Reflective approach to interaction and self-regulation as a means of supporting the mental health of participants in the educational process.
DOI:
https://doi.org/10.28925/2311-2409.2025.448Abstract
The article reveals the current issue of supporting mental health, in particular, the role of the reflective approach in the interaction and self-regulation of participants in the educational process in the context of transformations in society and education, in the conditions of instability and uncertainty that exist in Ukraine, against the background of educational losses and prolonged retraumatization.
The purpose of the article is to theoretically highlight the phenomena of “mental health” and “reflection” and the practical implementation of the reflective approach in the life of participants in the educational process of higher education institutions. The author of the article sets himself the following tasks: to clarify the content of the definitions of “mental health” and “reflection”; to outline the psychological and pedagogical conditions for implementing the reflective approach in a higher education institution; to determine the means of the reflective approach to self-regulation and interaction of participants in the educational process.
The article analyzes scientific research on the topic of mental health of the individual as a state of well-being in which a person can realize his own potential, overcome life stresses, work productively and fruitfully, and also contribute to the life of his community; the aspects and criteria of mental health are characterized.
The meaning of the phenomenon of "reflection" as an important feature of the individual is revealed, which involves reflection on one's thoughts and mental experiences, self-observation, self-analysis and self-assessment; a thought process aimed at understanding, awareness of oneself, abilities, character, behavior, experience, feelings, states, relationships with others, one's own tasks and purpose.
The psychological and pedagogical conditions for the successful implementation of the reflective approach in a preschool educational institution are determined and described: the creation of a reflective space that will ensure the integrity of the content, methods, techniques, forms and means of applying the reflective approach; implementation of the vector nature of reflection, continuity and gradual development of reflective skills, taking into account the specifics of the activities of participants in the educational process; awareness of the essence and relevance of reflection as a means of supporting mental health, gaining sustainable motivation for its implementation.
The means of applying the reflective approach to support the mental health of all participants in the educational process are outlined. A number of reflective exercises are described, useful for self-regulation of the individual and appropriate for interaction with other people according to the following classifiers: reflection of mood and emotional state; reflection of activity, analysis of one's own actions; reflection aimed at self-affirmation; reflection aimed at developing empathy.
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