ACADEMIC TEXTS REPOSITORY

Summary

The article examines the theoretical and practical foundations of using art techniques to develop emotional intelligence (EQ) in adolescents within vocational education institutions. In conditions of sociocultural instability, martial law, and high psychological stress, EQ components including self-awareness, self-regulation, and empathy serve as a vital resource for resilience. The research addresses the contradiction between traditional academic demands and the acute need for emotional literacy by exploring how non-verbal art practices bypass cognitive barriers and provide a safe space for the reduction of anxiety. The study highlights the psychological mechanisms of isotherapy, music therapy, and parable therapy as an integrated approach to psychological support. It presents results from the empirical testing of the "Formation of a Positive Mood" training program, conducted with 50 respondents aged 16 to 18. This program utilizes visual, auditory, and metaphorical channels to stabilize adolescents' emotional states and enhance self-reflection based on various psychodiagnostic indicators, including self-esteem and psychological well-being scales. Findings indicate significant positive dynamics in participants' emotional stability, self-perception, and social interaction skills. Post-training data demonstrated improved recognition of feelings and more constructive coping strategies in stressful situations, showing a substantial increase in students' self-esteem and adaptive potential. The study confirms that integrating non-verbal art techniques effectively fosters EQ, building upon the concepts of Daniel Goleman and Viktor Frankl's logotherapy to enhance the overall psychological well-being of adolescents in vocational education.