some cases older military-cultural factors that are entirely alien
to the outside viewer. This leads to certain phrases which can be interpreted as one
thing to one familiar with Ukrainian Military culture, yet mean something altogether
different or sound familiar to well-established western concepts that do not
correspond with their supposed “Ukrainian Equivalent”. We instinctively seek
parallels, and this “Ukrainian Nature” is the point in which the experience of the
Ukrainian Army has created something unique and worthy of study in its own right,
rather than being equated with a concept or practice derived from Western or
NATO Experience.
Add to this the relative isolation of Soviet, Post-Soviet and Ukrainian
independent study in the field of psychology, requiring an interaction and depth of
a level that has not existed. Ukrainian psychology exists as a significant body of
study and literature, yet has followed a different developmental path and is still
catching up to the body of literature which is English-Language Psychology. The
Ukrainian challenge is compounded by an abundance of practical experience in
dealing with the psychological effects of the latest European War, so much so that
Ukrainian psychologists are the most experienced in terms of case studies while
simultaneously attempting to catch up to western experiences and best practices, not
to mention theoretical breakthroughs that have an impact on further
development of the field.
To achieve the intended results, the translation team had to implement certain
changes that you can see listed and explained below.
The translation team decided to include the bilingual glossary created prior to
344
translating the document itself, reviewed, and updated in process. The glossary was
approved by Ukrainian military and psychologist specialists. This glossary may be
beneficial in terms of keeping consistency in future publications and presentations
of the AFU. It can also be used by psychologists and officer cadets in their studies
and research.
Also, the translation team want to express their gratitude to Colonel
O. Dunduk and psychologist M. Kucherenko for their clarifications of the terms and
techniques used in the book.
Footnotes for clarifications:
1. The original Ukrainian names are Немінський І.В., Рой О.Б., Романишин
А.М., Оленчук В.Б., Пшенишнюк Г.О., Хижняк М.В., Кравченко К.О.,
Квич С.М., Хоптій О.В. The English spelling of the authors’ names may be
different in their passports due to the transliteration rules in Ukraine.
2. List of abbreviations (and terms). Most of the abbreviations given in the
source document do not have accurate equivalents in English. Therefore, this part
was changed into abbreviations and terms.
3. AAR. Though the equivalent of the term AAR exists in Ukrainian, the
translation team used (de)brief(ing) in this specific publication as it corresponds to
the procedure described in the book better.
345
UKRAINIAN-ENGLISH GLOSSARY
Ukrainian English
"Витратні" стратегії "сosting/costly" strategies
"Вогневий мішок" Killing Area
"Позбавлене об'єкту" "objectless"
"Психологічні стратегії" "Psychological" strategies
7 кругових рухів за годинниковою
стрілкою 7 clockwise circular movements
7 кругових рухів у зворотному
напрямку 7 circular movements in the opposite direction
7 натисків Сила натиску середня 7 moderate/medium presses
Агресія ворожа Hostile aggression/enemy aggression
Агресія інструментальна Instrumental aggression
Аеромобільний підрозділ Airmobile unit
Активна форма Active type/form
Активні точки Pressure points/active points
Актуальність обумовлена Relevance is due to …
Аутоагрессія Autoagression
Аутогенне тренування Autogenic training
Афективний страх(тваринний жах) Affective fear (animal fear/terror)
Афферентні операції Afferent operations
Базова машина рвіа та ППО Rocket and artillery launcher carrier/ chassis vehicle
Безповоротні втрати Permanent losses
Безпорадність, безсилля Helplessness, powerlessness
Безпричинний страх Unreasonable fear
Біполярний розлад Bipolar disorder
Блокування досягнення особистих цілей Blocking the achievement of personal aims
Бойова машина Combat/fighting vehicle
Бойова обстановка створює сприятливе Combat environment creates favourable conditions for
підґрунтя для розвитку панічних the development of panicky attitudes
