Presentation on prevention of emotional burnout among teachers. Emotional burnout syndrome presentation for a lesson on the topic. Formation of phases of emotional burnout among specialists

“Emotional burnout” The term was introduced by the American psychiatrist H. J. Freisenberger in 1974. Initially, this term was defined as a state of exhaustion, exhaustion that arises as a result of intense and emotionally charged communication in the process of professional work with clients, patients, and students. “Emotional burnout” is a psychological defense mechanism developed by an individual in the form of complete or partial exclusion of emotions in response to selected psychotraumatic influences.” V. Boyko

In 1981, A. Morrow proposed a vivid emotional image that, in his opinion, reflects the internal state of an employee experiencing the distress of professional burnout: “The smell of burning psychological wiring.” Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding “discharge” or “liberation” from them.

“Risk group” In the CMEA risk group, first of all, are those specialists who, by the nature of their activities, have a wide range of contacts with people (doctors, teachers, social workers). The fact is that the human nervous system has a certain limit of communication, that is, in a day a person can pay full attention to only a limited number of people. If their number is greater, exhaustion inevitably sets in, and eventually burnout.

The syndrome includes 3 components: Emotional exhaustion - a feeling of emptiness, fatigue caused by one’s own work, overstrain, exhaustion. Depersonalization – feelings of indifference and negative attitude towards people, a cynical attitude towards work and objects of work. Reduction of professional achievements - dissatisfaction with oneself, a feeling of incompetence in one’s professional field, awareness of failure in it.

Three stages of emotional burnout syndrome: 1 nervous (anxious) tension is created by a chronic psycho-emotional atmosphere, a destabilizing environment, increased responsibility, difficulty of the contingent 2 resistance (resistance) a person tries to more or less successfully protect himself from unpleasant impressions; 3 Exhaustion is the impoverishment of mental resources, a decrease in emotional tone, which occurs due to the fact that the demonstrated resistance turned out to be ineffective.

Group of external factors: Chronic tension of psycho-emotional activity (actively pose and solve problems, intensively remember and quickly interpret information); Destabilizing organization of activities (fuzzy organization and labor planning, lack of equipment, excessive demands); Increased responsibility for the functions performed (dedication and self-control are so high that mental resources are not restored by the next working day) Unfavorable psychological atmosphere (conflict along the vertical "manager-subordinate" and horizontally "colleague-colleague"); Psychologically difficult contingent (children with anomalies in development, nervous system, etc.).

Group of internal factors Tendency to emotional rigidity (those who are inactive and receptive are more emotionally restrained); Intense perception and experience of the circumstances of professional activity (increased responsibility for the assigned task, “devotion to the task without reserve”) Weak motivation for emotional return in professional activity. I’m not used to it and don’t know how to reward myself for the work done. Moral defects and personality disorientation. When working, such moral aspects as conscience, honesty, respect for the rights and dignity of others, and integrity are included.

To behavioral and psychological: The work is becoming more and more difficult, and the ability to perform it is becoming less and less; Comes to work early and stays long; Shows up to work late and leaves early; Takes work home; Feeling of unconscious anxiety, boredom; Feelings of resentment, disappointment; Uncertainty; Feelings of guilt, lack of demand; Irritability, suspicion; Inability to make decisions; Distancing from colleagues; Increased sense of responsibility for students; General negative attitude towards life prospects; Easily arising feelings of anger.

How to restore emotional and psychological balance? psychotraining, psychotherapy, art therapy, visualization, music therapy, aromatherapy; maintaining mental hygiene (a positive attitude, calculation and thoughtful distribution of one’s workload; switching from one type of activity to another; constructive conflict resolution; creating a feeling of safety and coziness, visual and acoustic comfort in the workplace); professional development and self-improvement avoidance of unnecessary competition; emotional communication maintaining good physical shape (proper nutrition, active lifestyle, sports); mastering skills and abilities of self-regulation;

Rapid Burnout Questionnaire Answer the questions “yes” or “no.” For each positive answer, give yourself 1 point. 1. When on Sunday I remember that I have to go to work again tomorrow, the rest of the day is already ruined. 2. If I had the opportunity to retire, I would do so without delay. 3. My colleagues at work annoy me. It is impossible to tolerate their same conversations. 4. The extent to which my colleagues irritate me is still minor compared to how my children unbalance me. 5. Over the past three months, I have refused advanced training courses and participation in conferences. 6. Coming home from work I feel like a squeezed lemon. 7. I cope with work matters “with just my left hand.” There is nothing that could surprise me with its novelty. 8. Hardly anyone will tell me anything new about my work. 9. As soon as I remember my work, I want to take it and send it to hell. 10. Over the past 3 months, I haven’t gotten my hands on a single special book from which I would have learned something new.

