Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as health-related behaviors. It is often thought of as one of the hallmarks of the liberal arts experience, resulting from educational encounters that both guide students in the search for meaning and direction in life and help them realize their true potential. Research of students’ well-being is conducted in various countries, but it is the first study conducted in Georgia. The objectives of the studies were to test hypothesis, that because of social, political and economic conditions, and frequent reforms in educational system of Georgia, the majority of the students have high level of depression, low level of well-being, that is reflected on their academic performance. Within the framework of the research 252 students from wide variety of disciplines, of mean age 21 were surveyed. The study methods are Ryff well-being inventory which consists of series of statements reflecting the six areas of psychological well-being, combination with Coping Inventory for Stressful Situation (CISS), from Endler & Parker and, Kucher Adolescent depression scale (KADS-6).The Results of the study show, that majority of students have middle level of well-being, do not have depression and average self-evaluated academic performance. The research also revealed that the students, who have medium or high level of academic performance, have high index of well-being, purpose of life and personal growth on scale. Also, those students who carry task oriented coping strategy, have high index of well-being, and personal growth on the scale. But the students, who carry avoidance coping strategy, have high level of depression. Key words: academic performance, coping, depression, personal growth, purpose of life, student, well-being.

Mythodrama group psychotherapy approach of resolving conflict and bullying has been successful as an intervention in a school setting. This study aimed to provide further evaluation of Mythodrama group approach. A total of 97 Georgian adolescents (Mean of age = 14.65, SD = 1.76) participated in the controlled experimental study. Participants of the experimental group received a Mythodrama group intervention during a period of three months. Analyses revealed a significant increase in emotional intelligence, prosocial behavior and adaptive coping strategies in the intervention group. No significant changes were observed in the control group. The findings suggest that adolescents’ behavior, trait emotional intelligence and coping strategies can be improved using Mythodrama intervention. Follow-up research is required to reveal the persistence and replicability of the result.

The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. Key words: teacher burnout, locus of control, teacher preparation programs.

Studies in university students' coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students' stressors. Research into university students' coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support. Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler & Parker (Endler & Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes & Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being. Key words: coping strategies, critical life event, social support, student, university, well-being.

The study aimed to identify personal and social factors having impact on teacher burnout in Georgia. The survey was conducted on 373 Georgian school teachers. Teacher burnout phenomena was studied in connection with psychological factor such as locus of control and social factors - school climate dimensions: Principals' attitude to teachers, teachers' attitude to colleagues and to students. Qualitative and quantitative methods were used for the research. The highest teacher burnout was identified on Emotional Exhaustion subscale of burnout. Correlatios were confirmed between burnout and locus of control, school climate variables and burnout, teacher burnout and number of students. The research findings are important as teacher burnout identification and its prevention is closely connected to teacher well-being and health ultimately having impact on teaching quality. Key words: burnout, locus of control, principal, school climate, teacher.