CONCEPTUALISING THE PROGRAMME OF SOCIAL AND PSYCHOLOGICAL SUPPORT FOR THE MENTAL HEALTH OF SUBJECTS OF THE EDUCATIONAL PROCESS AT HIGHER EDUCATION INSTITUTIONS

The issue of mental health support is particularly relevant in the context of the growing psycho-emo- tional burden on students and staff in higher education institutions. Social crises, war, the digitalisation of the academic environment and a decline in interpersonal interaction – all these factors affect the psycho- logical well-being of the subjects of the educational process. In this regard, there is a need to create a holis- tic programme of social and psychological support that takes into account the specificities of the academic environment, the individual needs of the participants in the educational process, and modern evidence- based approaches to psychoprophylaxis and psychocorrection. The purpose of this study is to provide a theoretical basis and to develop practical approaches for the creation of a programme of social and psychological support for mental health in the academic environ- ment of a higher education institution. The methodological basis of the study is the WHO biopsychosocial model, the concept of mental health as an integral indicator of quality of life, cognitive-behavioural psycho-techniques, as well as the con- cepts of emotional intelligence and stress resistance. The methods used include: comparative analysis of theoretical sources on existing models of psycho- logical support in domestic and foreign educational institutions; systematisation and generalisation of ap- proaches to mental health support in the academic environment; modelling to develop a conceptual model of a mental health support programme. The study has revealed the need to apply: a systematic approach to study mental health as a holistic phenomenon formed under the influence of interdependent psychosocial factors; cultural and historical as- pects (L. Vygotsky) to take into account the socio-cultural context of the academic environment; the idea of realisation (A. Bolshakova) through a personality-oriented approach to develop programme recommenda- tions and measures adapted to the individual needs of participants in the educational process. The study is based on the key theses of the concept of mental health as an integral indicator of life’s quality (WHO, M. Seligman), the theory of psychosocial development of the individual (E. Erikson), the model of stress resist- ance (R. Lazarus, S. Folkman), the concept of emotional intelligence (D. Goleman) and cognitive-behaviour- al approaches to the development of self-regulation skills. Conclusions. It highlights the key psychosocial factors that influence psychological well-being in the academic environment and the need for a systematic and differentiated approach to working with different age and social groups. A support programme has been developed to expand emotional stability, cognitive skills, intrinsic motivation and social engagement. Its implementation will help to reduce stress, improve in- terpersonal relationships and strengthen the mental health of all those involved in the educational process.