{"id":19984,"date":"2026-05-11T10:50:40","date_gmt":"2026-05-11T08:50:40","guid":{"rendered":"https:\/\/meetplatform.eu\/stresosqe-znakura-aktiviteta\/"},"modified":"2026-07-20T13:48:08","modified_gmt":"2026-07-20T11:48:08","slug":"stresosqe-znakura-aktiviteta","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/stresosqe-znakura-aktiviteta\/","title":{"rendered":"Stresosqe Znakura Aktiviteta"},"content":{"rendered":"\t\t
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\n \n\t\t Stresosqe Znakura Aktiviteta<\/span>\n \t\t<\/span>\n <\/h2>\n \t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u010ca\u010do: O \u010da\u010do la kadava ilosqo si te pomo\u017einel le \u010dhavendar te pri\u010dindel thaj te mi\u0161to phabaravel le znakura la stresosqo te phiravel pe len ande edna interaktivno thaj socharaipesqo aktiviteta. Ande grupno-ba\u017eirime ezercizije, xasavena diferentne stresosqe znakura ande \u0161tar kategorije \u2014 socharaipena, simaske, telo thaj bi\u010dhalipe \u2014 barjardela lengo d\u017eanipe pe sar streso sikavela pe. O \u010da\u010do si te kerdel socharaipe pe peste, te barjarel emocionalno literacia thaj te kerdel diskusije pe stresosqo mened\u017ementosqe strategije. Te aktivisarno phirel ande znakura pri\u010dindipes thaj klasifikacia, le \u010dhave xavena praktikane pho\u010daripe ande pire samesarno stresosqe reakcije thaj barjardena mi\u0161to phabaraipe sar te phirel pe le stresosa ande d\u017eiipaqe situacije. <\/p>

Problema so si ande: \u010curikano d\u017eanipe thaj phabaraipe la stresosqe znakurenqo ma\u0161kar le \u010dhave.<\/p>

Konekcia pe mentalno sastipen: Pri\u010dindipes la stresosqe znakurenqo si baro elemento la psihosocialno literaciaqo thaj \u0161urutno prevencia la mentalno sastipenqo pharimasqo. Phabaraipe sar streso sikavela pe, dela \u0161ajipe pe vakti kerdipe thaj pomo\u017einela te malavel pe o risko la anksietipenqo, burnout thaj emocionalno pharimasqo. <\/p>

