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Issue 61 – January 2026
Close to Myself:

Close to Myself:

Resilience and Transformation Through a Neohumanist Perspective

By Dr. Olha Prosina

Abstract:
This article presents the authorial psychological support program Close to Myself as a neohumanist intervention model designed to cultivate resilience and professional transformation in times of crisis. Grounded in empirical research with Ukrainian educators (2023–2025), the program integrates cognitive-behavioral therapy (CBT), mindfulness, and transformative learning with reflective and creative facilitation tools. The article also introduces an authorial model of psychological mechanisms of professional transformation, conceptualized as a five-stage process (crisis trigger, reflective re-evaluation, meaning-making, strategic renewal, and integration of changes) interacting across situational, personal, and institutional levels. Empirical findings reveal that while motivational and meaning-making resources remain strong, professionals often struggle with stress resilience, emotional balance, and cognitive flexibility. Based on this evidence, Close to Myself offers a structured approach that supports resilience, identity reconstruction, and holistic well-being. Beyond the teaching profession, the model is positioned as a universal framework for professional renewal, aligned with neohumanist values of dignity, interconnectedness, and human flourishing.

A workshop on this topic was presented at the recent GANE Conference in Romania

Keywords: resilience, professional transformation, neo-humanism, psychological support, educators, mindfulness, transformative learning.

Introduction

Global crises—armed conflict, pandemics, migration, and systemic educational reforms—have reshaped the lives of professionals across sectors. Teachers in Ukraine, in particular, face unprecedented challenges of displacement, emotional exhaustion, and redefined professional roles. Traditional adaptation strategies prove insufficient; professionals require deeper psychological support that restores inner resources and fosters transformation.

In this context, Neohumanism offers a framework that transcends immediate survival, emphasizing wholeness, meaning-making, and interconnected growth. The program Close to Myself was developed as an evidence-based intervention within a research project on the psychological mechanisms of professional transformation in crisis contexts. Its primary aim is to strengthen resilience, cultivate reflective and motivational capacities, and support professionals in reconstructing their identity in alignment with neohumanist values.

Theoretical Background

Professional transformation is not merely a shift in roles or tasks but a profound reorganization of meaning, motivation, and identity. In previous research, psychological readiness for transformation was conceptualized as a dynamic system of motivational, cognitive, and emotional-regulatory resources.

An authorial model of psychological mechanisms of professional transformation in crisis conditions was developed as a result of empirical and theoretical studies (2023–2025). Its integrative character reflects the interaction of three levels:

  • Situational – external crisis triggers, uncertainty, and disruption;
  • Personal – internal psychological resources such as resilience, reflection, and motivation;
  • Institutional – social-professional support and organizational environment.

The model unfolds in five sequential stages:

  • Crisis trigger – an external challenge disrupting the established order.
  • Reflective re-evaluation – critical reconsideration of experiences, goals, and values.
  • Meaning-making – constructing renewed meanings of one’s professional activity.
  • Strategic renewal – adopting new approaches and coping strategies.
  • Integration of changes – consolidating a new professional identity.

This framework positions transformation as a holistic process occurring through the interplay of external crises and internal resources, mediated by social and institutional support. It resonates with the neohumanist paradigm, emphasizing human dignity, empathy, and interconnected flourishing.

Empirical Foundations of the Model

Between 2023 and 2025, an empirical study involving 88 Ukrainian educators examined readiness for professional transformation in crisis contexts. The results revealed a complex picture:

  • High motivation for achievement (90.9%) and occupational self-efficacy (39.8% high, 60.2% moderate) demonstrated strong motivational and meaning-making foundations.
  • Stress resilience was critically low (only 8% at a high level).
  • Psychological well-being indicated “flourishing” in just 25% of participants.
  • Critical thinking was moderate to high in 93% but often unaccompanied by sufficient emotional stability.
  • Correlation analysis confirmed significant interdependencies: cognitive flexibility and critical thinking (r = 0.61), stress resilience and self-efficacy (r = 0.54), self-regulation and reflective thinking (r = 0.45).

These findings support the idea that readiness for transformation is not fragmented but an integrated construct requiring systemic support.

Qualitative analysis of professional missions highlighted educators’ humanistic orientation: “being a guide for change,” “bringing light,” and “a pillar of support for colleagues.” These narratives resonate with neohumanist ideals of service, interconnectedness, and purposeful growth.

