Keyword: «personality development»

The article discusses the “well-being triangle” model, which combines three sides of human health: physical, mental and social. The author explains why health cannot be understood only as the absence of diseases – it is a much broader concept that includes well-being, mood and relationships with others. The article shows how the physical state affects thoughts and feelings, and the mood affects physical well-being. Special attention is paid to how schools and other educational institutions can help maintain a balance between these three sides of health. The conclusions say that for the full development of personality it is necessary to take care of all three components at the same time.

The article provides an in-depth analysis of the influence of ethnocultural and regional affiliation on personality formation in the context of globalization and a multicultural society. The article considers modern approaches to the study of ethnic and regional identity as socio-psychological phenomena, including interdisciplinary perspectives of psychology, sociology and pedagogy. Special attention is paid to the role of education as a key mechanism of socialization, ensuring the formation of value orientations, intercultural competence and social responsibility of students. Empirical research data confirming the interrelation of ethnocultural values, regional identity and personal development are presented, and prospects for the integration of regional and ethnocultural approaches in educational practice are discussed.

The article examines the problem of the relationship between health, subjective well-being and personality development in modern socio-cultural conditions. Theoretical approaches to understanding the phenomena of «health» and «well-being» in psychological science are analyzed, special attention is paid to the eudaimonic tradition (C. Ryff, Aristotle) and modern research on psychological health. The article substantiates the proposition that health acts not simply as the absence of disease, but as a resource ensuring the fulfillment of life goals and meanings. The role of education and culture in forming the moral orientation of subjective well-being is revealed. It is concluded that genuine personality development is possible only with the integration of physical, mental and moral components of health.