{"id":20453,"date":"2026-05-11T10:52:35","date_gmt":"2026-05-11T08:52:35","guid":{"rendered":"https:\/\/meetplatform.eu\/emocionalo-stabiliteto\/"},"modified":"2026-08-21T14:12:31","modified_gmt":"2026-08-21T12:12:31","slug":"emocionalo-stabiliteto","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/rorom\/emocionalo-stabiliteto\/","title":{"rendered":"Emocionalo stabiliteto"},"content":{"rendered":"\t\t
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\n \n\t\t Emocionalo stabiliteto<\/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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Res Te barjarel pes e emocionalno stabiliteto thaj e \u015bajpe te inkrel pes o emocionalno balanso ande phare situacie.<\/p>

O problemo si reslo Pharipe te menad\u017eirinel pes e emocije thaj te arakhel pes o emocionalno balanso ande konteksturja markirime katar streso, konflikto vaj negativne percepcije pala peste thaj pala aver.<\/p>

Relev\u00e0nca va\u015b o sastipen e gogikane E emocionalno instabiliteto \u015baj te kerel te aven impulsivne reakcie, ma\u015bkar-e manu\u015ba thaj te tiknjarel pes o pat\u01d0vipen ande peste. Aktivitetura save a\u017autil e ternenge te regulisaren pire emocije thaj te vazden jekh maj balansirimo korkoro-imago si importantno pala lengo emocionalno thaj relaciako sastipe. <\/strong><\/p>

Rodino paruvipen \u2022 te vazdel pes o emocionalo kontrolo; \u2022 te zurarel pes i \u015bajmata te inkerel pes o emocionalo balanso an\u03b8-e phare situ\u00e0cie; \u2022 te vazdel pes jekh sasto thaj balansirimo korkoro-ima\u017ao; \u2022 te vazdel pes o nivelo e korkorutne prin\u017aaripnasqo thaj e personalo reflekciaqo.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Konteksto e pilot aktivitetosqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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I aktivit\u00e8ta sas testisardi an\u03b8-o MEET proj\u00e8kto an\u03b8-i \u201cMe\u0219terul Manole\u201d Theoretical High School an\u03b8-i ruralo komunit\u00e8ta an\u03b8-i S\u0103lcu\u021ba, Republika Moldova, jekh partneri \u015bk\u00f2la an\u03b8ar o \u201cIon Creang\u0103\u201d State Pedagogical University an\u03b8-o Chi\u0219in\u0103u. I aktivit\u00e8ta sas kerdini duvar, duje diferentne grupe participanturenqe save reprezentisarde diferentne ber\u015benqe kategorie, ma\u015bkar save sas vi studentur\u0103 katar o \u015bk\u00f2lo ma\u015bkar thaj o \u015bk\u00f2la. Duj sesie \u015bunde i sasti struktura, dendoj e \u015berutnenqe i \u015bansa te dikhen sar e particip\u00e0ntur\u01ce katar diferentne ber\u015ba astaren i refl\u00e8ksia pal-e emoci\u011b thaj percepcie pal-e peste. E sesie sas kerde katar trenirime praktikantura, save adaptisarde o tempo e diskusiengo thaj o fundo e reflekciako palal e ber\u0161a thaj e barjaripaske karakteristike e grupengo. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Teoretikano fundamento<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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E emocionalno stabiliteto si jekh esencijalno elemento vash mentalno sastipe thaj generalno sastipe. Vov sikavel e manu\u0161eski \u015bajpe te \u017autil thaj te sikavel e emocije pe jekh balansirimo drom, vi ande situacie markirime katar streso, presia vaj konflikto. Jekh manu\u0161 savo si les la\u010dho nivelo e emocionalno stabilitetosko \u0161aj te arakhel pes anglal e pharipa bi te reaguil impulsivno thaj \u0161aj te regulirinel peski reakcia te arakhel e emocionalno balanso. E aktivitetura save den suporto vash o barjaripe e emocionalno stabilitetosko si but importantno vash e terne manusha, maj but vash kodola save si len emocionalno vulnerabilitetura, pharipa ande relacia vaj tikno nivelo e korkorutne pinzharipesko.O \u201c4 Squares\u201d exercisia a\u017autil e participanturen: \u2022 te kerel pes korkoro-evalu\u00e0cia; \u2022 te dikhel pes sar o sasto \u0107hand \u015baj te avel dikhlino aver\u010dhande, palal i perspektiva; \u2022 te ha\u0107aren sar e percepcie keren efekto pe emocionalne reakcie thaj relacie; \u2022 te vazden jekh maj balansirimi perspektiva pe peste. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Grupa savi si resli<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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  • Ber\u015ba: 12\u201330 ber\u015ba (\u015baj te avel adaptirime va\u015b e phure)<\/li>
  • Profilo: studentura, NEETs, terne manu\u0161a katar vulnerabilne funda, diferentne grupe katar urbane thaj ruralne thana vaj save si katar minoritetura<\/li>
  • Kont\u00e8ksto: formalo thaj na-formalo edukaciaqe thana (edukaciaqe aktivit\u00e8tur\u0103, but\u0103qe thana, treningosqe sesie)<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    Kont\u00e8ksto e lab\u0103ripnasqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    Lokacija: \u0161kole, NGO-a, ternenge thana, komunitetoskere thana, etc.<\/p>