настроїв. moods/spirit/ mindset/attitudes
Бойова підготовка Combat training
Бойова психічна травма Combat-related psychological trauma
Бойова психофізіологія Combat psychophysiology
Бойове збудження Combat excitement
Бойове стомлення Battle/combat fatigue
Бойовий стрес Combat stress
Бойові втрати Combat casualties
Болюча стимуляція Pain based stimulation
Боязнь Dread
Бронеоб'єкт Armoured object
Буйство Rampage
Важка броньована техніка Heavy armoured vehicle
Важливе поняття Important concept/notion
Взаємна індукція Mutual inductance
346
Вибухобоязнь Ekrixiphobia/fear of explosion
Вибуховий пакет Smoke puff charge
It's difficult to quickly get someone out of this
Вивести з цього стану достатньо важко state/rectify this state
Виразка Ulcer
Витіснення Repression
Витягування мінного шлагбауму Extending a mine chain
Від яскравості образів, The degree of (How much) reality being obscured
що виникають, прямо залежить ступінь directly depends on the vividness of
рівня “заслонення” реальності. emerging/appearing images
Відкрита щілина Open slit
Not even attempting to counter an extreme situation
Відсутні навіть спроби протидії (even attempts to counter an extreme situation are
екстремальній ситуації absent)
Відхід від реальності Detachment from reality
Відчуття нереальності Sense of unreality
Військовий полігон Military Training Area
Військові формування Troops formations, military formations
Військовослужбовець Military operator
Військовослужбовці збройних сил
України Military personnel of the Armed Forces of Ukraine
Військовослужбовці збройних сил
України Servicepersons of the Armed Forces of Ukraine
Військовослужбовці своїми вольовими In most cases servicepersons/military operators would
зусиллями пригнічують плач suppress/ tend to/ crying with their willpower
Внутрішнє відчуття безпеки Internal sense of safety
Вогнева паніка Panic firing
Вогнева підготовка Weapons Training
Вогневе містечко Mock town
Вогнесуміш Incendiary fuel
Водний обмін людини Human water metabolism
Воєнний стан/особливий період Martial law/special period
Вольові якості Endurance and stamina
Воля паралізована Will (is) paralysed
Ворожість Animosity
Вправа з самоблокування Grounding excercise
Вправи зі стрільби Firing drills
Втрата вольового контролю Loss of volitional control
Втрата свідомого контролю Loss of conscious control
Втрата функції аналізатора Loss of analyser function
Гама негативних емоцій A range of negative emotions
Гірсько-штурмовий підрозділ Mountain assault unit
Гнів Rage
Голодування Starvation
Гостре порушення сприйняття
навколишьного світу Acute disorder of perception of the surrounding world
Готовність до агресивної поведінки Readiness/preparedness to exhibit aggressive
347
behaviour
Групова паніка Mass/collective panic
Груповий аналіз проведених дій Team aar (after action review), debrief(ing)
Гул Hum/humming/buzz/rumble
Депресивні прояви Depressive symptoms
Державний службовець Civil servant
Десантне відділення (бойової машини) Combat vehicle troop compartment
Десантно-штурмовий підрозділ Air assault unit
Детонуючий шнур Detonating cord
Дезорієнтація у просторі Spatial disorientation
Димові гранати/шашки Smoke grenades
Динамічний рух образів Images moving dynamically
Дихальні функції Respiratory functions
Дієвість Effectiveness/efficiency
Ділянка важко прохідних перешкод Increased difficulty obstacle section
Додаткові симптоми перебігу реакції
тривоги Additional reaction to anxiety symptoms
Домагання Aspiration
Дратівливість і злість Irritability and anger
Дротяні інженерні загородження Wire entanglements
Дуже інтенсивна і потужна симуляція Very intense and powerful stimulation
Еколого-ергономічні чинники Ecological and ergonomic factors
Екстремальність зростає Extremity/ the level of extremity is growing
Електровибуховий пакет Battle simulation sound
Елементи, що оцінюються Assessed training items
Емоційне захоплення Emotional "capture"
Емоційні центри мозку Emotional centres in the brain
Емоційні, мотиваційні зрушення Emotional, motivational shifts
Емоційно насичена мова Emotionally saturated language
Емоційно-рефлекторні реакції на
подразники Emotional and reflex/reflexive reactions to stimuli
Ендокринно-біологічні процеси Endocrine and biological processes
Енергетична мобілізація організму Energy mobilisation within a human body
Епілептоїдний напад Epileptic seizure
Ескарп Escarp
