THE EFFECTIVENESS AND CHALLENGES OF IMPLEMENTING PSYCHOLOGICAL TOOLS IN THE EDUCATIONAL PROCESS DURING WARTIME
DOI:
https://doi.org/10.32782/pub.health.2024.2.1Keywords:
mental health, teachers, psychological tools, “psychological minutes”, educational processAbstract
Topicality. For two consecutive academic years, psychological tools known as “psychological minutes” were extensively integrated into the educational system in Ukraine. The Ministry of Education of Ukraine recommends these approaches and involves various techniques and exercises to support students’ mental health. This study aimed to assess the implementation of “psychological minutes” in the educational process and the impact of psychological tools on teachers’ mental health during martial law. Materials and methods. A randomized survey of 920 teachers from all regions of Ukraine was conducted at the end of the 2022/2023 and 2023/2024 academic years. The teachers provided informed consent and completed a specially designed questionnaire. Symptoms of anxiety and depression were assessed using the GAD-2 and PHQ-2 questionnaires. Research results. The share of persons with anxiety symptoms among teachers was 38.9±1.7% and with depressive symptoms – 45.6±1.7%. At the same time, there were no statistically significant differences depending on the year of observation. However, the share of women experiencing symptoms of depression was higher than among men by 13.8% (p<0.05). 95.7% of teachers of grades 1–4, 86.4% of teachers of grades 5–9, 54.6% of teachers of grades 10–11 integrated psychological tools into the educational process. In 2023/2024, nearly 70% of teachers reported that breathing exercises and art therapies such as isotherapy and music therapy were most effective. Calculated logistic regression models taking into account age, gender, place of residence, form of education, subject, and grade did not show significant differences in the probability of developing symptoms of anxiety and depression depending on whether teachers spent “psychological minutes” or not. Conclusions. The results of this study indicate the need to revise approaches to the implementation of psychological support programs for teachers in schools and also indicate the need for further monitoring of participants in the educational process during the war to improve future mental health support strategies.
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