Score results: 0 – 1 point. You are not in danger of burnout syndrome. 2–6 points. You need to take a vacation, disconnect from work. 7–9 points. It's time to decide: either change your job, or, better yet, change your lifestyle. 10 points. There is a syndrome of emotional burnout.

“10 Animals” Method Dear colleagues! Please list 10 animals in descending order of your liking for them. Write down these animals in a column on pieces of paper. Is there anyone among them who you resemble? Where is it on the list? Where? Interpretation of the results: If at the very beginning, then you have somewhat inflated self-esteem, if at the very end, you most likely underestimate yourself, but if in the middle you evaluate yourself objectively, you know your pros and cons. Adequate self-esteem is the key to psychological health and a barrier to emotional burnout.

Exercise “Real and Desirable Balance” Please draw a circle. In it, focusing on internal psychological sensations, use sectors to indicate in what ratio they are currently located: 1. work (professional life), 2. housework 3. personal life (travel, recreation, hobbies). Draw a second circle nearby. In the other circle is their ideal ratio. Discussion: -Are there any differences? What are they? Why did this happen? -What can be done to bring one closer to the other? Due to what? -Who or what does it depend on?

Game “Workaholics” and “Don’t Care” Two teams are given the name: Workaholics and “Don’t Care”. Participants are invited to brainstorm arguments to support their position Why is it good to be a workaholic? Why is it good to not give a damn? Then the teams take turns exchanging their abstracts. The winner is the team that comes up with the most points to support its position and whose points are more convincing.

Exercise “16 associations” 1. The sheet is divided into 5 equal vertical columns. The first column contains 16 associations for the words “my work.” In the second column, associations are written for words from the first column, combining them in pairs: an association for the first and second words, an association for the third and fourth words, then for the fifth and sixth, etc. Thus, in the second column there are already eight associations. In the third column, the procedure is repeated, with the only difference that the associations are in pairs from the second column - in the third column we get 4 words. We continue until there is only one association left in the last, fifth, column. It also needs to be depicted in the form of a schematic drawing. The same applies to the concept of “interference in work.” 2. Now everyone has two images - a drawing of an obstacle to satisfaction from work and a figurative associative idea of ​​​​the work itself. They need to be compared, common and different elements highlighted, analyzed from the point of view of the presence of strong and weak features, and possible directions for growth.

Unfinished sentences “Once upon a time there was a teacher” Your task is to complete the sentences without thinking too much. There are no right or wrong answers here. Write the first thing that comes to mind. Time to complete: 2-3 minutes. 1. In the morning he woke up and thought___________________ ______________________ 2. Getting ready for work, he ________________________ ________________________ 3. The whole working day he dreamed____ ________________________ __ 4. When he came home, he______________ ________________________ _________ 5. As he fell asleep, he thought_____________ ________________________ __________ ________________________ _______ _______ ________________________ _____ ________________________ ________ ________________________ _______ ______________

Interpretation: This is a projective technique. This is when a person draws or describes something, on a subconscious level, referring to his experiences and problems. Please read only the first sentence one at a time. Read your answers again to yourself. Do you like them? If yes, then great. If something makes you dissatisfied, re-read it for 1-2 minutes, think and rewrite the sentences you don’t like the way you would like. Change everything to the positive. With these simple exercises you can work out any problem.

Exercise “Substitution” Often our internal tension is not associated with any factor in real life, but with what we ourselves have come up with about ourselves. Sometimes our own thoughts obscure or distort reality from us. Without feeling this, we accept our own conjectures as a real situation and begin to act in accordance with our attitudes, falling into discord with life and having a rather painful experience. This is called the psychological mechanism of replacing reality with one’s own conjectures. Let's try to play out such situations taken from life. Situation 1 – Your colleague didn’t say hello to you. Situation 2 – The child throws a tantrum and is capricious. The private citizen reports his conjectures and assumptions about why they are doing this to him. The rest offer various options for the motives for this action, which may occur in life. Now let’s make assumptions about the real motives for this act. Conclusion: This exercise helps to clearly see that our assumptions often diverge from reality, this poisons our lives, provokes quarrels, conflicts, feelings of guilt, unjustified fears, and undermines our health.

