THE INFLUENCE OF MUSICAL ACCOMPANIMENT ON THE PSYCHO-VEGETATIVE STATUS AND EMOTIONAL WELL-BEING OF A PERSON IN A SITUATION OF UNCERTAINTY

Abstract

The article considers the relevance of the formation of emotional resilience of future teachers of music in conditions of social crises, war and post-traumatic challenges. The European experience of music education as a tool of psycho-emotional support, adaptation and self-healing is analyzed. Methodological approaches that contribute to the development of internal endurance, the ability to self-regulation and professional effectiveness are identified. The feasibility of integrating European educational practices into the domestic system of training teachers of the artistic direction is substantiated. The article presents the structure of emotional resilience of music teachers in the context of European educational experience, which is based on cognitive, emotional, volitional and socio-communicative components. Based on typical empirical studies, a quantitative analysis of the level of psycho-emotional resilience of teachers in the countries of the European Union (EU) is carried out. It has been proven that high rates of emotional resilience in Finland, Sweden and Germany are due to the systematic implementation of emotional intelligence training, self-regulation programs and inclusive learning models. In these countries, emotional culture is an important component of a teacher's professional competence. In contrast, in the countries of Central and Southern Europe, academic orientation without proper psychological support prevails, which causes a moderate level of emotional resilience. That is why emotional resilience is a fundamental factor in the professional effectiveness of music teachers and an indicator of the quality of the educational environment, and European experience demonstrates a transition to a personal and developmental paradigm focused on mental health and inner harmony.