AGILEBRAIN AS AN INNOVATIVE TOOL FOR IDENTIFYING PERSONAL EMOTIONAL NEEDS: METHODOLOGY ANALYSIS AND PRACTICAL APPLICATION

Abstract

The article examines the impact of military events on the mental health of student youth in Ukraine and substantiates the need to introduce innovative tools for diagnosing the emotional state. It is shown that traditional methods of psychological assessment do not always provide effective detection of emotional disorders due to their formalisation and the risk of retraumatisation. The article considers the AgileBrain methodology, developed at the intersection of neuroscience and applied psychology, which involves the use of gamified visual stimuli to quickly identify emotional needs. The methodology is based on the principles of affective response and allows reducing the impact of cognitive distortions and social desirability.  The potential of AgileBrain as a tool for psycho-emotional support of students in crisis conditions is substantiated. The experience of implementing AgileBrain in the educational environment as a way to increase students' stress resistance is considered. The results of an empirical study conducted among students and teachers of higher education institutions from different regions of Ukraine are presented. The emotional matrix of the group is analysed, in which the activation of the desire for self-realisation, social recognition, and deeper immersion in activities is traced. The article reveals hidden signs of emotional exhaustion associated with a deficit of basic needs for security and autonomy. The empirical data obtained indicate the high validity of the instrument, which opens up prospects for further application in the development of psychological support programmes. It has been proved that the use of AgileBrain allows timely identification of risk groups, understanding of their current emotional needs and prompt development of appropriate interventions, providing a more personalised approach to psychological support for individuals. Ways to integrate the methodology into the practice of higher education, in particular in the form of emotional competence training, mental health screening and development of individual self-regulation strategies, are proposed.