Exercise “Smile” A Japanese proverb says: “The strongest is the one who smiles.” A smile is an effective tool for positively influencing yourself and others. If the facial muscles “work to smile,” then much more happens than you might imagine: the muscles activate the nerves located in them, and thereby a positive signal is “sent” to the brain. You can check it right now. Smile (it doesn’t matter if it’s a grimace, the point is that the right muscles are working). Maintain this position for approximately 30 seconds. If you honestly do this experiment, you will be able to clearly state that relief has come. And from now on everything will go for the better.

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Professional burnout syndrome includes approximately one hundred different manifestations. a) a feeling of indifference, emotional exhaustion, exhaustion (a person cannot devote himself to work as he did before); b) dehumanization (development of a negative attitude towards one’s colleagues and clients); c) negative self-perception in professional terms - lack of a sense of professional excellence.

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Determination of the level of emotional burnout was carried out according to the method of V.V. Boyko. Emotional burnout consists of 3 phases:

“Tension” – symptoms: “experiencing traumatic circumstances”, “dissatisfaction with oneself”, “caged in a cage”, “anxiety and depression”; “Resistance” – symptoms: “inadequate emotional selective response”, “reduction of professional responsibilities”, “emotional and moral disorientation”, “expansion of the sphere of saving emotions”; “Exhaustion” – symptoms: “psychosomatic and psychovegetative disorder”, “emotional deficit”, “emotional detachment”, “depersonalization”.

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. Formation of phases of emotional burnout among specialists

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  burnout - three main factors that play a significant role in the syndrome of emotional personal, role and organizational

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  Personal factor.

  Psychologist Freudenberg describes burnouts as sympathetic, humane, gentle, enthusiastic, idealistic, people-oriented, and - at the same time - unstable, introverted, obsessive (fanatical), "fiery" and easy to identify with. Maher adds "authoritarianism" (Authoritarian leadership style) and low empathy to this list. V. Boyko points out the following personal factors that contribute to the development of burnout syndrome: a tendency to emotional coldness, a tendency to intensely experience negative circumstances of professional activity, weak motivation for emotional return in professional activity.

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  Role factor.

  A connection has been established between role conflict, role uncertainty and emotional burnout. Working in a situation of distributed responsibility limits the development of emotional burnout syndrome, and when responsibility for one’s professional actions is unclear or unevenly distributed, this factor increases sharply even with a significantly low workload. Those professional situations in which joint efforts are not coordinated, there is no integration of actions, there is competition, while a successful result depends on coordinated actions, contribute to the development of emotional burnout.

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  Organizational factor

  The development of emotional burnout syndrome is associated with the presence of intense psycho-emotional activity: intense communication, reinforcement with emotions, intense perception, processing and interpretation of received information and decision-making. Another factor in the development of emotional burnout is a destabilizing organization of activities and an unfavorable psychological atmosphere. These are unclear organization and planning of work, insufficient necessary funds, the presence of bureaucratic issues, long hours of work with difficult-to-measure content, the presence of conflicts both in the “manager-subordinate” system and between colleagues.

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  There is another factor that determines the syndrome of emotional burnout - the presence of a psychologically difficult contingent with which a professional in the field of communication has to deal (seriously ill patients, conflict buyers, “difficult” teenagers, etc.)

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  General reasons inherent in the appearance of “professional burnout” in all categories of workers, as well as specific features associated with the nature of their activities.

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  Common reasons include:

  Intensive communication with different people, including negative ones; working in changing conditions, facing unpredictable circumstances; features of life in megacities, in conditions of forced communication and interaction with a large number of strangers in public places, lack of time and funds for special actions to improve one’s own health.

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  Specific reasons include:

  Problems of a professional nature (career growth) and working conditions (insufficient salary level, state of work places, lack of necessary equipment or drugs for high-quality and successful performance of one’s work); inability to provide assistance in some cases; a higher degree of negative outcome than in most other services, the impact of clients and their loved ones seeking to solve their psychological problems through communication with a specialist; The recent trend is the threat of requests from clients and relatives with legal claims, lawsuits, complaints

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  Professional burnout is less likely to affect people who have experience successfully overcoming professional stress and are able to make constructive changes under stressful conditions. It is also more steadfastly resisted by people who have high self-esteem and confidence in themselves, their abilities and capabilities. An important distinguishing feature of people who are resistant to professional burnout is their ability to form and maintain positive, optimistic attitudes and values, both in relation to themselves and other people and life in general.

