Articles
| Open Access |
DOI: The Concept Of Heart Tranquility And Stress Therapy In Neo-Educational Psychology
Abstract
This article examines the concept of heart tranquility within the framework of neo-educational psychology and its integration into modern stress-therapy approaches. The study highlights that in contemporary psychological education, emotional and spiritual balance is considered a central component of personal development and pedagogical effectiveness. Heart tranquility is interpreted as a multidimensional state combining emotional regulation, cognitive harmony, and moral awareness, which fosters resilience and creativity in educational contexts. The article analyzes how neo-educational psychology synthesizes humanistic, cognitive-behavioral, and neuropsychological principles to develop methods that prevent emotional burnout and promote psychological well-being among educators and learners. Special attention is given to stress-therapy techniques–mindfulness, reflective dialogue, value-based motivation, and compassion training–which contribute to the restoration of inner peace and professional self-efficacy. The results underline that cultivating heart tranquility is not merely a therapeutic goal but an educational strategy that strengthens emotional intelligence, empathy, and sustainable mental health in the learning environment.
Keywords
Neo-educational psychology, heart tranquility, stress therapy
References
Роджерс К. Клиент-центрированная терапия. – М.: Прогресс, 1994. – 480 с.
Маслоу А. Мотивация и личность. – СПб.: Евразия, 2006. – 352 с.
Франкл В. Сказать жизни «Да!»: психолог в концлагере. – М.: Прогресс, 1990. – 367 с.
Асмолов А. Г. Психология личности: культурно-историческое понимание человека. – М.: Смысл, 2007. – 528 с.
Выготский Л. С. Психология развития человека. – М.: Смысл, 2005. – 1136 с.
Леонтьев А. Н. Деятельность. Сознание. Личность. – М.: Смысл, 2004. – 352 с.
Лурия А. Р. Основы нейропсихологии. – М.: Академия, 2003. – 384 с.
Кабат-Зинн Дж. Жить полной катастрофой: как использовать мудрость тела и разума для преодоления стресса, боли и болезни. – М.: АСТ, 2018. – 496 с.
Гоулман Д. Эмоциональный интеллект. – М.: АСТ, 2019. – 544 с.
Нефф К. Самосострадание: доказанная сила доброты к себе. – М.: Эксмо, 2020. – 352 с.
Селье Г. Стресс без дистресса. – М.: Прогресс, 1979. – 126 с.
Лазарус Р. С. Эмоция и адаптация. – СПб.: Питер, 2001. – 340 с.
Дамасио А. Ошибка Декарта: эмоции, разум и человеческий мозг. – М.: АСТ, 2009. – 352 с.
Зимбардо Ф., Ляйт Н. Социальное влияние. – СПб.: Питер, 2017. – 416 с.
Сидоренко Е. В. Психология стрессоустойчивости педагога. – М.: Академия, 2016. – 224 с.
Ковалева А. И. Психологическое благополучие личности в образовательной среде. – М.: Просвещение, 2015. – 212 с.
Рябцева Н. В. Психологические механизмы эмоционального выгорания педагогов. – СПб.: Речь, 2012. – 278 с.
Benson H., Proctor W. Relaxation Revolution: The Science and Genetics of Mind Body Healing. – New York: Scribner, 2010. – 240 p.
Siegel D. J. The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. – New York: W.W. Norton, 2007. – 387 p.
Wilber K. Integral Psychology: Consciousness, Spirit, Psychology, Therapy. – Boston: Shambhala Publications, 2000. – 368 p.
Download and View Statistics
Copyright License
Copyright (c) 2025 Janna Nazarova
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.