The article presents an experimental study on the development of stress resilience among psychology students during their professional training in a university setting. The sample included 60 psychology students aged 18–22 (n=60).

The research was conducted in three stages: ascertaining, formative, and control. At the ascertaining stage, initial levels of stress resilience, self-regulation, and coping strategies were assessed. During the formative stage, an 8-week intervention program incorporating training technologies and art-therapy elements was implemented. At the control stage, post-testing was conducted.

Psychodiagnostic tools included the Stress Resilience Test by S.N. Kozlov and D.Ya. Raygorodsky, the Self-Regulation Styles Questionnaire by V.I. Morosanova, and the Coping Strategies Inventory by S.K. Nartova-Bochaver. Statistical analysis was performed using SPSS 23.0, and differences were tested with Student’s t-test.

The results demonstrated a statistically significant increase in stress resilience after the intervention (t=2.41; p<0.05). The proportion of students with high stress resilience increased from 19% to 36%, while the proportion with low levels decreased from 28% to 15%. A significant increase in constructive coping strategies was also observed (p<0.05).

The findings confirm the effectiveness of specially organized psychological-pedagogical conditions and training technologies in enhancing stress resilience among psychology students.

Keywords: stress resilience, psychology students, professional training, experimental study, psychodiagnostics, training program.