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  According to N.V. Samukina, leading researcher at the Psychological Institute of the Russian Academy of Education, the symptoms that make up the professional burnout syndrome can be divided into three groups: psychophysical, socio-psychological behavioral.

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  Psychophysical symptoms of professional burnout include:

  a feeling of constant, persistent fatigue not only in the evenings, but also in the mornings, immediately after sleep (a symptom of chronic fatigue); feeling of emotional and physical exhaustion; decreased sensitivity and reactivity to changes in the external environment (absence of a curiosity reaction to the factor of novelty or a fear reaction to a dangerous situation); general asthenia (weakness, decreased activity and energy, deterioration of blood biochemistry and hormonal parameters); frequent causeless headaches; persistent gastrointestinal disorders;

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  sudden weight loss or weight gain; complete or partial insomnia (quick falling asleep and lack of sleep in the early morning, starting at 4 a.m. or, conversely, inability to fall asleep in the evening until 2-3 a.m. and “difficult” awakening in the morning when you need to get up for work); constant lethargy, drowsiness and desire to sleep throughout the day; shortness of breath or breathing problems during physical or emotional stress; a noticeable decrease in external and internal sensory sensitivity: deterioration of vision, hearing, smell and touch, loss of internal, bodily sensations.

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  Social and psychological symptoms of professional burnout include such unpleasant sensations and reactions as:

  Indifference, boredom, passivity and depression (low emotional tone, feeling depressed); increased irritability to minor, minor events; frequent nervous “breakdowns” (outbursts of unmotivated anger or refusal to communicate, “withdrawal”); constant experience of negative emotions for which there is no reason in the external situation (feelings of guilt, resentment, suspicion, shame, constraint); a feeling of unconscious anxiety and increased anxiety (the feeling that “something is not right”); a feeling of hyper-responsibility and a constant feeling of fear that “it won’t work out” or that the person “can’t cope”; a general negative attitude towards life and professional prospects (like “No matter how hard you try, nothing will work out”).

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  Behavioral symptoms of professional burnout include the following actions and forms of employee behavior:

  The feeling that the work is becoming harder and harder, and that it is becoming more and more difficult to do it; the employee noticeably changes his work routine (comes to work early and leaves late, or, conversely, comes to work late and leaves early); regardless of objective necessity, the employee constantly takes work home, but does not do it at home; the manager refuses to make decisions, formulating various reasons to explain to himself and others; feelings of uselessness, lack of faith in improvements, decreased enthusiasm for work, indifference to results; failure to complete important, priority tasks and “getting stuck” on small details, spending most of the working time on little or unconscious performance of automatic and elementary actions that does not meet job requirements.

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  During the working day, factors that increase performance can be:

  Photos of places close to you, memorable to you, beautiful landscapes that you should not just place in your workplace, but sometimes look at them for a few seconds, as if “leaving” for a more comfortable and pleasant environment; the opportunity to go out into the fresh air for 5-10 minutes at least twice during the working day; the smell of citrus (it can come from a sachet or other flavoring, or maybe just from a tangerine, orange or glass of juice); “white sheet” technique: sit down, close your eyes and imagine a white sheet on which nothing is written, try to hold this picture in front of your mind’s eye for as long as you can, without thinking about anything or imagining other images; deep breathing, during which you hold the next muscle movement for a few seconds before taking a new breath (it’s better if you breathe with your stomach).

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  The following methods are also important in preventing burnout syndrome:

  The use of “time outs”, which is necessary to ensure mental and physical well-being (rest from work); defining short-term and long-term goals (this not only provides feedback indicating that a person is on the right path, but also increases long-term motivation; achieving short-term goals is success, which increases the degree of self-education); mastering self-regulation skills (relaxation, ideomotor acts, goal setting and positive inner speech help reduce stress levels leading to burnout);

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  professional development and self-improvement (one of the ways to protect against burnout syndrome is to exchange professional information with colleagues, which gives a sense of a wider world than the one that exists within an individual team; there are various ways for this - advanced training courses, conferences, etc.) ; avoiding unnecessary competition (there are situations when it cannot be avoided, but an excessive desire to win creates anxiety and makes a person aggressive, which contributes to the occurrence of burnout syndrome); emotional communication (when a person analyzes his feelings and shares them with others, the likelihood of burnout is significantly reduced or this process is not so pronounced), in addition, it is important to have friends from other professional fields in order to be able to distract from your work; maintaining good physical shape (do not forget that there is a close connection between the state of the body and the mind: poor nutrition, alcohol abuse, and tobacco aggravate the manifestations of burnout syndrome).

