Curriculum development of components of information and psychological resilience in police officers: the results of experimental testing

Elena Bulavina

VAK Russia 5.3.9 UDC 159.9.072

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CURRICULUM DEVELOPMENT OF COMPONENTS OF INFORMATION AND PSYCHOLOGICAL RESILIENCE IN POLICE OFFICERS: THE RESULTS OF EXPERIMENTAL TESTING Curriculum development of components of information and psychological resilience in police officers: the results of experimental testing

АА Аа

Published in Russian Journal of Deviant Behavior · Volume 5, Issue 4 · Pages 594–608 · Rubric: Psychological research on deviant behavior

Received: 13.10.2025 Accepted: 28.11.2025 Published: 28.12.2025 Language of publication: RUS

Authors

Elena Bulavina

ORCID

Elena Bulavina

St. Petersburg University of the Ministry of Internal Affairs of Russia Senior psychologist of the Department of Professional Psychological Selection of the Department of Psychological Work of the Department for Personnel Work of the St. Petersburg University of the Ministry of Internal Affairs of Russia · Department of Psychological Work · St Petersburg

ORCID

ABSTRACT

Introduction. The professional activity of law enforcement officers is implemented by conditions of intense information pressure and high level of uncertainty. This can lead to behavioural disorganisation and emotional destabilisation. The issue of underdevelopment and empirical verification of curriculum aimed at enhancing information and psychological resilience among police officers comes to the fore. The purpose of the study is to evaluate the efficacy of a modular curriculum for developing the personal and behavioural components of information and psychological resilience in cadets at departmental higher education institutions. Methods. In the experiment, two groups were created: an experimental group and a control group. The research involved 48 cadets from Saint Petersburg University of the MIA of Russia. The following standardized methods were employed: neuropsychological resilience questionnaire “Prognosis-2” (V. Yu. Rybnikov), the questionnaire of Volitional Self-Control (A.G. Zverkov, E.V. Eydman), Cognitive Flexibility Inventory (S. S. Kurginyan, E. Y. Osavolyuk), Suggestibility Questionnaire (S. V. Klauchek, V. V. Delarue), activity reflection test (V. D. Shadrikov, S. S. Kurginyan, M. D. Kuznetsova), Schwartz Value Survey (Shalom H. Schwartz) and the technique “Level of subjective control” over significant events (E. G. Ksenofontova). The empirical data were processed using a comparative analysis (both Mann-Whitney U test and Wilcoxon T test). Results. We carried out a comparative analysis of the groups. The conducted analysis revealed statistically significant differences in the following parameters including responsibility, self-control, conscious self-regulation of activity and an orientation towards independence and autonomy. The findings obtained show the efficacy of the developed curriculum, while also indicating the presence of stable basic psychological characteristics that necessitate more protracted and comprehensive influence.

KEYWORDS

information and psychological resilience, negative information-psychological influence, the results of experimental testing of the curriculum, police officers

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