RELATIONSHIP BETWEEN TEACHER'S MENTAL HEALTH AND PERSONAL IDENTITY
Abstract
The article presents the results of theoretical analysis and empirical research of the relationship between identity, life balance and mental health of a teacher; it has been found that value-moral regulation of a teacher’s professional activity, effective professional interaction, positive interpersonal relationships, cognitive-emotional regulation of personality, behavior and professional activity of a teacher, balance of personal life spheres determine the nature and valence of the relationship with a teacher’s mental health; a direct relationship has been revealed between the unstable nature of self-attitude, self-esteem, self-control, self-awareness, subclinical and clinical anxiety/depression and low levels of development of actual abilities, areas of conflict processing, optimistic role models; it has been noted that most of the studied teachers need psychological support on issues of restoration of personal mental health, as a basic component of their ability to work optimally in the realities of modern Ukraine; an algorithm of work with a teacher on restoration of personal mental health has been outlined; the article highlights the prospects for further scientific research, which the authors see in the development of scientific and methodological materials in the context of positive psychotherapy regarding psychological support for teachers on issues of supporting, maintaining and restoring the mental health of teachers.
Giving priority to the mental health of teachers is important in the holistic process of psychological support of pedagogical workers in war conditions. Prospects for further scientific exploration are seen in the development of scientific and methodological materials on psychological support of the teacher's professional activity on issues of supporting, preserving and restoring the mental health of teachers in the method of positive psychotherapy.
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