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  Do you want to know if you are at risk of emotional burnout? Then answer the questions of our test:

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  Question 1. You have to stay late at work, but then your friends call you and offer to throw a friendly party. How do you react?

  A) You will sigh very sadly - 3 B) You will try to drive away the thought that came from nowhere: “It’s not fate...” - 2 C) You will be a little sad that you didn’t get to see your friends, but you will immediately plunge headlong into work again - 1 D) You will experience real hatred for the business you are doing – 4.

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  Question 2. You are among colleagues, although in a non-work environment. The conversation turned to the professional sphere. How do you feel at this moment?

  A) You take a passive position and listen without interest to what your colleagues say - 2 B) You insert yourself into the conversation only with ironic remarks - 3 C) You only dream of running away from here - 4 D) You immediately start gossiping about everything - 1

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  Question 3. Your secretary called you and said that there were problems with the wiring in the office. Your first thought:

  A) “As long as it doesn’t harm me” - 2 B) “Great! Unplanned vacation! - 3 B) “It’s a pity! There is so much to do..." - 1 D) "Burn everything with a blue flame!" - 4

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  Question 4. I’m stuck at work, my boss has a lot of plans. You:

  A) You regret that your boss will probably reject your proposals - 2 B) You will worry about whether they are as good as they seem - 1 C) You gloomily imagine how much work you have to do - 3 D) You are blacker than a cloud and literally explode from irritation – 4

Term "burnout" first appeared in the scientific literature in 1974 in an article by American psychiatrist N.J. Freudenberger. Psychologists identify three components of professional burnout: emotional exhaustion, depersonalization and decreased self-esteem.

Emotional exhaustion represents the main component of professional burnout. This condition is characterized by a feeling of emotional overstrain and lack of sufficient energy to face a new day.

Depersonalization or depersonalization- this is the interpersonal component of professional burnout. Feeling empty and exhausted, a person builds an emotional wall of isolation and communicates with others in a negative or harsh manner.

Low self-esteem reflects the internal, self-esteem component of mental exhaustion. This aspect is characterized by a growing sense of inadequacy and can lead to self-judgment of complete failure.

The consequences of burnout can manifest themselves both in psychosomatic disorders and in purely psychological ones.

Manifestations of burnout syndrome

Physical manifestations: back pain, changes in taste preferences, diarrhea, increased blood pressure, fatigue, gastrointestinal problems, headaches.

Psychological manifestations: anger, loss of self-esteem and confidence, loss of interest in work and failure to fulfill obligations, feelings of helplessness and guilt, feelings of anxiety, depression, sadness, depression.

Behavioral manifestations: emotional outbursts, withdrawal from friends and family, loss of punctuality and neglect of responsibilities, decreased criticality, inability to concentrate, constant/increasing use of alcohol.

Today, various approaches are used to resolve the difficulties outlined above. An important aspect in the professional activity of a teacher is self-regulation. The need for self-regulation arises when a teacher is faced with a new, unusual, difficult-to-solve problem that does not have a clear solution and causes increased emotional tension.

Let's name several common auto-training techniques that allow a person to purposefully change his mood and well-being, which has a positive effect on his performance and health.

Self-regulation techniques related to the impact of words

Verbal influence involves the conscious mechanism of self-hypnosis, and has a direct impact on the psychophysiological functions of the body. The formulations of self-hypnosis are constructed in the form of simple and brief statements, with a positive focus (without the particle “not”).

Method 1. Self-orders

A self-order is a short, abrupt order made to oneself. Use self-command when you are convinced that you should behave in a certain way, but have difficulty doing it. “Talk calmly!”, “Be silent, be silent!”, “Do not succumb to provocation!” - this helps to restrain emotions, behave with dignity, and comply with ethical requirements and work rules.

• Formulate a self-order.
• Repeat it mentally several times.
• If possible, repeat it out loud.

Method 2. Self-approval, self-encouragement

People often do not receive positive assessment of their behavior from others. This, especially in situations of increased neuropsychic stress, is one of the reasons for increased nervousness and irritation. Therefore, it is important to encourage yourself.