Ефферентні операції Efferent operations
Завали з габаритного будівельного
сміття Industrial rubble
Завали з дерев Abatis
Загальмованість рухів Sluggish movements
Загальні відомості General information
Задуха Suffocation
Зажати йому губи, а потім перекрити
ніс Pinch his lips and then cover/block his nose
Запаморочення Diziness
Зараз повалюся без відчуттів Im going to collapse senseless
348
Заразливість панічної втечі Contagiousness of panic flight
Засоби задимлення Smoke obscurants
Засоби імітації умов бою Combat environment simulation tools
Захисні реакції Defence reactions/responses/mechanisms
Заходи психологічного забезпечення Psychological support activities
Заціпеніння Numbness/stupor
Зачіпати емоції Touch on/affect emotions
Uncoordinated movement/coordination
Збій у координації рухів impairment/loss of coordination
Збудлива психопатія Excitable psychopathy
Збудливість нервових центрів Nerves centres excitability
Звуження обсягів всіх видів пам'яті Reduction in capacity of all memory types
Звуження уваги Attention/focus narrowing
Звукові імітатори стрільби Gunfire sound simulators
Звукомовна апаратура A battle noise simulator
Згуртованість військового підрозділу Military unit cohesion/cohesion of a military unit)
Здатність до адекватної оцінки ситуації Ability to adequately assess a situation and foresee a
і передбачення виходу з неї way out of it
Здібність до довільних дій Ability to act arbitrarily
Земляний вал Revetment
Злам волі до опору Breaking will to resist
Зниження загального потовиділення Reducing overall sweating
Engagement areas, killing area, impact zone, field of
Зони ураження fire
Зорові і слухові галлюцинації Visual and auditory hallucinations
Зусилля волі Willpower
Із застосуванням штатного озброєння, Using regular weapons, hand-to-hand combat
прийомів рукопашного бою тощо. techniques etc.
Ізоляція від соціального середовища Isolation from social environment
Індивідуальна і групова паніка Individual and group panic
Індивідуальна межа психологічної Individual/personal limit of psychological
напруги stress/tension
Індивідуально-психологічні особливості Individual psychological characteristics
Інтенсивні вогняні удари Being under heavy fire
Інтенсивність Frequency
Істеричний припадок Hysterical outburst/attack
Керівник заняття Lead instructor
Керівник занять Lead instructor
Кидання протитанкової гранати під To throw an anti-tank grenade under the tracks of a
гусеницю tank
Класичний прояв плачу Classic manifestation of crying
Ключичне дихання Clavicular breathing
Коли людина затратила стільки енергії
на виживання, When a person has spent so much energy on survival
Коли людина плаче,
в неї усередині виділяються речовини, When a person cries, their body releases substances
що мають заспокійливу дію. that have a calming/tranquilising effect
349
When a person desires to be left alone/seeking
Коли людина усамітнюється solitude/gravitating towards solitude
Командно-штабні тренування (КШТ) Command post exercise (CPT)
Конкретизована тривога Specific anxiety
Крайня форма Extreme type/form
Критично важливий елемент стандарту
підготовки Сritical drill (which is a part of) the training standard
Лайка Cursing/swearing
Локальні ураження мозку Local brain damage/lesions
Людина не може за власним бажанням A person is not capable of stopping this reacton at
припинити цю реакцію their own will
Людина не розуміє зверненої до неї A person does not understand what is being said when
мови spoken to
Лякливість Fearfulness
Має дві форми перебігу Comes/occurs in 2 forms
Макросоціальний чинник Macrosocial factor
Манекен Dummy
Марновірства Superstitions
Маршрути висування Advance routes
Масові соціальні явища Mass social phenomena
Матеріальне забезпечення Sustainment
Маячний розлад Delusional disorder
Маячня Delusion
Метання у пошуках укриття Running/dashing in search of cover
Методика “Cитуативно-образного The methodology of "Situational and Imaginative
психорегулюючого тренування бойової Psycho-Regulatory Training of a Combat Team"
команди” (СОПТ) (SIPT)
Методичні матеріали Learning materials
Метушливість Fidgeting/fidgetiness
Механізований, мотопіхотний підрозділMechanised and motorised infantry
Мимовільне випорожнення Involuntary defecation
Міни-сюрпризи Booby traps
Мінний шлагбаум Mine chain
Місток окопу Duck-boards
Місце проведення Training location
