The article deals with the results of the psychopedagogical experiment to find Polish and Ukrainian aspects of implementing the analysis methodology of social significance of a personal conflict behavior, made by the students. The study has been applied with the use of the authorial pscyhopedagogical exercises “Vibrations: ‘Me in a Conflict’” and “Vibrations: ‘Me and the World’”. The exercises were developed on the basis of archaic and historical, bioenergetical, art-therapeutic and systematic approaches. The study tasks implied to engage student youth to realize a social significance of a personal conflict behavior. It was concluded that youth usually consider a social conflict as the one which “exists separately” as an independent “mechanism”. They often forget that a person is an element of a social system; a number of negative psychoemotional conflicting behavioral patterns (intrapersonal and interpersonal conflicts) make psychoemotional state of the World – a social conflict on a systemic approach. At the same time, students’ comprehension of this aspect is not the understanding and a direct definite change of the worldview and a personal conflict behavior. With free vibrations description on the models of the psychopedagogical, and experimentally proved, an individual subconsciously states the sense of the conflict-making problem as the fact that everything starts with us, our responsibility for the display of a personal conflict behavior that is an intrapersonal conflict. The students prove the assumption made in the beginning: social conflicts start with an intrapersonal and the transfer into an interpersonal conflict of every person, and a cultural difference makes its intensification. In spite of a significant influence of a cultural difference made by the students, this definite experiment didn’t show the difference in the analysis results of a personal conflict behavior performed by Polish and Ukrainian youth. Additionally, Polish and Ukrainian students unambiguously specified the developed psychopedgogical exercises of the analysis methodology of a social significance of a personal conflict behavior made by students, as effective ones. At the same time there appears an urgent need for intercultural education of the necessity to form a personal anti-conflict behavior based on a tolerant recognition “of people of different cultures, and different cultures in one person”.