Kerdipe so kamel: Le manu\u0161a barjardena piri \u0161ajipe te pri\u010dindel, te kategorijuvel thaj te socharavel pe pe stresosqe znakura, so anel pe barjardo d\u017eanipe pe peste thaj mi\u0161to stresosqo mened\u017emento.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Konteksto la pilotno implementacijaqo:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Ande o MEET ramo, o ilo pomo\u017einela ande zorjardipes la d\u017eiipaqe \u0161ajipena thaj kerdipes la mentalno sastipenqo d\u017eanipeqi ande diverse \u010dhavorrengosqe grupe ande o Danubosqo regiono. O ilo si pilotovdo ande but formalne thaj ne-formalno sikjaripenqe okoline, inkludindo \u0161koli, \u010dhavorrenge centri thaj komunitatno-ba\u017eirime workshopi ande Ukraina. O implementacia reflektijindas diverse socio-kulturalne thaj ekonomikane konteksti, inkludindo okoline kerdinde pe la ne-\u010derindipeqo efektosa, o efekto la vojnaqo, socijalno dav thaj \u010durikano \u0161ajipe pe kerdo mentalno sastipenqo edukacia. Ande o Danubosqo regiono, le \u010dhave xaven barjardindo nivelo la stresosqo konekcijakere pe akademikane buted, socijalne relacije, la\u010dhardipesqe okoline thaj bareder socijetakerdo challengura. Ande o ukrainakano konteksto, bareder stresora sar vojnake, ekonomikano ne-stabilnosqi, migracia, vaj krizijakere situacije vi kerena efekto pe lengo psihosocialno mi\u0161tipen. I aktiviteta si integrovdi ande bareder \u010dhavorrengosqo butipen thaj mentalno sastipenqo d\u017eanipesqo inicijative so \u010deravde la\u0107harde thana pe socharaipe, dijalogi thaj ma\u0161karuno sikjardipe. Lengo flexibilno thaj adaptivno formato dela le trainerjendar te adaptijuvel o kontento pe lokalne \u010dha\u010dipena vi kana a\u010dhavela pe o baro metodo. O piloto konfirmijindas ke o ilo si but versatilno thaj mi\u0161to pe diverse \u010dhavorrengosqe grupe, pomo\u017einosarno emocionalno literacia, normalizacija la stresosqo p\u0159e\u017eijipeqi thaj \u0161urutno prevencia la mentalno sastipenqo pharimasqo. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Teorutno Phuv:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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I aktiviteta si ba\u017eirimosqo pe psihosocialne thaj kognitivno-bi\u010dhalipesqe putria, so zorjardena o baro d\u017eanipe la pri\u010dindipeqi la andrune thaj avrutne znakura la stresosqo. Streso sikavela pe ande but dimensije \u2014 socharaipena, simaske, teleske reakcije thaj bi\u010dhalipena \u2014 thaj d\u017eanipe pe kadale dimensije si baro pe efektivno kerdipe. Interaktivne thaj p\u0159e\u017eijimosqe sikjardipesqe metodi, sar khelipen thaj grupno kerdipe, si maskar efektivne pe adolescentia, bo kerdena inkluzija, ma\u0161karuno sikjardipe thaj socharaipe. Ande o MEET ramo, i aktiviteta pomo\u017einela ande zorjardipes la mentalno sastipenqo literaciaqo thaj d\u017eiipaqe \u0161ajipena, maskar ke ande pri\u010dindipes thaj mened\u017eisaripes la stresosqo ma\u0161kar le \u010dhave ande diverse konteksti. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Ciljano Phral<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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  • Ber\u0161: 13\u201317 ber\u0161<\/li>
  • Profilo: Adolescentia ande \u0161kola okoline, inkludindo le so p\u0159e\u017eijinena akademikano dav, socijalne challengura, vaj \u0161urutne znakura la stresosqo<\/li>
  • Konteksto: Formalno edukacia (\u0161koli), \u010dhavorrengosqe workshopi, prevencijakere programura, mentalno sastipenqo d\u017eanipesqe sesije.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    Konteksto la Bi\u010dhaldimasqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    Thano: Klasa vaj workshopaqo than le but thane pe grupno interakcija.<\/p>

    Tipo la \u0161ajipenqe thaj dimenzijaqe:<\/p>

    • Psihosocialno literacia<\/li>
    • Emocionalno d\u017eanipe<\/li>
    • Stresosqo pri\u010dindipes<\/li>
    • Vorba thaj teamosqo kerdipe<\/li>
    • Socharaipe thaj kritikano socharaipe.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Opisaripe la Aktivitetaqo \u2013 Ad\u017ees pa Ad\u017ees<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Ad\u017ees 1: \u0160urutipe pe Streso thaj Znakura<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5 minutsa<\/p>

      Procedura: O trainerja del o koncepto la stresosqo thaj phanljarel ke \u0161aj te pri\u010dindel pe ande diferentne tipo la znakurenqo.<\/p>

      Tabel 1. Kerdipe \u2013 Ad\u017ees 1. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/th><\/strong><\/tr>

      Te phanljarel o \u010da\u010do la aktivitetaqo.<\/p><\/td>

      Te \u0161unel thaj te phirel ande.<\/p><\/td><\/tr>

      Te del le kategorije (socharaipena, simaske, telo, bi\u010dhalipe). <\/td>Te phu\u010del phu\u010dipena. <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Le manu\u0161a mi\u0161to phabaraven ke streso si les but dimensije.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 2: Grupno Kerindipes thaj Instrukcie<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5 minutsa<\/p>

