RISK FACTORS FOR THE DEVELOPMENT OF EATING DISORDERS AMONG YOUTH IN THE CONTEXT OF WAR IN UKRAINE AND APPROACHES TO CORRECTION

Abstract

Prolonged military conflicts in Ukraine have a devastating impact on the mental health of the population. University students represent a particularly vulnerable group to stressful situations. In order to study the risk factors for the development of eating disorders under conditions of chronic stress, as well as to develop effective psychocorrective interventions, 300 students were examined. The participants were divided into an experimental group and a control group, with 150 individuals in each. The experimental group underwent a psychocorrection program, while the control group completed testing only before and after the study period. Clinical, clinical-psychopathological, clinical-anamnestic, experimental-psychological, and statistical research methods were applied. At the first stage, high levels of anxiety, depression, neuroticism, emotional instability, exhaustion, and eating disorders were identified. At the second stage, a psychocorrection program was developed for the experimental group, incorporating elements of cognitive behavioral therapy, relaxation techniques, and mindfulness practices. At the third stage, repeated testing of both groups was conducted. After the implementation of psychocorrective and psychotherapeutic interventions, the experimental group demonstrated a statistically significant decrease in anxiety, depression, and neuroticism levels, along with improvement in emotional well-being and a reduction in eating disorder symptoms. In the pathogenesis of eating disorders among university students during wartime, stress is one of the leading factors. Individuals with high emotional sensitivity and low stress resilience are particularly vulnerable. They exhibited elevated levels of anxiety, depression, neuroticism, and emotional exhaustion in association with eating disorders. Comprehensive psychotherapeutic support and preventive measures contribute to improved psycho-emotional well-being, the development of adaptive behavior, and healthier self-esteem among students. Participation in the program resulted in a statistically significant reduction in anxiety and depressive symptoms, as well as an overall improvement in students’ emotional state.