{"id":19990,"date":"2026-05-11T10:52:35","date_gmt":"2026-05-11T08:52:35","guid":{"rendered":"https:\/\/meetplatform.eu\/emocionalno-stabilnosqi\/"},"modified":"2026-07-20T15:09:42","modified_gmt":"2026-07-20T13:09:42","slug":"emocionalno-stabilnosqi","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/emocionalno-stabilnosqi\/","title":{"rendered":"Emocionalno Stabilnosqi"},"content":{"rendered":"\t\t
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\n \n\t\t Emocionalno Stabilnosqi<\/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: Emocionalno stabilnosqi barjardipe.<\/p>

Problema so si ande: Pharimasqe ande mened\u017eisaripe la emocionaqo thaj a\u010dhavipes la emocionalno balansosqo ande pharimasqo, streso thaj negativne pri\u010dindipena.<\/p>

Konekcia pe mentalno sastipen: Emocionalno ne-stabilnosqi \u0161aj te anel pe impulzivne reakcije, ma\u0161karune pharimasqe thaj malaidipes la zor pe bestes. Aktivitete so pomo\u017einena le \u010dhavendar te regulijuvel pe lengo simaske thaj te kerel pozitivno samesarno \u010dhom si baro pe lengo mentalno thaj relacijaqo mi\u0161tipen. <\/strong><\/p>

Kerdipe so kamel: Barjardipe la emocionalno kontrolaqo, zorjardipes la \u0161ajipeqi te a\u010dhavel pe ande stabilnosqi ande challengosqe situacije, thaj kerdipes la la\u0107hardo thaj balansovdo samesarno \u010dhomosqo.<\/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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I aktiviteta si pilotovdi ande o MEET projekto ande “Me\u0219terul Manole” Teoretikano \u0160kola ande o gaviakero komunitato la S\u0103lcu\u021baqo ande i Republika Moldova, partnero \u0161kola la Ion Creang\u0103 Dr\u017eavosqo Pedagojiakero Universiteto la Chi\u0219in\u0103uqo. I aktiviteta si implementimi ande duj drom le duj diferentne grupencaha la \u010dhavorrengosqo manu\u0161enqo so reprezentijerena diferentne ber\u0161a, inkludindo \u010dhorore thaj bareder sekunderosqe \u010dhave. Vi duj sesije phirde pe aceri aktivitetaqo struktura, te dela le trainerjendar te observijuvel sar le manu\u0161a la diferentne ber\u0161a xasavde emocionalno phenipe thaj socharaipe. Le sesije si moderimi ande trenijarde praktikantora, so adaptijinde o tempo la diskusijaqo thaj o barjardipe la socharaipeqi pe barjardipesqe karakteristike akarik gruposqo. <\/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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Emocionalno stabilnosqi si edna fundamentalno koncepto pe mentalno sastipen thaj samesarno mi\u0161tipen. Phiravela pe pe i \u0161ajipe te mened\u017eijuvel thaj te phenel simaske ande balansovdo putri, vi ande pharimasqo vaj pharipen. Edna manu\u0161 le emocionalno stabilnosqiha \u0161aj te phiravel pe le challengurencar bi te delas pe ande negativne impulzura thaj regulijuvel pe pire reakcije sostar te a\u010dhavel pe pozitivno andruno klimato. Aktivitete so kerdena emocionalno stabilnosqi si baro pe le \u010dhavendar, maskar ke pe le so xaven pe emocionalne pharimasqe, ma\u0161karune pharimasqe, vaj nane d\u017eanipe pe peste. O “4 Kantura” ezercizia pomo\u017einela le manu\u0161en te samesarno-\u010deravlel pe, te mi\u0161to phabaravel sar pri\u010dinde pe ande diferentne konteksti, thaj sar \u0161aj te adaptijuvel pe lengo socharaipe thaj reakcije sostar te a\u010dhavel pe la\u0107hardo emocionalno balansas. <\/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: 12\u201330 ber\u0161 (vi \u0161aj te adaptijuvel le barendar)<\/li>
  • Profilo: \u010dhave, NEET \u010dhave, \u010dhave andar pharo phuv, diverse grupe (\u0161eheriakere\/gaviakere, minorite)<\/li>
  • Konteksto: ne-formalno vaj formalno sikjaripengo okoline (edukativne aktivitete, workshopi, sikhjibenqe 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: \u0160kola, organizacija, \u010dhavorrenge centri, komunitatne centri, itd.<\/p>

