Ecofacilitative pedagogy as a form of sustanability and social therapy

This article raises the question of the role of non-formal and hybrid education as a form of personal and social sustainability in the war-time adversity. The authors attempt to estimate the role of the eco-facilitation course as one of the original Ukrainian approaches to psychological assistance. The course was provided to different categories of students (displaced and relocated within Ukrainian borders or with a refugee status in Europe and USA). It was found that experimental training by the method of ecofacilitative teaching contributes to individual and social sustainability in terms of rhythmic development (thesis-antithesis-synthesis). In particular, the changes in pedagogy reflect the logic of their non-directive teaching (ecofacilitation). Ecofacilitation is an educational course aimed at developing skills for sustainable self-development or personal stabilization in conditions of instability and chaos, which closely corresponds to the living conditions of an individual during wartime.


Introduction
The psycho-emotional state of people during the war in Ukraine, in situations of high and prolonged uncertainty, is characterized by a significant degree of dynamism, variability, the so-called "psychological swing" when the resource, conscious and active condition is abruptly replaced by exhaustion, loss of meanings and guidelines.In this regard, the search for effective individual and group forms of a non-clinical, psychological and pedagogical nature is actualized.These forms could be viewed as such that ecologically, consistently and rapidly contribute to the stabilization of the personality at various stages of its development in adversity.Such flexible, often hybrid forms and technologies have a high, in a sense, universal stabilization potential empowered by psychological and pedagogical mechanisms of ensuring a sustainable future.The formation of an ecological attitude towards the environment is carried out through pedagogical and psychological influence on an individual.In the context of our research, these two disciplines are combined under the concept of social therapy as a condition for the formation of an adequate attitude towards the environment.

Psychological markers of the war in Ukraine. Pedagogical research to psychological sustainability: literature review
A number of studies reflect the negative experiences of the considerable part of the population, which are determined by a radical change in a lifestyle -forced immigration, displacement to other regions, loss of loved ones [1][2][3], a significant reduction in social programs including IOP Publishing doi:10.1088/1755-1315/1254/1/012081 2 medicine, the need to overcome migration stress, such as unemployment, poverty, food insecurity, social exclusion and housing difficulties, etc. [4][5][6].
Another group of studies shows that along with, or as a result of, a radical change in socio-psychological conditions, the population of Ukraine, for the first time within decades, encountered a number of positive phenomena -such as cohesion [7] activation of hidden psychological and social mechanisms of self-regulation [8]; even a certain level of well-being, including psychological, physical, social [9]; various determinants of resilience, both individual and collective [10].
In studies devoted to the problems of sustainable development or spontaneous system's stabilization in critical periods (COVID-19), the authors come to conclusions (a) about the emergence of spontaneous and rhythmic personality stabilization such as "thesis-antithesissynthesis" (immunity/or protective socio-psychological regulation can manifest itself in terms maintaining a certain rhythm of development, accompanied by signs of spontaneous resistance, well-being and tolerance to uncertainty) [11,12]; (b) that not only in the context of the pandemic, but also at various stages of military aggression, the Ukrainian education ecosystem showed informal aspects of self-organization, which contributed to stabilization not only at the individual but also at the level of group development [13].The process of socio-psychological regulation at the individual and social can manifest itself by maintaining a certain rhythm of development, a certain level of well-being and tolerance to uncertainty.Factors contributing to the preservation of a certain level of resilience and well-being include an increase in psychological volunteering, and a critical approach to history, social events and communal dialogue [14].
To one of the forms of stabilization we include a certain pedagogical interaction with students in universities within non-formal education programs.For example, formal training at the University of Educational Management (Ukraine) during the first active phase of the war was delivered as a so-called "live psychological laboratory".It was complemented by innovative forms of training: daily streaming counseling classes, elements of SALT -system of accelerated learning and teaching, Accelerated Learning (AL) and Intensive Learning (IL) [15,16], weekly support group to help students in their daily activities, supervision certified course of ecocentered facilitation; International discussion club PsyDetox).This approach made it possible to achieve good academic results, it contributed to the assimilation of not only the curriculum but help stabilize the psychological condition of students and teachers during the war adversity [13].This provides a certain ground to assume that the spontaneous tendency of any even formal system to stabilize itself in critical situations can be related to a form social therapy.