      Procedura: Le manu\u0161a si bi\u010dhalde ande \u010durikane grupe thaj si dine o regulura la aktivitetaqo.<\/p>


      Tabel 2. Kerdipe \u2013 Ad\u017ees 2. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/th><\/strong><\/tr>
      Te bi\u010dhavel le manu\u0161en ande grupe la 4 manu\u0161enqo (vaj 3, ba\u017eirime pe o numero la gruposqo). <\/td>Te kerel grupe. <\/td><\/tr>
      Te phanljarel o regulura thaj rolura.<\/td> Te \u010deravlel pe pe i aktiviteta. <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Le manu\u0161a \u010deravena pe pe aktivisarno phiripe thaj kooperacia.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 3: Interaktivno Khelipe \u2013 Pri\u010dindipes la Stresosqe Znakurenqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 15\u201320 minutsa<\/p>

      Procedura: Le manu\u0161a xavena kartora le stresosqe znakurencaha thaj reprezentijerena len (\u010dhomardipe, pantomima, vaj vorbasqo phanaripe), vi le avere xasaven pe.<\/p>

      Tabel 3. Kerdipe \u2013 Ad\u017ees 3. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/th><\/strong><\/tr>
      Te dela kartora le diferentne stresosqe znakurencaha (npr. Socharaipena: Nane \u0161aj te kontrolijuvel pe kadava! \/ Kadava si pharo, so avela. \/ D\u017eav te xasavel piro godi! \/ Savoro si but baro! \/ Bas terd\u017eom!); Simaske: soraripe, napeta, xoli, iritabilnosqi, bi\u010dharipesqo kamo, boredomos; Telo: porilane thaj \u0161ilale vasta, \u010dak zoralo ilo dukhadipe, digestivne pharimasqe, muskulosqo napeta, dihosqe pharimasqe, thakardipe; Bi\u010dhalipe: nane motivacia, dezorganizacia, rovdipes, \u0161unipesqe pharimasqe, nane kamipe te xal\/but xavipes).<\/td>Edna adolescento ande akarik grupe xavela edna karta so si les edna stresosqo znako, lengo kategorija, thaj o putri sar si len te reprezentirijuvel les (\u010dhomardipe, pantomima, vaj vorbasqo). <\/td><\/tr>
      Te thol pe muziko (na but zoralo).<\/td> O adolescento phenela o kategorija la znakosqo anglal te reprezentijuvel les.<\/td><\/tr>
      Te monitorizijuvel o vakti thaj punktura.<\/td>Le avere grupe xaven edna minutsa te xasavel pe o znako (\u0161aj te bi\u010dhavalel pe pe stopwatch te a\u010dhavel pe ando vakti). <\/td><\/tr>
      Te avel pe le punktura thaj kategorijuvel le znakura.<\/td>Kana i grupe \u010da\u010do pri\u010dindela o znako, xavena 1 punkto (le punktura si aven pe pe tabla andar o trainerja vaj la\u010dhardimosqo ekrano pe dikhlindipe). Kana i grupe nane \u0161aj te xasavel, pala edna minutsa, le avere grupe \u0161aj te phu\u010del pe odpoverde. Fekar, nane punktura delinde ande kadava d\u017easavdo, vi kana si delindo o \u010da\u010do odpoverd. <\/td><\/tr>
      <\/td>Le grupe xavena ande runde, te del ke akarik grupe xasavel aceri numero la znakurenqo. Kana o numero la kartosqo nane dela baraber rundura, le trainerja sikavena le a\u010dhile znakura, te dela savore grupe te xasavel pe. I pehli grupe so \u010da\u010do xasavela edna znako xavela edna bareder punkto. <\/td><\/tr>
      <\/td>Akarik sikavdo znako si kategorijovdo (socharaipena, simaske, telo, bi\u010dhalipe) ande samesarno vakti, te kerel edna kategorijovdi lista d\u017ei ando \u0161elalo la khelipenqo (i lista \u0161aj te avel pe pe tabla vaj pe lil).<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Le manu\u0161a sikjardena te pri\u010dindel stresosqe znakura ande inkluzivno thaj pho\u010darimosqo putri.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 4: Debriefingo thaj Socharaipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5\u201310 minutsa<\/p>