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

    • Socio-emocionalne \u0161ajipena: d\u017eanipe pe peste, la\u010dhipe, emocionalno samesarno regulacia<\/li>
    • Relacijaqe \u0161ajipena: barjardipes la vorbaqo thaj pharimasqo mened\u017ementosqo<\/li>
    • Samesarno-regulacijaqe \u0161ajipena: impulzosqo kontrola, mened\u017eisaripes la xolaqo thaj frustrijaqo<\/li>
    • D\u017eanipesqe \u0161ajipena: phabaraipes sar perspektivura kerena efekto pe pri\u010dindipena thaj reakcije; pozitivno socharaipe, samesarno efektivnosqi<\/li>
    • Samesarno barjardipes: samesarno socharaipe, akceptisaripe la emocionalno raznolikosqi<\/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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      \u010chomardipe la 4 Kanturoqo: Le manu\u0161en si kerde te socharavel pe pe pire samesarno karakteristike thaj emocionalne odpoverde ande diferentne situacije. Si len kerde te socharavel pe pe pire pozitivne samesarno kvalitete so samas len, vi sar nasulo kvalitete so nane samas len. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 1: \u010chomardipe la Kanturoqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar phanljarel le manu\u0161en sar te \u010dhomarduvel edna baro kantura pe edna lil thaj te bi\u010dhavel les ande \u0161tar baraber kantura (numerovde 1, 2, 3 thaj 4), odpoverdela pe phu\u010dipena thaj dela phabaraipe kana buted. Le manu\u0161a \u0161unen le sikjaripendar thaj \u010dhomarden pe le kantura pe o instrukcie. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 2: Pri\u010dindipes la Samesarno Zorjardipena thaj Nasulipena<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar dela le manu\u0161en lila thaj \u010dhomardipesqe materijala thaj phu\u010dela len te avel pe ande o kantura 1 pand\u017e kvalitete so pativarna pe pe peste, thaj ande o kantura 3 pand\u017e nasulipena vaj hobije so nane samas len. O sikjaripendar pala dela misalke te gidavel le manu\u0161en (npr. “kvaliteta: rabosarno sim” vaj “nasulipen: but baro impulzivno sim”). O sikjaripendar sikavela rabosaripe thaj la\u010dhipe, te del ke savore le manu\u0161a mi\u0161to phabaraven i naloga. Le manu\u0161a pherdena le kantura le pozitivne thaj negativne karakteristikenca. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 3: Reframovdipe la Negativne Karakteristikaqo ande Pozitivno Vorba<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar kerdela le manu\u0161en te reformulijuvel pe le negativne karakteristike skriime ande o kantura 3 ande pozitivno vorba. Misalka, “but baro impulzivno” \u0161aj te reframijuvel sar “\u0161ajipe te reaginijuvel \u010dak ande krizijakere situacije.” O sikjaripendar kerdela le manu\u0161en te socharavel pe sar \u0161aj te opisijuvel pe pe lendar edne manu\u0161 so but kamel len. Le manu\u0161a aven pe le novo formulacije ande o kantura 2. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 4: Reframovdipe la Pozitivne Karakteristikaqo ande Negativno Vorba<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar phu\u010dela le manu\u0161en te imaginijuvel pe edna manu\u0161 le kha pharimasqo si len thaj te reformulijuvel pe le kvalitete andar o kantura 1 ande negativno vorba. Misalka, “rabosarno sim” \u0161aj te avel “but \u010dororo reaginijava ande zoralde situacije.” <\/p>

      O sikjaripendar kerdela len te socharavel pe sar kadale kvalitete \u0161aj te pri\u010dindel pe andar edne manu\u0161 so kritikijuvel len. Le manu\u0161a aven pe le negativne reformulacije ande o kantura 4. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 5: Samesarno Socharaipe thaj Grupno Diskusija<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar phu\u010dela le manu\u0161en te xasel pe le kantura 3 thaj 4 thaj te observijuvel le kantura 1 thaj 2. O sikjaripendar gidavela edna \u010durikano diskusija te phu\u010del: So phabaraipe si tuke pe sar pri\u010dinde pe tute? Pala so, le manu\u0161en si phende te xasel pe le kantura 1 thaj 2 thaj te analizijuvel pe le kantura 3 thaj 4. O sikjaripendar pala phu\u010dela: So si te phendel ke acerune karakteristike si dikhlinde diferentno ba\u017eirime pe perspektiva? O sikjaripendar gidavela edna diskusija pe sar pri\u010dindipena kerena efekto pe sar vorbikel pe thaj sar \u0161aj te a\u010dhavel pe emocionalno stabilnosqi ande challengosqe situacije. Le manu\u0161a phirena ande i diskusija, dena lengo pho\u010daripe pe phirandipena la pri\u010dindipeqi so observijinde, socharaven pe pe lengo p\u0159e\u017eijipe thaj dena pho\u010daripe vaj konkluzije. <\/p>