The “Close to Myself” Program

The Close to Myself program was designed as a structured psychological intervention to address the resource imbalances identified in the research, with a particular focus on strengthening resilience, reflection, and meaning-making in times of crisis. It consists of five interconnected modules:

  • Professional identity and the challenges of transformation
  • Self-regulation resources and emotional resilience
  • Motivation for growth and meaning-making
  • Cognitive flexibility and critical thinking
  • Social support and collective growth

behavioral, and facilitation practices, including narrative techniques, visualization, metaphor-based tools, and group dialogue. The program is delivered in a blended online format over 30 hours, combining synchronous workshops with asynchronous individual tasks, which allows participants to balance personal introspection with collective exchange.

For the purposes of the workshop within the conference, several selected activities were highlighted to illustrate the core principles of the program:

“Three Stories of My Professional Journey” – a reflective exercise encouraging participants to recall and share a moment of pride, a moment of struggle, and a moment of inspiration, thereby reconstructing professional meaning through narrative.
“Emotional Console” – a metaphorical tool inspired by Inside Out (Pixar, 2015), where participants visualize emotions as buttons on a control panel, enhancing awareness and self-regulation.
“Change Journal” – a personal log for capturing micro-transformations in thoughts, emotions, and behaviors, helping participants recognize gradual shifts in their professional and personal growth.

These activities were chosen because they are highly adaptable to diverse audiences and demonstrate how the program cultivates reflection, emotional awareness, and incremental transformation.

Neohumanist Dimension

Unlike purely clinical or skills-based interventions, Close to Myself embodies neohumanist principles. It views resilience not just as the ability to “withstand stress” but as a pathway to inner harmony, moral dignity, and interconnected flourishing.
Key neohumanist features include:

  • Holistic focus: integrating emotional, cognitive, social, and spiritual dimensions.
  • Empathy and solidarity: cultivating a supportive professional community.
  • Meaning-oriented growth: encouraging individuals to redefine professional identity in light of deeper human values.

Thus, the program and the broader model of psychological mechanisms extend beyond educators, offering a universal framework for professional resilience and renewal across different fields.

Implementation and Outcomes

Pilot implementation with educators demonstrated encouraging results: participants reported increased emotional awareness, renewed motivation, and stronger group cohesion. Even under displacement and uncertainty, professionals discovered “inner light” and regained trust in their capacity for growth. While initially applied to teachers, the model is transferable to other professional domains—healthcare, social work, business, as well as psychological support for war veterans—where resilience and meaning-making are essential in crisis contexts.

Discussion

The presented model and the Close to Myself program illustrate how empirically grounded, human-centered interventions can contribute to resilience and transformation. Situated within the neohumanist paradigm, they address both individual growth and collective solidarity.

The five-stage model highlights that professional transformation is not instantaneous but evolves through reflection, meaning-making, and integration, supported by institutional and social environments. This perspective reinforces the neohumanist principle of interconnectedness: resilience emerges not only from within but also through relationships and supportive communities.

Limitations of the study include the predominance of female participants and reliance on self-reported data. Future research should expand the sample, employ longitudinal designs, and compare across professions and countries.

Conclusion

Resilience and transformation are essential in times of global crisis. The authorial model of psychological mechanisms of professional transformation provides a structured, evidence-based framework, while the Close to Myself program translates it into practical interventions. Both are deeply aligned with neohumanist values, emphasizing wholeness, dignity, and interconnectedness.

By cultivating reflection, resilience, and meaning-making, the approach affirms that even in adversity, professionals can reconstruct their identities, renew their motivation, and contribute to collective growth.

Bio:

Olha Prosina is the Director of the Center for Postgraduate Education at the University of Educational Management, NAES of Ukraine. She holds a PhD in Pedagogical Sciences and serves as an Associate Professor, with over 20 years of experience in adult education, teacher professional development, and psychological support in times of crisis. Her research and practical work focus on emotional resilience, transformative learning, and the integration of EdTech innovations in teacher education. She is the author of the psychological support program “Close to Myself ”, developed in response to emotional burnout among Ukrainian educators. Olha is actively engaged in international projects that bridge educational psychology and digital learning.

For More Information: .

The 30-hour program is currently available in Ukrainian on their website. She will soon be preparing and publishing an English version.

References

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