DEVELOPMENT OF EMOTIONAL-VOLITIONAL RESOURCES OF PSYCHOLOGICAL IMMUNITY TO CYBERBULLYING IN PRIMARY SCHOOL CHILDREN THROUGH THE USE OF METAPHOR

Abstract

The article is devoted to the study of the development of psychological immunity to cyberbullying in primary school children. Particular attention is paid to the role of metaphorical narratives in reinforcing its emotional-volitional component. It was found that metaphor provides teachers and psychologists with meaningful tools for developing emotional-volitional resources. The criteria for the formation of emotional-volitional resources of psychological immunity (PI) to cyberbullying in primary school children – which is proposed to be understood as a reflexively based dynamic system of adaptive and protective resources aimed at resisting informational-psychological stimuli – include emotional self-control, the ability of younger students to regulate emotions and resist destructive environmental influences, the ability to overcome fears, and to make decisions regarding the choice of effective emotional regulation strategies. The main indicators of psychological immunity to cyberbullying in primary school children are defined as emotional intelligence and the level of school anxiety.
The functional potential of selected Ukrainian folk and literary tales and poems has been explored in the context of developing the emotional-volitional component of psychological immunity to cyberbullying, particularly in enhancing emotional intelligence and reducing anxiety in primary school students. It has been found that the selected metaphorical narratives, owing to their positive role models and allegorical content, are beneficial for strengthening emotional self-control, facilitating psychological adaptation to new situations, developing the ability to build relationships. These narratives contribute to the development of key emotional-volitional skills in younger school-aged children, including the ability to face their fears and find ways to cope with them. 
A training program based on the use of verbal and visual metaphors was developed and experimentally tested for its effectiveness. As a result of applying the Emotional Intelligence Questionnaire, the School Anxiety Diagnostic Method and conducting a Student’s t-test, statistically significant positive changes were identified in the emotional-volitional resources of psychological immunity to cyberbullying among primary school children in the experimental group. No statistically significant changes were recorded in the control group.
Practical recommendations were proposed for school psychologists regarding the use of both verbal and non-verbal (visual) metaphors in supporting primary school children, emphasizing their value in the development of emotional-volitional resources of psychological immunity to cyberbullying, particularly within the school environment. It was emphasized that the development of specialized programs using the studied narratives and the implementation of the proposed guidelines for school psychologists may enhance emotional regulation and resilience in younger pupils in response to challenges in cyberspace.