    Tipuria e \u015bajutnimatenqe thaj dimenzie save si adresime<\/p>

    • Socio-emocionalo \u015bajutnimata: korkorutno prin\u017aaripen, empatia, emocionalno korkorutni regulacia<\/li>
    • Relaciake \u015bajutnimata: la\u0107haripe e komunikaciaqo thaj menad\u017emento e konflikturenqo<\/li>
    • \u0106a\u0107imata va\u015b korkorutni regulacia: te kontrolisarel pes e impulsur\u0103, te \u017autil pes o xoli thaj i frustracia<\/li>
    • \u0106a\u0107imata: te ha\u0107aren sar e perspektive keren efekto pe percepcie thaj reakcie, te vazden pozitivno gindipe thaj jekh \u015bajutnipen te keren korkorutni efikasnost<\/li>
    • Personalo barjaripe: personalo refl\u00e8ksia thaj akcept\u00e0cia e emocionalo diverzitetosqi<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Deskripcia e aktivitetosqi \u2013 paso palal paso<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O \u201c4 kvadratura\u201d exercisia E participantura si akharde te reflektirinen pe pire karakteristike thaj sar von reaguin emocionalno ande diferentne situacie. Von identifikuin vi e kvalitetura saven von vazden ande peste, sar vi e karakteristike vaj e phirutne save von arakhen phare vaj problematikane. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 1: Drabaripe e kvadraturenqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O treneri phenel e participanturenqe sar te drabaren jekh baro kvadrato pe jekh lil thaj te ulaven les an\u03b8-e \u015btar barabar kvadratur\u0103, numerisarde katar 1 \u017ai k-o 4. O fasilitatoro del at\u00f9n\u0107i kana si trubujipe. E participantura a\u015bunen e instrukcie thaj drabaren e kvadratura palal e eksplik\u00e0cie save si len. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 2: Identifik\u00e0cia e personalone zorale rigaqi thaj pharipnasqi<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O treneri del e participanturenqe lila thaj xramosaripnasqe materi\u00e0lur\u0103 thaj mangel len te: \u2022 xramosaren an\u03b8-o 1-to kvadr\u00e0to pan\u0437 kvalitetur\u0103 save von a\u015bunen an\u03b8ar peste; \u2022 xramosaren an\u03b8-o kvadr\u00e0to 3 pan\u0437 \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe, \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe \u0107hib\u0103qe. O fasilitatori del indikativno egzamplura, sar so si: \u2022 \u201cKvaliteto: Me sem \u015bukar.\u201d \u2022 \u201cPharipe: Me reagirinav but impulsivno.\u201d O treneri sikavel \u017autimos thaj empatia karing sigurisaren kaj sa e participantura ha\u0107aren o exerciso. E participantura pheren e kvadratura pozitivno thaj negativno karakteristikenca. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 3: Reinterpret\u00e0cia e negativne \u0107hib\u0103qi an\u03b8-i jekh la\u0107hi rig<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O treneri akharel e participanturen te phenen pale e negativne karakteristike ko 3-to kvadrato ano pozitivno drom. Misal\u0103qe: \u2022 \u201cbut impulsivno\u201d \u015baj te ovel \u201c\u015baj te reaguil sigo an\u03b8-e krizaqe situ\u00e0cie\u201d. O fasilitatori inkurajil e participanturen te reflektirinen sar von shaj te oven deskriptirime katar jekh pashe manush savo acharel len thaj del len suporto. E participantura xramosaren tele e neve formul\u00e0cie an\u03b8-o kvadr\u00e0to 2. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 4: Reinterpret\u00e0cia e la\u0107he \u0107hib\u0103qi katar jekh kritikani perspekt\u00ecva<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O treneri mangel e participanturen te imaginarin jekh manu\u0161 savesa von si ande konflikto thaj te refrazirin e kvalitetura ando kvadrato 1 ande jekh kritikano vaj negativno drom. Misal\u0103qe: \u2022 \u201cMe sem paciento\u201d \u015baj te ovel \u201cMe reaguisarav but tikno an\u03b8-e urgentne situ\u00e0cie.\u201d <\/p>