      Procedura: O trainerja gidavela edna diskusija so konektijuvel le pri\u010dindime znakura le d\u017eiipaqe situacijencar.<\/p>


      Tabel 4. Kerdipe \u2013 Ad\u017ees 4. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/th><\/strong><\/tr>
      Te gidavel edna \u010durikano diskusija (te kerdel le adolescentien te socharavel pe pe znakura so samesarno p\u0159e\u017eijinde ande stresosqe situacije). <\/td>Te del socharaipena. <\/td><\/tr>
      Te konektijuvel le znakura le d\u017eiipaqe misalkencar.<\/td>Te socharavel pe pe samesarno p\u0159e\u017eijipena. <\/td><\/tr>
      Ando \u0161elalo la diskusijaqo, te sikavel edna slajdo le sarsave \u010da\u010do kategorijovde znakurencaha.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Le manu\u0161a konektijuvel stresosqe znakura le piro d\u017eiipaha thaj barjardena d\u017eanipe pe peste.<\/p>

      Buted Materijala: <\/strong><\/p>

      • Kartora le stresosqe znakurencaha (socharaipena, simaske, telo, bi\u010dhalipe)<\/li>
      • Phuvardo vaj flipchart te a\u010dhavel pe pe punktura<\/li>
      • Stopwatch<\/li>
      • Relaxovdo vaj lo\u0161alo muziko pe phuv (dobrovljatno)<\/li>
      • Than pe grupno kerdipe (stolica thol pe ande \u010durikane grupnosqe gejesqi).<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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        \u0160ajipena pe Adaptacija:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        • Te adaptijuvel pe znakosqe misalke pe kulturalno vaj lokalno konteksto<\/li>
        • Te bi\u010dhavalel pe \u010dorore kategorije le \u010dorore \u010dhavendar<\/li>
        • Te phirandel pe o khelipe le diskusijakere formatar pe \u010dororo aktivisarne grupe<\/li>
        • Dujora na grupno kerdipe (pe \u010dorore vaj pharo grupe)<\/li>
        • La\u010dhardipesqo formato (la\u010dhardipesqo kvizo vaj interaktivno ilo)<\/li>
        • Te adaptijuvel pe \u010dhave le \u010durikano mobilnosqiha (ne-telesko phiripe).<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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          Efektosqo Evaluacija la Aktivitetaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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          Indikatorja <\/th>\nEvaluacijaqo metoda <\/th>\n<\/tr>\n
          \u0160ajipe te pri\u010dindel stresosqe znakura;<\/td>\nObservija ande i aktiviteta;<\/td>\n<\/tr>\n
          Inkluzija ande grupno kerdipe;<\/td> \nTrainerjaqi observija;<\/td>\n<\/tr>\n
          Phabaraipe la stresosqe kategorijaqo;<\/td>\nDebriefingosqo diskusija;<\/td>\n<\/tr>\n
          Samesarno socharaipe pe streso.<\/td>\nLe manu\u0161engo dipe. <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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          Socharaipe la Trainerjaqi<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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          Andar le trainerjaqi perspektiva, o ilo kerdas pe efektivno, adaptivno thaj \u0161ajilo te implementijuvel pe ande diferentne konteksti. But baro nivelo la grupno inkluzijaqo si observimi, maskar ke pe o interaktivno thaj partikipativno naravo la aktivitetaqo. Le manu\u0161a si len generalno motivovde te phirel ande le ezercizije, thaj o bi\u010dhalipe la khelipenqe elementurenqo pomo\u017eindas te malavel pe rezistencia pe diskutijuvel pe pe mentalno sastipenqo tematura vi kana kerdas aktivisarno phiripe. <\/p>

