Abstract
<jats:p>Purpose: The article provides an analytical review of the main methodological principles of the studying of bullying as a determinant of psychological trauma in deprived children. Methods. To ensure the implementation of the research goal, the following methods of scientific and theoretical study were applied: analysis, synthesis, generalization, which gave grounds to present key methodological approaches to studying the features of psychotrauma in deprived bullied children. Results. Generally increased geopolitical aggressiveness, in particular martial law, cause children to experience an increased level of neuropsychiatric tension, anxiety, frustration, psychoemotional burnout, which can serve as a cause of both the appearance of psychotrauma and the intensification of bullying. Emotional and psychophysical violence negates the harmony of interpersonal communication, has a painful and destructive affect on the humanity of the relationships and is especially acutely manifested in conditions of various deprivations. Conclusions. Bullying and psychological trauma of a deprived child require a multifaceted methodological study both for understanding the functional semantics of these phenomena and for their psychoprophylaxis and psychocorrection. Among various methodological approaches, the domestic genetic-psychological revitalization approach seems to be one of the most effective. Cultivation of basic provisions about movement as self-movement, amplification, self-determination, revitalization, etc. contributes to the development of effective and productive assistance to an individual who is in complicated and deprived existential states and situations. The genetic-psychological paradigm cultivates a medial-reflexive solution to the problems of bullying, and also helps to weaken the negative consequences of psychological trauma and victimization of deprived children.</jats:p>