      O fasilitatori inkurajil len te reflektirinen sar o sasto trajo shaj te dikhel pes aver\u010dhande dependindoj kotar o konteksto ja kotar e perspektiva e javere manu\u0161eski. E participantura notirinen e restatementura ko 4-to kvadrato. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 5: Personalno refl\u00e8ksia thaj grupaqi disk\u00f9sia<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O treneri mangel e participanturen te \u0107hiven e kvadratura 3 thaj 4 thaj te notirinen o sasto kotor e kvadraturengo 1 thaj 2. O fasilitatori palal kodoja inkerel jekh skurto diskusia: \u201cSavi si tumari impresia sar san dikhlino?\u201d E participantura palal kodoja astaren e kvadratura 1 thaj 2 thaj analizirin e kvadratura 3 thaj 4. O treneri \u017aal maj dur i refl\u00e8ksia pu\u0107hindoj: \u201cSo si kodo so o sasto xarakteristika \u015baj te avel dikhlino aver\u010dhande, palal i perspekt\u00ecva?\u201d I diskusia si orientirimi sar e percepcie keren efekto pe komunikacia, relacie thaj emocionalno balanso. E participantura ulaven obzerv\u00e0cie, konkluzie thaj personalo refl\u00e8ksie pal-i eksperi\u00e8nca savi sas len an\u03b8-o vaxt e exercisiaqo. <\/p>