Мобілізаційний ресурс Mobilised personnel
Може контузити тіло You can receive body contusion/shellshock
Моральна атмосфера Moral atmosphere/climate
Мотиваційна сфера особистості Motivation/Motivational sphere of personality
Musculoskeletal functions/muscular and motor
М'язово-рухомі функції functions
На дію надзвичайного за силою або In response to an extreme amount of stress or
суб’єктивним значенням стресу subjective meaning of stress
Навідник танку, БМП Gunner
Навчальна група Training group
Навчальне тактичне поле Tactical training ground
Навчально-методична карта проведення Lesson plan
350
занять
Надання психологічної допомоги
людині Administering psychological aid to a person
Protective equipment reliability/reliability of
Надійність засобів захисту protective equipment
Надмірна стомленість
військовослужбовців Excessive personnel fatigue
Надовби (протитанкові) Dragon teeth
Накат бліндажа Overhead cover
Нальот артилерії Artillery barrage
Нанесення оточуючим ударів (руками)
або будь-якими предметами Hitting others with fists or objects at hand
Нарощування/нарощення Build-up, amassment
Наявність значних стереотипів
агресивних дій Significant stereotypes of aggressive actions
Не допускати можливостей зворотного
сплеску To prevent backlash possibilities
Не реагування зіниць на світло Absence of pupils reaction to light
Невдоволення Discontent
Невралгічні патології Neuralgic pathologies
Негативні емоційні переживання Negative emotional turmoil/experience
Негативні чинники бою Combat-related negative factors
Недосипання Sleep deprivation
Незв'язне бурмотіння Incoherent mumbling
Нездоланна перешкода Insormountable obstacles
Нейродегенеративні процеси Neurodegenerative processes
Нейроінфекції Neuroinfections
Неконтрольоване Uncontrollable
Необхідні ліки Nessessary medication
Непритомні стани Unconscious states/ unconsciousness
Непродуктивні стресові стани Counterproductive stress state (distress)
Нервове тремтіння Nervous trembling/shaking/tremor
Нервові потрясіння Nervous shocks
Нервозна діяльність Nervous activity (actions)
Нестача повітря Lack of air
Неусвідомлюване джерело безпеки Unrealised source of danger
Новизна Novelty
Нові емоціно-поведінкові навички New emotional and behavioural skills
НТК (навчально-тренувальний
комплекс) Training complex
Об'єкти, що хибно сприймаються Objects that are misperceived/falsely perceived
Об'єм і співвідношення втрат сторін Numbers of losses on either side and their ratio
Обкатка танком Tank roll-over drill
Образ ворога Enemy image
Одиночне пересування Individual movement
Опорний пункт Strongpoint
Органічний галлюциноз Organic hallucinosis
351
Особливі вимоги безпеки Special safety requirements
Отруєння психоактивними речовинами Psychoactive substances poisoning
Офіцер-психолог Psychology officer
Оціночний лист за предмет навчання
психологічна підготовка
(вихідний контроль) Psychological training assessment sheet
Оціночні листи Assessment sheets
Оціночні листи Assessment sheets
Пам'ятний слід Memorable trace/mark
Панічний напад Panic attack
Параноя Paranoia
Пасивна форма Passive type/form
Патопсихологічні зміни особистості Pathopsychological personality changes
Перебувати на озброєнні у когось To be in service with ... Army
Перевтома Fatigue/exhaustion
Перегрів Overheating/ heat stroke
Передпатологічний стан Pre-pathological state
Перекрита щілина Covered slit
Переляк Fright
Перенапруження Overstrain, overexertion
Перенесення уваги Alternating attention
Переохолодження Hypothermia
Перша психологічна допомога Psychological first aid (pfa)
Підвищена активність Heightened level of activity
Підвищена навіюваність Increased suggestibility
Підготовчі вправи (зі стрільби) Preparatory marksmanship training
Підрозділ морської піхоти Unit of marines / marine unit
Підручні засоби Improvised means
Плач на публіку Crying in public/crying to attract public attention
Побутові предмети Household items
Повітряно-десантний підрозділ Airborne unit
Повнота людини How overweight someone is
Поводир-ведений Guide-guided
Погодно-кліматичні умови Weather and climate conditions
Погрози розправи Death threats
Позначення виконаного елемента (під
елемента) Marking completed training item (sub-item)
Позначення елементу, що не
оцінювався Marking a training item which was not assessed
Позначення невиконаного елемента (під