      Buted Materijala: Lila, kalemura vaj markera pe \u010dhomardipe.<\/p>\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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      • \u010curikane vaj bareder grupe: O ezercizia phiravela pe pe aceri putri; fekar, ande bareder grupe \u0161aj te pomo\u017einel pe te bi\u010dhavel pe le manu\u0161en ande \u010durikane grupe pe diskusije.<\/li>
      • Diferentne ber\u0161a: \u0160aj te adaptijuvel pe le \u010dhavendar vaj adolescentendar te \u010dhivavel pe \u010dororo vorba thaj te bi\u010dhavalel pe mi\u0161to \u0161ajipena pe konekcijakere misalke.<\/li>
      • Diferentne nivela la pharimasqo:<\/li>
      • Pe pharo grupe, \u0161aj te pomo\u017einel pe te del mi\u0161to vakti pe samesarno socharaipe.<\/li>
      • Ande d\u017easavde la \u010dhavorrengosqo le mi\u0161to komplexno pharimasqencaha, si baro te avel pe d\u017eanlde pe pe avinde simaske thaj te gidavel pe diskusije ande la\u010dhipenqo putri.<\/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 <\/strong><\/th>\nEvaluacijaqo metoda <\/strong><\/th>\n<\/tr>\n
        Barjardipe ande d\u017eanipe pe peste thaj akceptisaripes la pire karakteristikaqo;<\/td>\nSamesarno-\u010deraipe lil angleder\/pala i aktiviteta (npr. “Mi\u0161to d\u017eanlde pe pe sar le avere pri\u010dinena man” \u2013 skala 1\u20135).<\/td>\n<\/tr>\n
        Phundrardipe te dikhel pe pe pire nasulipena andar pozitivno perspektiva.<\/td>\nVorbasqo feedback ande grupno diskusije.<\/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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        Reakcije Dikhlinde Ande o Pilotno Kerdipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        I aktiviteta kerdas diverse reakcije so sikavdas le manu\u0161engo nivelo la d\u017eanipeqi pe peste thaj emocionallo regulaciaqo. Ande vi grupe, but \u010dhave xasavde i naloga le kheliardipesa, maskar ke kana \u0161urutno kana sikavde nane \u010derindipe kana kerde len te socharavel pe pe pire samesarno kvalitete thaj nasulipena. Pe kana manu\u0161a, o ezercizia dikhlindas inkluzivno thaj pho\u010daripesqo, vi le avere si len buted mi\u0161to vakti te phundrardo analizijuvel pe pire samesarno karakteristike. Diferencije si dikhlinde ma\u0161kar le manu\u0161a le diferentne emocionalne thaj psihologikane profilencaha. Kana \u010dhave sikavde baro nivelo la d\u017eanipeqi pe peste thaj \u0161ajinde te pri\u010dindel thaj te reformulijuvel pe pire karakteristike le \u010dhijipesa, le avere xasavde mi\u0161to challengosqo te dikhel pe pe lengo nasulipena andar pozitivno perspektiva vaj te reinterpretijuvel pe lengo zorjardipena ande kritikano putri. Kana diferencije si vi dikhlinde ma\u0161kar le mur\u0161a thaj le d\u017euvlja. Ande but d\u017easavde, le d\u017euvlja phirde mi\u0161to \u010dak ande socharaipesqe naloge thaj si len mi\u0161to kamo te del lengo pho\u010daripe thaj samesarno pho\u010daripe. Le mur\u0161a kana xasavde pe le aktivitetar le ha\u0161alipensar vaj \u010durikane odpoverdencar \u0161urutno, fekar \u010dak avile mi\u0161to inkluzivde sar i diskusija phirdi angleder. Le manu\u0161a andar i bareder grupe tendijinde te del mi\u0161to komplexne socharaipena pe sar pri\u010dindipena kerena efekto pe emocionalno stabilnosqi, vi le \u010dorore manu\u0161a odpoverdine mi\u0161to samesarno thaj konkretno, socharaipe pe pe samesarno karakteristike thaj misalke andar lengo d\u017eiipaqo p\u0159e\u017eijipe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        Rizikatipena thaj Upozorenia:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        • Te nakhavel pe pe kritikipe vaj ha\u0161aripe andar le manu\u0161a<\/li>
        • Phiripe ande diskusije si dobrovljatno<\/li>
        • I aktiviteta nane \u010deravela pe pe trauma, fekar pe pomo\u017eiben ande barjardipes la emocionalno stabilnosqi<\/li><\/ul>\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":"

          Emocionalno Stabilnosqi \u010ca\u010do: Emocionalno stabilnosqi barjardipe. Problema so si ande: Pharimasqe ande mened\u017eisaripe la emocionaqo thaj a\u010dhavipes la emocionalno balansosqo […]<\/p>\n","protected":false},"author":1,"featured_media":19991,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[559,560,329,327,553,557,562],"tags":[],"class_list":["post-19990","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-bersa","category-anglal","category-erzelmi-tudatossag","category-fiatalok-altalaban","category-gindipe-e-mentalno-sastipasko-thaj-psihosocijalno-sastipe","category-tartalmi-gyakorlatok-onreflexio-csoportos-beszelgetesek-munkalapok","category-ternimata-ande-shkolaki-vrama-10-19-bersh"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19990","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=19990"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19990\/revisions"}],"predecessor-version":[{"id":19992,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19990\/revisions\/19992"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/19991"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=19990"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=19990"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=19990"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}