FACTORS OF EFFECTIVENESS OF PSYCHOLOGISTS’ PROFESSIONAL ACTIVITY IN WORKING WITH CHILDREN OF INTERNALLY DISPLACED PERSONS IN A MULTICULTURAL ENVIRONMENT

Abstract

The article presents the authors’ research findings on the issue of factors determining the effectiveness of psychologists’ professional activity in working with children of internally displaced persons (IDPs) in a multicultural environment. The purpose of the article is to provide a theoretical substantiation and systematization of the factors influencing the effectiveness of psychologists’ professional activity in working with IDP children in multicultural contexts. The methodological trajectory of the study is based on a complementary system of approaches, including interdisciplinary, psychosocial, professional, environmental, child-centered, and restorative approaches. The interdisciplinary approach ensures the integration of knowledge from philosophy, psychology, sociology, pedagogy, cultural studies, law, and conflict studies, enabling a holistic interpretation of the multidimensional nature of the child’s psyche and the complex structure of a multicultural environment. The psychosocial approach emphasizes the interdependence of psychological characteristics and the social context under conditions of crisis, armed conflict, and forced displacement, while the professional approach defines standards, ethical principles, and the multifunctionality of psychological practice (diagnostics, correction, counseling, psychoeducation, and research activities). The environmental approach focuses on analyzing and transforming the socio-psychological support space; the child-centered approach prioritizes the needs, rights, subjectivity, and cultural identity of the child; and the restorative approach emphasizes strengthening resource potential, psychological recovery, and the development of resilience within a supportive environment.

The article substantiates that the effectiveness of psychologists’ professional activity in working with IDP children in a multicultural environment is manifested through positive dynamics in the child’s psychological state, restoration of adaptive potential, reduction of anxiety, and the formation of a sense of safety and belonging. Key factors of effectiveness are systematized, including personal and professional factors (competence, empathy, stress resistance, self-regulation, reflexivity, and humanistic orientation); multicultural and sociocultural competence (cultural sensitivity, anti-discriminatory attitudes, adaptation of methods to the cultural context); environmental sensitivity (assessment of the environment, interdisciplinary interaction, and consideration of the child’s multilevel connections); methodological and technological factors (trauma-informed approaches, art-based, play-based, and narrative methods, group and individual forms of work, preventive programs); organizational and institutional factors (administrative support, supervision, professional development, and regulatory and legal support); and socio-psychological factors related to partnership-based interaction with families and communities. It is concluded that the effectiveness of psychologists’ professional activity in working with IDP children in a multicultural environment is systemic, interdisciplinary, and culturally sensitive in nature and requires comprehensive professional training and institutional-level support.