елемента) Marking incomplete training item (sub-item)
Покрокове виконання завдання Step-by-step task execution
Попрацювати стопою вверх-вниз Move your foot up and down
Порядок виконання Sequence of execution
Порядок дій Operation procedures/battle drills (new)
Посадова особа Official
352
Постановка завдань на самопідготовку Self-study task setting
Посттравматичний стресовий розлад Post-traumatic stress disorder
Потяг Drive
Поява мотиву відходу з екстремальної Emergence/appearance of a motive to escape an
ситуації extreme situation
Emergence/appearance of a motive for experiencing
Поява мотиву переживання страху fear
Прагнення відхилитися від небезпеки Desire to avoid/deviate from danger
Прагнення проаналізувати зовнішній
подразник Desire to analyse an external stimulus
Практичні дії (уміння, навички) Practical drills (skills, and competences)
Прилад спостереження Observation device
Приливи Hot flashes
Примітивне наслідування Primitive immitation
Припинення активної діяльності Cessation of activity
Природно-географічні умови Natural and geographic conditions
Прогинання Arching
Протитанкові рви Anti-tank ditches
Професійна діяльність
військовослужбовця передбачає Service personnel's professional activities imply
Психічна реакція Mental reaction
Психічна регуляція (саморегуляція) Phychic self-regulation
Психічна травма Mental trauma
Психічне зараження Psychological/mental contagion
Психічний стан переживання невдачі Mental state of experiencing failure
Психічні стани Mental states
Психогенні втрати Psychogenic losses
Психодіагностичний інструментарій Psychodiagnostic tools
Психологічна витривалість Mental stamina
Психологічна підготовка Psychological training
Психологічна смуга Psychological obstacle course
Психологічна стійкість Psychological resilience
Психологічний подразник Psychological stimulus
Психологічний супровід Psychological follow-up
Психомоторне збудження Psychomotor agitation
Психосоматичні порушення Psychosomatic disorders
Психотравмуючий чинник Psychotraumatic factor
Район ведення бойових дій Area of operations
Рвіа (ракетні війська і артилерія) Rocket Forces and artillery
Реактивна агресія Reactive aggression
Реакції наслідування Immitation/mimicking reactions
Реакція “бийся або біжи” Fight-or-flight response
Реакція на стрес Stress reaction
Реакція тривоги крайнього ступеня Extreme reaction to anxiety
Реакція тривоги малого ступеня Low-degree reaction to anxiety
Реакція тривоги середнього ступеня Moderate reaction to anxiety
353
Регрес віку(дитячі реакції) Age regression (childlike reactions)
Ридання Sobbing
Рівень військово-організаційної
структури Military organisation structure level
Різноманітні динамічні явища Various dynamic phenomena
Робота з виходом адреналіну Dealing with an adrenaline rush
Робота з гострими психологічними
станами Dealing with acute psychological states/conditions
Робота з проявами болю та при втраті
свідомості Dealing with pain and loss of consciousness
Робота з серцевим сбоєм Dealing with a heart failure
Робота під час обстрілу Operating during shelling
Роздільні штабні тренування (РШТ) Separate command post exercise
Розлади психічної діяльності Mental disorders
Розпач Despair
Розповсюдження деморалізуючих
чуток, настроїв Spread of demoralising rumours/hearsay, attitudes
Російсько-українська війна Russo-ukrainian war
Російсько-українська війна Russia-ukraine war
Рубіж відкриття вогню (РВВ) Phase line for opening fire
Самозбережуючий Self-preserving
Самопоміч Self-help
Самохідні артилерійські установки Self-propelled artillery
Санітарні втрати Temporary casualties
Санкціоновані нормативними актами Sanctioned by regulatory acts
Свідомість мас Minds of masses
Світло-шумова граната Stun grenade/flashbang
Серцево-судинні функції Cardiovascular functions
Сильне тремтіння Severe trembling /shaking
Симптоми передвісники Warning/precursor signs
Синдром оточенця Encirclement syndrome
Ситуативна тривожність Situational axiety
Слабий екстремальний чинник Weak extreme factor
Словесна образа Verbal abuse
Слухові винятки Fluctuating hearing loss
Соціально-економічні умови Socio-economic conditions
Соціально-психологічні чинники Social and psychological factors
Спалах афекту Affect burst
Спеціальна психологічна підготовка Specialised psychological training
Спеціальна смуга перешкод Special obstacle course
Спільні штабні тренування (СШТ) Joint command post exercise