• In case of even minor successes, it is advisable to praise yourself, mentally saying: “Well done!”, “Clever girl!”, “It turned out great!”
• Find opportunities to praise yourself at least 3-5 times during the working day.

Visualization Techniques

Visualization - mental representation, playing, seeing images. It actively influences the entire system of feelings and ideas.

Method 1. Cut off, chop off

“Cut off, chop off” - suitable for working with any negative thoughts (“I won’t succeed again...”, “all this is useless, etc., etc.) As soon as you feel that a similar thought has crept into your soul, immediately “cut it off and throw it away” by making a sharp, “cutting off” gesture with your left hand and visualizing how you “cut off” and throw away this thought.

After this discarding gesture, continue to engage in visualization: place another (positive, of course) thought in place of the deleted negative thought. Everything will fall into place.

Method 2. Exaggeration

As soon as a negative thought is discovered, exaggerate it to the point of absurdity, make it funny.

Method 3. Recognition of your strengths

Helps with excessive self-criticism. One of the antidotes is to realize that you, just like other people, cannot and should not be perfect. But you are good enough to live, enjoy and, of course, be successful.

And now - the self-sustaining technique itself (women will accept it more quickly than men!). Every day, when you stand in front of the mirror and get ready for work, look confidently in the mirror, straight into your own eyes, and say at least three times: “I’m certainly not perfect, but I’m good enough!” At the same time, it’s good if you smile at yourself!

It will also help you in your teaching activities

Presentation “Prevention of professional burnout syndrome.”

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Slide captions:

Burnout syndrome

The term “burnout” was proposed by G. Freudenberger in 1974 to describe the demoralization, disappointment and extreme fatigue observed among specialists working in the “person-to-person” system of professions. A little history

In 1981, A. Morrow proposed a vivid emotional image that, in his opinion, reflects the internal state of an employee experiencing the distress of professional burnout: “The smell of burning psychological wiring.” Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding “discharge” or “liberation” from them.

V.V. Boyko understands emotional burnout as “a psychological defense mechanism developed by an individual in the form of a complete or partial exclusion of emotions (a decrease in their energy) in response to selected psychotraumatic influences.”

Phases and symptoms of stress (V.V. Boyko) Nervous (anxious) tension Resistance, that is, resistance Exhaustion

Voltage phase. Nervous (anxious) tension serves as a precursor and “triggering” mechanism in the formation of emotional burnout. Resistance phase (resistance to increasing stress). In this phase, a person tries more or less successfully to protect himself from unpleasant impressions. Exhaustion phase. The exhaustion phase is accompanied by a general drop in energy tone and a weakening of the nervous system, and a depletion of mental resources. Phases of emotional burnout

the specifics of professional pedagogical activity (the need for empathy, sympathy, moral responsibility for the life and health of the children entrusted to him, work experience) organizational factor: overload of the work week; low wages; stressful nature of the work; office troubles; dissatisfaction with work: lack of a clear connection between the learning process and the result obtained, discrepancy between the results and the effort expended; democratic transformations in the field of education, which led to changes in the relationships between the subjects of the educational process. The unfavorable atmosphere in the teaching staff: the same-sex composition of the team, the presence of vertical and horizontal conflicts, and a nervous environment encourage some to waste their emotions, while others look for ways to save their mental resources. External factors that provoke burnout

communication factor: lack of communication skills and the ability to get out of difficult situations in communicating with children, parents, and administration; inability to regulate one's own emotional situations; role and personal factors (individual): serious illnesses of loved ones, financial difficulties, personal instability, poor relationships between spouses, lack of normal living conditions, lack of attention paid to household members. Dissatisfaction with one's self-realization in various life and professional situations. Internal factors

“pedantic”, characterized by conscientiousness raised to the absolute, excessive, painful accuracy, the desire to achieve exemplary order in any matter (even to the detriment of oneself) Personality types threatened by CMEA

“demonstrative”, striving to excel in everything, to always be in sight. This type is characterized by a high degree of exhaustion when performing even unnoticeable routine work.