Experimental research on the development of psychological sustainability: a rationale
To this form of a social psychotherapy, we include ecofacilitative training of psychologists which is antithetical to the existing system of traditional directive teaching.The main differences between eco-facilitative education and traditional education are: short-term vs long term teaching exposure, personal orientation vs program or curriculum orientated process, tolerance for ambiguity vs intolerance for ambiguity.Experimental social therapy pedagogy is also hybrid, facilitates individual educational and teaching trajectories of the student and the teacher.
This form was implemented at the time of experimental distance learning called "The Intensive Course of Eco-Centered Facilitation" (ICEF-course).ICEF-course is focused on achieving the following educational outcomes: appropriation of eco-centered facilitation theoretical background; introduction into a non-deficiency principal of post-traumatic growth and development; acquisition of non-directive guidance of group dynamics in uncertainty and semantic chaos; development of eco-facilitative counselling skills as well as the skills for professional deliberative practice, assessment of the psychologist's competence.
The intensive character of the pedagogical course was ensured by its multi-factor determination: the personal interest of students, the demonstration of live eco-facilitative (psychological) sessions with real clients and professional assistance, implementation of individual educational trajectories, combination of mandatory and optional components of the course.A special focus of the course is the therapeutic effect for students in the conditions of the war adversity and forced emigration.The course program is designed for 72 academic hours over two months (classes 2 days a week) and includes three main modules: live Eco-facilitative counselling sessions, their analysis held by P. V. Lushyn; methodological rationale for ecofacilitative counselling and practice; Ecofacilitative internship: gaining the experience of a client, a counselor, a supervisor.The course program covers the following topics: psychological and social conditions of the personality change process; principal features of the personality change process; psychology of self-development and self-organization of personality; theoretical, methodological, and empirical analysis of scientific research on personality change process; ecofacilitation and the principle of ecology; ecosystem in the personality change process; psychological guidance of post-traumatic development; practice of ecofacilitation in the conditions of the modern world.Autonomous student's work included: deliberative practice, recording eco-facilitative sessions, writing reflective essays.Optional: participation in the work of PsyDetox International Discussion Club and supervisional group sessions.The learning process involves minimal regulation in terms of its intensity and evaluation of the results of each participant.It is focused on toleration of uncertainty, creating conditions for the manifestation of one's own educational motivation, the possibilities of designing and implementing an individual learning trajectory and psychological stabilization in terms of development.
The research goal is to study the socio-therapeutic potential of ecofacilitative pedagogy as an important factor for social and individual stabilization (by means of preparation of future professionals) in wartime adversity in Ukraine.

Methodology
Indicators of psychological stabilization in terms of changes during experimental training are studied by means of content analysis of the reflective essays, current and final written reviews of students.These indicators are semantically represented as psychological emergent, shifts in emotional (sensations, feelings, interest, interest, insight, catharsis), cognitive (comprehension, understanding, cognition), behavioral (attitudes, actions, experience, skills), value (meanings, worldview) spheres.Content analysis allows to determine the psychological state, identify attitudes, interests, intentions, values, belief systems, "models of the world", focuses of attention of the authors of the texts and is characterized by objectivity of conclusions, rigor of the procedure.It consists in the choice of semantic units of the analysis, a quantification of the text (similar to the standard methods of classification by selected groups) with the subsequent interpretation of the results.Semantic units or units of the analysis could be the concepts, simple sentences or judgments, topics which are expressed in whole semantic paragraphs, parts of texts, events, etc.The units of the account can be estimated by the frequency of mention in texts or the physical length of the texts, the area of the text is filled with semantic units, the number of lines, paragraphs, signs of the text, etc. [17][18][19].
In this paper, the content analysis included: a) the definition of a universal category that answers the most generalized question of content analysis -indicators of psychological stabilization of the individual in terms of change and development; b) formulation of the basic judgment (statement) "Studying at the ICEF-course contributes to the psychological stabilization of the individual in terms of development"; c) decomposition of complex sentences into simple ones with the transformation of adjective and participle turns into separate simple sentences; d) identifying and counting all semantic units of analysis of simple sentences that fall under the basic judgment and represent a complete thought.The selection of analytical units in the texts was carried out by two experts, the results were compared and subsequently analyzed.
As factors of stabilization in terms of personal change and development are considered: age, professional and previous educational experience, activity and experience of psychological assistance acquired during the course.Professional experience reflects the professional status of the subject either as a practicing psychologist, or as a student -a future psychologist, or as a representative of other professional groups.Previous educational experience is an indicator that combines the presence of basic psychological education and specialization in different modalities of psychological assistance (absent, polymodal, monomodal); level (number of hours) of specialization in "Ecofacilitation" modality (initial, intermediate, advanced), as well as membership in the public association of psychologists (Ukrainian Association of Environmental Psychological Assistance).Indicators of academic activity, motivation and success are studied according to the following markers: the intensity of attendance at the main and optional events of the course, internship in the course -the experience gained by the client, consultant and supervisor, as well as the results and scope of deliberative practice (independent work on recording consultations).
The participants of the study were students of the ICEF-course (N = 51), the average age 32 ± 5.3 years, men 11.8 %, women 88.2%.Among them are those who study Psychology at the university 13.7 %, psychologists of organizations and self-employed psychologists 29.4 %, workers in other fields (economic, legal, IT, military, artistic) 34 % and temporarily unemployed 22.9 %.Outside of Ukraine 39.2 %.The sample is not homogeneous, randomized, everyone could take part in the course.Statistical processing includes descriptives, frequency, cluster analysis, Kruskal-Wallis Test and carried out using the SPSS statistical package.