          I sari atmosfera ande i aktiviteta si len pomo\u017eipenqo, dinamikano thaj \u010dak bareder phundrado. Vi kana kana manu\u0161a dikhlinde nane \u010derinde \u0161urutno, maskar ke kana diskutijinde pe pe simaske vaj te phenel pe pe znakura anglal le averendar, i grupno atmosfera avile mi\u0161to relaksovdi thaj uverimosqo sar i aktiviteta phirdi angleder. Kadava pomo\u017eindas pozitivno pe phiripe, ma\u0161karuno interakcija thaj kamo te socharavel pe. Le trainerja vi observijinde diverse \u0161elaj la emocionalne reakcijaqo ande saro i aktiviteta. Kadava inkludindas kheliardipes, ha\u0161alipes, pri\u010dindipes, phajipes thaj, ande kana d\u017easavde, mi\u0161to baro momenti la samesarno socharaipeqi. Kana manu\u0161a sikavde dikhlindo reliefo kana pri\u010dindine ke stresosqe znakura si mia\u0161karune thaj deline andar le avere. Ande kana d\u017easavde, znakura la diskomfortosqo vaj emocionalno phajipesqo avile, so konfirmijindas o baro d\u017eanipe la \u010da\u010do gidaipeqi thaj psihologikano la\u0107hardipeqi. <\/p>

          Le trainerja pri\u010dinde ke:<\/p>

          • I struktura la aktivitetaqo si mi\u0161to thaj \u0161ajilo te phirel pe pe les, vi pe \u010dororo p\u0159e\u017eijimosqe praktikantora<\/li>
          • I kategorijacija la stresosqe znakurenqo (socharaipena, simaske, telo, bi\u010dhalipe) pomo\u017einela ande barjardipes la phabaraipenqi la stresosqo<\/li>
          • I aktiviteta kerdela la\u0107hardo \u0161urutipesqo punto pe diskutijuvel pe pe mentalno sastipen ande ne-darosqo putri<\/li>
          • O debriefingosqo faza si baro pe barjardipes la socharaipeqi thaj konektipes la aktivitetaqo le d\u017eiipaqe situacijencar.<\/li><\/ul>

            Ande aceri vakti, le trainerja zorjardine o baro d\u017eanipe la:<\/p>

            • Te del ke si psihologikano la\u0107hardo okoline<\/li>
            • Te avel pe d\u017eanlde pe pe le manu\u0161engo emocionalne reakcije<\/li>
            • Te adaptijuvel pe i aktiviteta pe kulturalne thaj kontextualne samesarno<\/li>
            • Te dela flexibilnosqi ande metodi (npr. te malavel pe teleske elemento pe mi\u0161to pharo grupe).<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
              \n\t\t\t\t\t

              Reakcije Dikhlinde Ande o Pilotno Kerdipe:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
              \n\t\t\t\t\t\t\t\t\t

              Ande le pilotno implementacie, le manu\u0161a sikavde baro nivelo la inkluzijaqo thaj intereso, maskar ke ande le interaktivne thaj khelipe-ba\u017eirime komponente la aktivitetaqo.<\/p>

