SPECIFIC FEATURES OF EMOTIONAL SELF-REGULATION IN SERVICEMEN PRONE TO DELINQUENT BEHAVIOR

Abstract

The relevance of the study is determined by the increasing number of military offenses under conditions of prolonged combat stress and the need to identify psychological predictors of unauthorized abandonment of a military unit (AWOL). The aim of the study was to determine the specific features of emotional regulation difficulties and cognitive emotion regulation in servicemen with normative and delinquent behavior. The study involved 70 servicemen. A set of psychodiagnostic instruments was used, including the Difficulties in Emotion Regulation Scale (DERS) and the Cognitive Emotion Regulation Questionnaire (CERQ). The findings indicate that emotional dysregulation is a common factor in both groups; however, it has a different structural organization. Servicemen with delinquent behavior demonstrated higher levels of impulsivity and poorer emotional clarity, indicating emotional disorientation, difficulties in identifying their experiences, and a tendency toward behavioral discharge. In contrast, the group with normative behavior showed elevated levels of non-acceptance of emotions, difficulties maintaining goal-directed behavior under emotional distress, and lack of emotional awareness. This reflects a tendency toward conscious distancing from the emotional sphere and functioning through increased internal control. It was shown that servicemen with normative behavior more frequently use conditionally adaptive cognitive strategies (acceptance, planning, positive reappraisal, and putting into perspective), yet they are characterized by increased levels of rumination, indicating significant internal tension. Conversely, servicemen with delinquent behavior predominantly use maladaptive strategies such as catastrophizing, blaming others, and positive refocusing as a form of psychological avoidance. The identified differences should be considered in the development of differentiated psychopreventive programs: for servicemen with delinquent behavior, with a focus on developing realistic cognitive appraisal, internalization of responsibility, and planning skills; and for servicemen with normative behavior, with an emphasis on reducing ruminative burden and enhancing emotional flexibility to prevent psychoemotional exhaustion.