Updating the health-preserving competence of future teachers in the context of the new law on the mental health care system in Ukraine

Abstract

The article analyzes the law "On the Mental Health Care System" adopted in Ukraine and its impact on the formation of health-preserving competence of future teachers. The key provisions of the regulatory act are considered, including the introduction of new terms, the creation of a national commission to coordinate work in the field of mental health, the development of quality standards and mechanisms for certifying specialists. The law is aimed at integrating mental health issues into various spheres of life, including education, which requires a review of approaches to the training of pedagogical personnel. Having analyzed the main areas of the reform, it was noted that the legislative changes are aimed at comprehensively improving the mental health system, reducing the stigmatization of mental disorders, strengthening mechanisms for monitoring the quality of services and ensuring the professional growth of specialists in this field. The introduction of standards for certification and licensing of specialists contributes to improving the quality of care and protecting the rights of citizens who receive services in the field of mental health. Particular attention is paid to the impact of the new legislation on the pedagogical sphere. Modern educational institutions are faced with the need to renew the training programs for future teachers, expand their competencies in the field of psychological and pedagogical support for students. An important aspect is the development of skills for early detection of signs of psycho-emotional distress in children and adolescents, the use of psychological assistance methods and the creation of a safe educational environment. The need to implement educational programs aimed at developing stress resistance, preventing professional burnout and forming skills for working with children who have psychological difficulties is substantiated. The importance of adapting the educational environment to new legislative requirements is revealed, which contributes to increasing the level of psychological well-being of both students and teachers.