Анотація
The article is devoted to the theoretical study of the health-preserving potential of mindfulness practices and an important aspect of their implementation in the educational space of general secondary education. Quarantine restrictions and measures to counter the Covid-19 pandemic have already negatively affected the mental health of the younger generation. Spread of panic, anxiety, and fears; frustration with the need for communication and social contacts; the prevalence of hypodynamia in the face of increased study load and emotional stress has been identification as a major risk factoring for mental health in the Covid-19 pandemic. It is believed, that one of the effective and affordable methods of maintaining and strengthening the mental health of schoolchildren under these conditions is mindfulness. It is noted that in countries such as Australia, the United Kingdom, Sweden, and the United States, mindfulness practices have been intensively introducing into the educational process, covering different age groups from 5 to 19 years. Analyzing the effectiveness of various mindfulness programs, scientists have identified several positive aspects of the development of a harmonious personality and the prevention of mental, psychological, and somatic disorders in students. Past research has found that mindfulness can increase concentration, volume, and stability of attention; contributes to the development of social competencies in children and youth; reduce the manifestations of anxiety, depression, affective disorders, and suicidal thoughts in students; improve the physical health of the younger generation; has a positive effect on brain activity (reduce the activation of the tonsils, promotes the development of the prefrontal cortex and hippocampus, etc.). It was found that the best indicators of improving mental health and well-being were found in late adolescence (15–18 years) compared to primary school age (6–10 years). At the same time, the positive effect of mindfulness on psychosomatic health and general well-being has a cumulative effect. It is emphasized that the process of implementing mindfulness practices in Ukrainian schools primarily requires education and training of mindfulness teachers in working with children
Ключові слова
mindfulness; psychosomatic health; schoolchildren; health-preserving potential
Використані джерела
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