AMERICAN EXPERIENCE OF PSYCHONOMIC EDUCATION: EMOTIONAL STABILITY IN THE CONDITIONS OF DIFFICULT LIFE CIRCUMSTANCES

The American experience of psycho-emotional education in the context of contemporary challenges demonstrates a systemic approach to developing emotional resilience among educators and learners, particularly under conditions of stress, traumatic events, and social instability. In light of growing social challenges and psychological uncertainty (especially within educational environments) the formation of emotional resilience among teachers has become increasingly relevant. In the United States, psycho-emotional education has evolved into an interdisciplinary field that integrates elements of pedagogy, psychology, neuroscience, and art therapy. American models actively implement social-emotional learning (SEL), emotional intelligence training, coaching programs, and self-regulation practices aimed at fostering adaptability, self-awareness, emotional balance, and professional endurance. Special attention in the U.S. is given to creating safe educational spaces, preventing emotional burnout, and cultivating stress-resilience skills among educators. Within projects supported by the American Federation of Teachers (AFT), training modules have been developed for educators working in crisis conditions, particularly with children who have experienced trauma. This experience is especially valuable for the Ukrainian educational system, which operates under wartime conditions and requires effective models of psycho-emotional support. The article presents generalized indicators of emotional resilience among U.S. psycho-economic professionals, categorized into cognitive, emotional, volitional, and socio-communicative components. Based on the analysis of these indicators, a high level of psycho-emotional endurance is observed among teachers, psychologists, and art therapists working in complex life circumstances. The highest scores are found in the socio-communicative (88.1) and emotional (85.3) components, indicating the effectiveness of coaching, art therapy, and trauma-informed practices in professional training. The overall emotional resilience index (83.7) confirms the systemic nature of American psycho-economic education, which combines cognitive-behavioral, neuropsychological, humanistic, and technological models. Particular emphasis is placed on the development of soft skills such as emotional intelligence, leadership, communication, and stress tolerance. The article substantiates the relevance of adapting the American experience to the Ukrainian educational context, particularly through the implementation of an integrative-technological approach that promotes emotional resilience, professional autonomy, and readiness to act under conditions of uncertainty.