METACOGNITIVE TECHNIQUES IN THE CONTEXT OF MENTAL HEALTH SELF-SUPPORT AMONG SCHOOL TEACHERS

Abstract

This article explores the issue of mental health among teachers in general secondary schools. Particular attention is given to the role of emotional habitual subjective well-being in maintaining mental health. Based on the application of the «Mental Health Continuum – Short Form» (MHC-SF) by K. Keyes (adapted by E. L. Nosenko and A. H. Chetveryk-Burchak), 54% of the participants were found to be in a state of «flourishing», 40% in a «moderate» state, and 6% in a state of «languishing». 
It is emphasized that only 13% of respondents experience hedonic well-being on a daily basis, which reflects their interest in life and satisfaction with it, 8% experiencing social well-being, related to a sense of belonging to a social group and feeling significant in society, 25% – psychological well-being, associated with a sense of purpose and meaning in life.
 At the same time, results obtained using the «Scale of Emotional Habitual Subjective Well-Being» (SEHP) (Džuka & Dalbertová, 2002) indicate that despite the challenges of the ongoing Russian-Ukrainian war, respondents are still able to experience positive emotional states, although feelings of fear, sadness, and pain are reported «from time to time». Correlational links identified between mental health indicators and emotional habitual subjective well-being, as well as the theoretical rationale for the resource potential of metacognitive techniques in this area, confirm the importance of correcting metacognitive beliefs to support mental health stability. Accordingly, an algorithm for working with specific metacognitive techniques is proposed, including diagnostic («awareness of one’s thoughts and beliefs») and corrective («intentional work with those thoughts and beliefs») stages. The article emphasizes that the suggested metacognitive techniques can be used by teachers both for self-support and within their pedagogical practice, particularly during morning meetings with students at school.