              Le mi\u0161to mia\u0161karune reakcije inkludinenas:<\/p>

              • Aktivisarno phiripe thaj enthusiasmo, maskar ke ande phenipesqe formate sar pantomima thaj \u010dhomardipe<\/li>
              • Zorjardo pri\u010dindipes la emocionalne thaj teleske znakura la stresosqo<\/li>
              • \u0160urutno pharipen ande pri\u010dindipes la kognitivne (socharaipe-konekcijakere) znakura, so barjardas ande i aktiviteta<\/li>
              • Barjardo phundrardipe ande o socharaipesqo faza, le manu\u0161encar so delena samesarno p\u0159e\u017eijipena kana si len la\u0107hardo okoline<\/li>
              • Dikhlindo normalizacija la stresosqo, sar le manu\u0161a pri\u010dindine acernosqi ande lengi p\u0159e\u017eijipena.<\/li><\/ul>

                But manu\u0161a phenasaile ke i aktiviteta pomo\u017eindas len te mi\u0161to phabaravel pire samesarno reakcije pe streso thaj delas len novo vorba te opisijuvel lengi simaske. O grupno-ba\u017eirimosqo formato pomo\u017eindas pe ma\u0161karuno sikjardipes, la\u010dhipes thaj ma\u0161karuno pomo\u017eiben, pomo\u017einosarno ande pozitivno thaj inkluzivno atmosfera. Ande kana d\u017easavde, le manu\u0161a phenasaile ke kadava si edna andar le pehle \u0161ajipena te phundrardo diskutijuvel pe pe streso thaj emocionalno mi\u0161tipen. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

                \n\t\t\t\t\t

                Rizikatipena thaj Upozorenia:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\t

                Kadava ilo \u0161aj nane te avel mi\u0161to pe le manu\u0161a so p\u0159e\u017eijinena zoralo streso, trauma, vaj mentalno sastipenqo situacije sar anksietipenqo situacije, depresija, vaj PTSD, bo diskutijuvel pe thaj te keravel pe pe stresosqe znakura \u0161aj te d\u017eagravel pe len. Le praktikantora si len \u010da\u010do te avel pe d\u017eanlde pe kana te bi\u010dhavalel pe kadava aktiviteta le \u010dhaAnde grupno okoline, si baro te kerel la\u0107hardo thaj pomo\u017eipenqo okoline, te del ke le manu\u0161a nane zorade te del samesarno p\u0159e\u017eijipena kana nane simas len mi\u0161to. Le praktikantora si len te monitorizijuvel i grupno dinamika \u010da\u010do te malaivel pe dukh vaj phajipes thaj te \u010deravlel pe te del bareder pomo\u017eiben kana buted. Kana edna manu\u0161 sikavela znakura la dukhaipeqi ande i aktiviteta, le trainerja si len te \u010deravlel pe te a\u010dhavel pe, te del uveripe thaj te del alternativne putria pe phiripe, sar te xasavel pe diskusija na rolaqo khelipe (kana phiravel pe le but pharo grupencaha npr. vojnaqe pharimasqe, duj savjetovalistaripe\/ezerciziaqe gidaurea si len zoralde te dela pe). Vi, kulturalne thaj samesarno diferencije ande stresosqo odpoverde si len te pri\u010dindel pe, thaj i aktiviteta si len te adaptijuvel pe kana buted sostar te avel inkluzivno thaj pativakerdo pe savore manu\u0161a. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                Stresosqe Znakura Aktiviteta \u010ca\u010do: O \u010da\u010do la kadava ilosqo si te pomo\u017einel le \u010dhavendar te pri\u010dindel thaj te mi\u0161to phabaravel […]<\/p>\n","protected":false},"author":1,"featured_media":19985,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[559,329,330,557,562,325],"tags":[],"class_list":["post-19984","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-bersa","category-erzelmi-tudatossag","category-stresszkezeles-es-relaxacio","category-tartalmi-gyakorlatok-onreflexio-csoportos-beszelgetesek-munkalapok","category-ternimata-ande-shkolaki-vrama-10-19-bersh","category-vegen"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19984","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/comments?post=19984"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19984\/revisions"}],"predecessor-version":[{"id":19986,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19984\/revisions\/19986"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/19985"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=19984"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=19984"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=19984"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}