MODERN PSYCHOLOGICAL TECHNOLOGIES FOR MAINTAINING THE MENTAL HEALTH OF STUDENT YOUTH

Abstract

The article examines the issue of preserving and strengthening the mental health of university students. Special attention is given to the use of modern psychological technologies aimed at supporting psycho-emotional well-being and reducing stress reactions among young people. The paper presents the results of a theoretical analysis and an empirical study on the application of mindfulness practices, relaxation techniques, and psychoeducational programs in the student environment.

The empirical part of the research revealed significant differences in students’ psycho-emotional states depending on their level of mindfulness. Students with a high level of mindfulness demonstrate lower indicators of anxiety, depressive symptoms, and stress reactions; they more frequently use relaxation and recovery practices and evaluate them as highly effective. This indicates the formation of a stable internal resource that supports adaptive coping and reduces emotional vulnerability. In contrast, students with low mindfulness use relaxation techniques irregularly, prefer simpler and less resource-intensive methods, and report only moderate improvements. These characteristics correlate with increased emotional lability, lower subjective well-being, and greater susceptibility to cognitive overload.

Based on the obtained results, the article proposes a system of practical recommendations for integrating modern psychological technologies into the educational environment. It includes a psychoeducational module aimed at enhancing awareness of mental health, a relaxation and recovery module incorporating short mindfulness and breathing practices, individual self-regulation strategies, and institutional measures for preventing emotional exhaustion. The findings confirm that systematic and well-organized implementation of psychological technologies in the student environment significantly improves psycho-emotional well-being, reduces the intensity of stress reactions, and contributes to the development of stable adaptive self-regulation skills.