Results and discussions
An example of semantic units of text analysis, which are indicators of stabilization in terms of change and development, are judgments that testify to the dynamics at different levels: emotional -"There are many insights that I will analyze later", "This work inspired me so much", "Difficult situations in me can be viewed as opportunities I never thought before"; cognitive -"It became aware that I know what I want", "I saw order and began to trust myself", "I found another cycle in my life -8 months", "I realized my main mistake"; behavioral -"Previous time I failed, now I will succeed, will pass through it calmly", "Now with new powers and new strengths I will move further", "And after the second Sunday at night I felt the strength and inspiration to answer her"; value-semantic -"New meanings are being born for the future life", "I strongly pushed my interpretation of children", "Now I have received avoidant experiences and cooperation with the invisible", "This course has become useful for me not only in professional growth, but also in personal growth".The total number of selected judgments is 2777.The analytical units allocated from them are 441 (100 %), including: emotional nature -147 (33.3 %), cognitive-rational -109 (24.8 %), behavioral -129 (29.2 %), semantic -56 (12.7 %).
Clustering of variables made it possible to distinguish four groups of participants in which the parameters under study are manifested differently (table 1).
In different groups according to the studied parameters, statistically significant differences or differences at the level of trends were identified.The indication of the features of the manifestation of psychological stabilization of the individual and professional, educational experience, educational activity of participants in the context of different typological groups is presented (figure 1).
On the basis of the results, we obtained a typology of development and stabilization of the personality in the conditions of intensive training.
Type 1 -"professionals" (23.5 %), who active in learning and stable in development.By age, it is probably the oldest group of people with significant professional psychological experience, good educational experience and specialization in an eco-facilitative approach.They always attend the sessions in the main and optional classes of the course, are motivated and actively practice during classes, are interested and gain the experience of a client, counselor, supervisor.Although they their weakest spot is not making use the opportunities of the deliberate practice to the fullest.Therefore, in this aspect their zone of professional development is not significant So, their key features are a convincing educational and professional psychological background; they have the highest activity in all components of the course program, with the exception of deliberative practice.The students of the group are stable in terms of psychological dynamics -emotional, cognitive, behavioral; value reactions and changes.In this type, the highest educational activity is manifested on the "wave" of the stable personal and psychological development.
Type 2 "those who are interested -interesants" (35.3 %) -actively observing, although refraining from active practice, they demonstrate moderate, evolutionary development.These participants are the most distant from professional psychological activities, but at the same time they are quite knowledgeable and have a moderate level of specialization in the eco-facilitative approach.They are involved in the optional activities of the course as much as possible.Not too active in main classes, and obtaining the experience of the client, a counseling and supervising.Their personal and psychological development is associated with psychological changes of an evolutionary nature.
Type 3 "beginners" (19.6 %) are persistent in learning, mastering eco-facilitation, very dynamic in their personal development.These are the youngest participants in age, close to professional psychological activity, since among them there is a significant proportion of applicants for psychological education, but now they have minimal experience and initial specialization in the eco-facilitative approach.They are characterized by maximum inclusion in the main classes of the course and somewhat lower in electives.Gaining client's experience and moderate, rather, "cautious" practice in the classroom as counselors and supervisors, they actively complement their own deliberative practice.Against the background of such a motivated attitude towards learning, the psychosemantic markers of their psychological dynamics look the most expressive and convincing.
Type 4 "observers" advanced and beginners (21.6 %).They support their psychological balance.Among them are both professional psychologists and representatives of other professions.There are those who have maximum learning experience, specialization in the ecofacilitative approach and are members of the community of eco-facilitators.There are others amongst them who are just beginning their acquaintance with psychology and the ecofacilitative approach.But all of them are united by the fact that they are not very active in the learning process, they mainly participate in the basic training sessions that provide an opportunity to observe and discuss "live psychological case".They are not active in practicing during classes, independent work, logging.In terms of personal and psychological, their dynamics is minimal.Regarding this type, the question arises -what is the meaning of learning for them?The answer may be that passive observation, being in an ecological educational context, and therapeutic space allows the most knowledgeable and ignorant of psychology, to find and maintain their own psychological balance in the eco-therapeutic educational format.

Conclusion
The results obtained allow us to formulate the following conclusions.First, the hypothesis is confirmed that the experimental educational and therapeutic format of accelerated preparation of future processionals, psychologist in particular, in the context of non-formal education.This form of education can be attributed to social therapy, which creates conditions for the implementation of various strategies for the personal growth and development of students.
Secondly, age, professional psychological experience may influence the dynamics of psychological stabilization.
Most convincing factors are the educational experience of psychological specialization, staying in the educational and therapeutic environment and the possibility of performing various types of educational activities within the existing intrinsic motives and developmental trajectories.
Thirdly, the strategies of learning and psychological stabilization in terms of development and change are manifested nonlinearly and are represented by dynamically changing types of "observer", "actively interested","persistent student", "professional".These types reflect some trends in a wide range of unique strategies for personality stabilization and developmentfrom passive observation to active practice with oneself and others at different stages of the professional and life pathways.
Fourthly, staying in a developing educational and psychological environment constitutes the antithesis for exposure to the military environment which opens up a certain prospect for psychological well-being, resilience of an individual, and therefore of society.

Table 1 .
Manifestation of the studied parameters in typological groups.
Figure 1.Psychological development of personality in different typological groups.