Спровокувати фундаметальну зміну Provoke a radical/dramatic/fundamental change in
поведінки людини human behaviour
Спрямованість особи Personality orientation
Спрямованість особистості Personality orientation
Сталі форми емоційного реагування на Stable/well-established forms of emotional response to
складні обставини difficult circumstances
354
Стан повної нерухомості State of complete immobility
Стан рухового збудження Psychomotor agitation
Становлення особистості Personality formation
Стаціонарна смуга перешкод Stationary obstacle course
Creation/emergence of images of stationary/still
Створення образів нерухомих людей people
Стереотипізація уявлень Perception stereotyping
Стереотипна діяльність Stereotypical activity
Стійка оборона Staunch defence
Стійка риса особистості Strong/stable/persistent personality trait
Стійкість до негативних обставин Resilience to negative/adverse circumstances
Страх втрати контролю над собою Fear of losing control over yourself/oneself
Страх збожеволіти Fear of going insane
Страх раптової смерті Fear of sudden death
Стресовий чинник Stress factor
Стресор Stressor
Стрес-щеплення контролю Stress inoculation training (sit) for mental states
психологічних станів control
Стріляні гранатомети Worn-out grenade launcher
Супроводження чи група
супроводження Supervisor/supervising group
Сучасний бій Modern warfare
Схема впливу Circuit /set/method/repetition
Таблиця оцінювання проміжного
контролю за темою предмета навчання CTI subject topic-based intermediate evaluation table /
CTI/висновок щодо рівня підготовки conclusion on level of preparedness attained
Таким чином організм скидає "скидає
напругу" This is how a body "releases tension"
Тактичне поле Training Field
Тактичне поле Tactical ground
Танкобоязнь Tank panic
Тварина, що кидається по клітці An animal throwing itself around a cage
Теоретичні знання Theoretical knowledge
Техніко-технологічні обставини Technical and technological circumstances
Тимчасовий транзитний (перехідний) Temporary transitional (transitionary) disorder of
розлад значної тяжкості significant severity
Тілесні вправи Body/bodily exercises
Тілесні ушкодження Bodily injuries
Товариші Fellow soldiers
Точка свідомості Consciousness point
Тротилова шашка Tnt block
У мене їде дах I'm losing my mind
Укриття для особового складу Troop shelter, personnel shelter
Умови мікросередовища (родичі, друзі) Microenvironmental conditions (relatives, friends)
Умовний противник Opposing Force (OPFOR)
Установка Attitude
Усунення головокружіння з різних Elimination/rectifying of dizziness occurring for
355
причин different reasons
Утруднене дихання, або відчуття задухи Difficulty breathing or the feeling of suffocation
Фахова агресія військовослужбовця Servicepersons' professional aggression
Фігури, що світяться Glowing silhouettes
Форма відповіді організму в умовах
реакції тривоги Types of reactions to anxiety
Фрустраційна толерантність Frustration/frustrational tolerance
Функціональні стани Functional states
Характер і система виховання Nature (character) of upbringing
Хід сполучення Communication trench
Циклова комісія Department
Ціпеніти Freezing up
ЦК ПСХП Psychological training department
Час впливу – до повернення свідомості Total duration of using the method - until the injured
у постраждалого person regains consciousness
Часовий показник підготовки Training program duration
Чим більше перенесене нервове
напруження, тим сильніше має бути The more nervous strain they have experienced, the
натиск за силою та тривалістю, але не stronger and longer the pressure applied has to be. But
більше 30 секунд. it should not be applied for longer than 30 seconds.
Шаблонні дії Fixed-action pattern
Шалтай Болтай Humpty dumpty
Швидкоплинні бойові операції Swiftly moving combat operations
Шизофренія Schizophrenia
Штат (організаційно-штатна структура)
(ОШС) Table of Organisation and Equipment (TO&E)
Що є адекватною кризовій ситуації That are appropriate in a given сrisis/critical situation
Що сил на контакт з навколишнім That they no longer have the strenght to interact with
світом у неї вже немає the outside world
Як не дивно, але плач виконує Oddly enough/no matter how strange it may seem,
заспокійливу дію crying serves a calming/tranquilising purpose
Яскраво виражена емоційна напруга Pronounced emotional tension
356