"emotive", consisting of impressionable and sensitive people. Their responsiveness and tendency to perceive other people's pain as their own borders on pathology, on self-destruction.

a feeling of indifference, emotional exhaustion, exhaustion (a person cannot devote himself to work as he did before); dehumanization (developing a negative attitude towards one’s colleagues and clients); negative self-perception in professional terms (feeling of a lack of professional skill). Burnout syndrome has the following manifestations:

A sharp increase in fatigue Chronic fatigue Headaches Susceptibility to changes in the external environment Changes in blood pressure Asthenia (powerlessness, weakness) Restriction of movements in the neck, back pain Involuntary movements - clenching of fists, tightness Weight gain or loss Shortness of breath Insomnia Sexual dysfunction physical symptoms

Pessimism cynicism callousness indifference aggressiveness irritability anxiety, guilt emotional

desire to relax indifference to food justification for using tobacco, alcohol, drugs behavioral

decline in interest in new theories and ideas in work, in alternative approaches; intellectual state

low social activity decreased interest in leisure and hobbies social contacts are limited to work poor relationships at work and at home social symptoms

relieving work stress, increasing professional motivation, equalizing the balance between the effort expended and the reward received. Treatment and prevention of burnout syndrome

1. Informing teachers Goal: expanding employees’ awareness of how to help themselves maintain professional health and performance Issue of booklets, memos, posters Speech at teachers’ council, team meeting Stages of psychological prevention of professional deformation of teachers

2. Emotional support and stimulation Goal: creating a good climate within the team, a feeling of sufficient emotional support from colleagues and administration Support for creatively working teachers: gratitude, certificates, encouragement, “Professional Achievement” rating Involving professionally successful teachers in participation in pedagogical readings, conferences, in performances from work experience, participation in the “Teacher of the Year” competition, screening of open events, tutoring. Joint evenings and recreation, trips with children, participation in the school’s sports life, holidays and birthdays

3. Professional assistance Goal: maintaining the quality of professional activities of teachers. Continuous psychological and pedagogical education of the teacher, improving his qualifications. Diagnosis of personal characteristics and features of the manifestation of emotional burnout syndrome in teachers. Organization of work of creative groups. Gestalt supervision Conducting training seminars: - “Communicative games” - “Training in methods of self-regulation” - “Professional growth”

Recommendations for teachers to prevent and eliminate burnout: try to calculate and deliberately distribute their workloads; learn to switch from one type of activity to another; easier to deal with conflicts at work; don't try to be the best always and in everything.

NATURAL WAYS TO REGULATE THE BODY long sleep delicious food communication with nature and animals bathhouse, massage, movement, dancing music

SELF-REGULATION - laughter, smile, humor; - thinking about the good, pleasant; – various movements such as stretching, muscle relaxation; – observing the landscape outside the window; – looking at flowers in the room, photographs, other pleasant or dear things to a person; – mental appeal to higher powers (God, the Universe, a great idea); – “bathing” (real or mental) in the sun’s rays; – inhalation of fresh air; – reading poetry; - expressing praise or compliments to someone just like that.

If you give someone joy, life will give you happiness. THE MAIN SECRET IS A SMILE!!! .

I. Methods related to breathing control. Imagine that there is a piece of fluff hanging in front of your nose at a distance of 10–15 cm. Breathe only through your nose and so smoothly that the fluff does not flutter.

II. Methods related to controlling muscle tone and movement Sit comfortably, if possible, close your eyes; – breathe deeply and slowly; – walk with your inner gaze throughout your body, starting from the top of your head to the tips of your toes (or in reverse order) and find the places of greatest tension (often these are the mouth, lips, jaws, neck, back of the head, shoulders, stomach); – try to strain the places of the clamps even more (until the muscles tremble), do this while inhaling; – feel this tension; – sharply release tension - do this while exhaling; - do this several times. In a well-relaxed muscle you will feel the appearance of warmth and pleasant heaviness. If you cannot remove the clamp, especially on the face, try to smooth it out with light self-massage using circular movements of your fingers (you can make grimaces - surprise, joy, etc.).

It is known that “a word can kill, a word can save.” In case of even minor successes, it is advisable to praise yourself, mentally saying: “Well done!”, “Clever girl!”, “It turned out great!” – Find opportunities to praise yourself at least 3-5 times during the working day. III. Methods associated with the impact of words

IV. Methods associated with the use of images Specially remember situations, events in which you felt comfortable, relaxed, calm - these are your resource situations. – Do this in the three main modalities inherent in man. To do this, remember: 1) visual images of the event (what you see: clouds, flowers, forest); 2) auditory images (what sounds do you hear: birds singing, the murmur of a stream, the sound of rain, music); 3) sensations in the body (what you feel: the warmth of the sun's rays on your face, splashes of water, the smell of blossoming apple trees, the taste of strawberries).