      Materialura save trubun \u2022 lila lila; \u2022 lila, lila vaj markeri.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      \u0160aj te keren adapt\u00e0cie<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      • Maj cikne vaj maj bare grupe: o exerciso \u015baj te kerel pes an\u03b8-e sa kodo drom, numaj an\u03b8-e bare grupe \u015baj te avel la\u0107hes te ulaven pes e particip\u00e0ntur\u0103 an\u03b8-e maj tikne grupe va\u015b refl\u00e8ksia thaj diskucia.<\/li>
      • Diferentne ber\u0161engere grupe: i aktivit\u00e8ta \u015baj te avel adaptisardi va\u015b e \u0107have vaj e ternimata kana kerel pes i \u0107hib maj lokhes thaj lab\u01cerindoj maj la\u0107he egz\u00e0mplur\u0103.<\/li>
      • Diferentne nivelura e vulnerabilitetosqe:<\/li>
      • Maj but vr\u00e0ma va\u015b personalo refl\u00e8ksia \u015baj te avel trubujipe va\u015b e vulnerabilo grupe.<\/li>
      • Ano lil e participanturengo save si anglal maj kompleksno emocionalno pharipa, o fasilitatori trubul te avel atentivno pe emocije save vazden pes thaj te menad\u017eiril e diskusie ande jekh empatikano thaj sekurno drom.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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        Evalu\u00e0cia pal-o impakto e aktivit\u00e8taqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Indik\u00e0torur\u0103 <\/strong><\/th>\nMetode e evalu\u00e0ciaqe <\/strong><\/th>\n<\/tr>\n
        La\u0107haripe e korkorutne prin\u017aaripnasqo thaj akcept\u00e0cia e manu\u015besqe xarakteristikenqi. <\/td>\nLila pal-o korkoro-evalu\u00e0cia anglal thaj palal i aktivit\u00e8ta. <\/td>\n<\/tr>\n
        Puterdipe te reinterpretisarel pes e pharipa pe jekh la\u010dho drom <\/td>\nDeklar\u00e0cie sar: \u201cMe hatjarav man maj but konsciento sar e aver dikhen man.\u201d \u2013 skala 1\u20135 <\/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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        Reakcie dikhline ano vakti e pilotno aktivitetosko<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        I aktiviteta kerdas diferentno reakcie, so sikavel e diferencie ma\u0161kar e participantura ande relacia pala lengo nivelo e korkorutne d\u017eanglimasko thaj emocionalno regulacia. Ande duj grupe, but studentura avile karing o exerciso kuriozitetosa, vi te si ke varesave anglunes sikade dujto kana sas akharde te reflektuin pe pire personalne kvalitetura thaj pharipa. Va\u015b varesave particip\u00e0ntur\u00e3, o exerciso sas dikhlino sar interes\u00e0nto thaj reflekt\u00ecvo pharo, kana aver trubusarde maj but vr\u00e0ma te analizirin thaj te sikaven putardes pire xarakteristike. Diferencie sas dikhline ma\u0161kar e participantura saven sas diferentne emocionalno thaj psihologikane profilura. Varesave terne manu\u0161a sikade baro nivelo e korkorutne d\u017eanglimasko thaj sas len \u0161ajipe te reformulirin pire karakteristike lokhes, a aver arakhle maj phares te dikhen pire pharipa katar jekh pozitivno perspektiva vaj te analizirin kritikane pire zorale riga. Nesave diferencie sas vi dikhline ma\u0161kar e \u010dhave thaj e \u010dhaja. Ande but kazura, e \u010dhaja maj sigo anga\u017euisarde pes ande reflektivne aktivitetura thaj sas maj but gatisarde te ulaven pire personalne perspektive. E \u0107have varekana pa\u015bile e aktivitetosqe e humorosa vaj e skurtone at\u00f9n\u0107imata an\u03b8-o \u015berutno vaxt, numaj progresivno maj but involvisarde pes kana i disk\u00f9sia \u017aalas maj dur. E participantura kotar e maj phuri grupa formulisarde maj kompleksno reflekcie sar e percepcie keren efekto pe emocionalno stabiliteto, a e maj terne participantura dine maj direktno thaj konkretno at\u00f9n\u0107imata, bazirime pe egz\u00e0mplur\u0103 katar lenqe sakodivesutne eksperiencur\u01ce. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        Rizikura thaj varningura<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        • Na keren kritika vaj \u0107orripe e participanturenqo.<\/li>
        • I particip\u00e0cia an\u03b8-e disk\u00f9sie trebal te a\u010dhel volont\u00e0ro.<\/li>
        • I aktiviteta na kamel te kerel buti e traumasa, numaj te del suporto e barjaripaske e emocionalno stabilitetosko.<\/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":"

          Emocionalo stabiliteto Res Te barjarel pes e emocionalno stabiliteto thaj e \u015bajpe te inkrel pes o emocionalno balanso ande phare […]<\/p>\n","protected":false},"author":1,"featured_media":20427,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[678,587,590,601,672,621,619],"tags":[],"class_list":["post-20453","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-ani","category-constientizarea-emotionala","category-constientizarea-sanatatii-mintale-si-bunastarea-psihosociala","category-exercitii-de-continut-auto-reflectie-discutii-de-grup-fise-de-lucru","category-inceput","category-populatia-generala-de-tineri","category-tineri-de-varsta-scolara-10-19-ani"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20453","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/comments?post=20453"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20453\/revisions"}],"predecessor-version":[{"id":20454,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20453\/revisions\/20454"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/media\/20427"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/media?parent=20453"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/categories?post=20453"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/tags?post=20453"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}