“THE COLLECTION OF STANDARDS FOR PSYCHOLOGICAL TRAINING FOR THE ARMED FORCES OF UKRAINE”

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“THE COLLECTION OF STANDARDS FOR PSYCHOLOGICAL TRAINING FOR THE ARMED FORCES OF UKRAINE”

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MAIN DEPARTMENT OF MORAL AND PSYCHOLOGICAL SUPPORT OF

THE ARMED FORCES OF UKRAINE

SCIENTIFIC AND RESEARCH CENTRE OF HUMANITARIAN ISSUES

MILITARY INSTITUTE OF T. SHEVCHENKO

COLLECTION OF STANDARDS FOR

Under the general editorship of the Chief of the Main

Recommended for publication by the Academic Council of the Scientific and

V. Stasiuk, Doctor of Psychology, Honoured Educator of Ukraine, Professor of

Authors: Colonel I. Neminsky, Colonel O. Roy, Colonel A. Romanyshin, Colonel V.

Collection of standards for psychological training of the Armed Forces of Ukraine:

List of abbreviations and terms 7

Chapter 1. Training programs for servicepersons of the Armed 10

Chapter 2. Individual psychological training standard for 37

Chapter 4. Standard for individual psychological training of 109

Chapter 6. Standard for Field Leaders Reaction Course СТІ 188

Chapter 7. Standard for special training (professional training) СТІ 196

Chapter 8. Guidelines for psychological training of Armed Forces of 236

Translators’ Notes 344

Ukrainian-English Glossary 346

AAR after action review3

Topics and time allocation for psychological training

Topics and lessons for psychological training

Topic 2. Building up and strengthening military personnel's

Topic 3. Building up and strengthening military personnel's

Guidelines: Lessons are conducted on a tactical ground (specially equipped

Topic 4. Building up and strengthening servicepersons' psychological

General guidelines regarding most effective psychological training

1) Not only do servicepersons need to be instructed on methods and

Military training educational

Topics and time allocation for psychological training

Mental self-regulation techniques.

Topics and lessons for psychological training

Topic 1. Mental self-regulation techniques. Psychological first aid and self-

Topic 2. Psychological work with a group’s resistance as one of the main

Topic 3. Motivating servicepersons to perform assigned missions (3 hours)

Topic 4. Psychoemotional stabilisation techniques under the impact of

Primary military professional training program (basic military training) is

TOPICS AND HOUR CALCULATION

Building up and strengthening military personnel's psychological

Building up and strengthening military personnel's psychological

Building up and strengthening military personnel's psychological

Lesson 2. Psychological first aid (self-help) in negative mental states, exercises

Lesson 3. Self-recovery methods and techniques (1 hour)

Topic 2. Building up and strengthening military personnel's psychological

Topic 3. Building up and strengthening military personnel's psychological

2.1.To know the behavioural reactions to stressful situations as well as self-

Total number of assessed items

Items that involve practical actions

ІІ. 1. Total number of items with

Individual training standard assessment as per training subject interim control

5.2. Assessment sheet for psychological training (final evaluation)

Excellent Good Satisfactory

СТІ training subject completed tasking assessment table /

Total number of assessed items

Items that involve practical actions

ІІ. Total number of items with “COMPLETED”

Individual training standard assessment as per training subject interim

No Question Overall grade

2.1. Behavioural reactions to stressful situations, self-help and support