Take care of your mental health, colleagues. Do not bring the level of mental stress to critical levels. Do not get into the “long-term loan” of your internal reserves and capabilities. Do not forget that not only your wards, but you yourself no less need help, care and attention to protect and preserve your health and psycho-emotional resources. conclusions

Success in life does not come without difficulty, sometimes without heavy losses. You must be prepared to go through insults, betrayals, and losses with the least amount of suffering. To do this, you should train yourself not to let into the sphere of emotions excessive irritants that bring pain and denial of many human values. Of course, the misfortunes of loved ones, social disasters, failures at work, and one’s own mistakes cannot but upset a person. But such failures should not be considered irreparable disasters. What can be done should be corrected. But if not, there is no trial, as people say.

Thank you for your attention! May your wildest dreams and most unrealistic desires come true this year! Let the pages of the calendar change, leaving the bright events of the year in your memory! Let the snowflakes, melting on your palms, give you hope for changes for the better! Let the candles that you lit on the festive evening support the fire of pleasant emotions all 365 days of the year, and let their warmth warm hearts and souls, giving smiles day after day! All the best to you...

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Medice, curateipsum! (Doctor, heal yourself!) - Aliislucensuror! (Shining to others, I burn..)

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The main groups of stressors in the work of a doctor: environmental (physical, chemical, biological influences); psycho-emotional (responsibility for the lives of patients and an increased number of complaints, lawsuits); social (low socio-economic status, discrepancy between expectations from the profession and modern realities, lack of access to modern diagnostic and treatment methods).

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The above factors can lead over time to: disappointment in the chosen profession; professional deformation; development of specific jargon; irritation when communicating with patients; demonstrating self-worth; depersonalization of patients. For the first time, the term “emotional burnout syndrome” (EBS) was used by the American psychiatrist Herbert Freudenberg (English burnout-syndrome - burning), the full definition of the syndrome was given by Christina Maslach (1981)

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Emotional burnout is a syndrome of emotional exhaustion, depersonalization, and decreased personal achievement that can occur among professionals engaged in various types of “helping” professions.

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The most common method for measuring burnout is the MBI (Maslach Burnout Inventory) questionnaire - Maslach Burnout Questionnaire. The questionnaire has three scales: “emotional exhaustion” (9 statements); “depersonalization” (5 statements); “reduction of personal achievements” (8 statements). The respondent’s answers are assessed on a scale from 0 to 6 points, where 0 means the statement occurs “never”, 6 points means “every day”. The higher the sum of points on each scale separately, the more pronounced the various aspects of “burnout” are in the respondent; the severity of “burnout” can be judged by the sum of points of all scales.

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In 2009 M.A. Bagriy and co-authors systematized the main labor parameters of the activities of doctors of different specialties (resuscitators, surgeons and therapists). The subjectively most significant tasks have been identified: collecting anamnesis; examination of the patient; formulating a conclusion about the patient’s health status; identification of factors determining the disease state; organizing the work of colleagues; analysis of the results of diagnostic studies and tests; Professionally important qualities: attentiveness; intuition; concentration; endurance; analyticity; accuracy; good memory.

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The identified differences are the basis for the formation of burnout syndrome among doctors of various fields. Based on these data, it is highly likely that doctors of different specialties are susceptible to professional burnout to varying degrees. Selected results of professional analysis of the activities of doctors of different specialties (according to M.A. Bagriy, 2009)

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Relationship between burnout and suicidality (G. Sonneck, 1994)

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European Research Group study on burnout among general practitioners (2012)

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Results of a survey of burnout levels among a group of surgical oncology residents (Mordant P. et al., 2014)

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The domestic version of the scale for measuring SEV, developed by V.V. Boyko. Unlike Western researchers, V.V. Boyko proposes to classify the emotional burnout syndrome into stages (from the standpoint of G. Selye’s general adaptation syndrome), for each of which the main manifestations are identified: the tension phase is the trigger for the formation of burnout. Symptoms of this stage: experiencing traumatic circumstances, self-dissatisfaction, feelings of hopelessness, anxiety and depression; resistance phase – at this stage, a person artificially limits himself from excessive emotional reactions and avoids psychological overload. Narrowing of professional responsibilities and saving of emotions are the main symptoms of this stage; phase of exhaustion - this phase is actually called SEV, which is characterized by a drop in overall energy tone, weakening of the nervous system, symptoms of emotional deficiency and detachment, psychosomatic and vegetative manifestations.

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Research by scientists from the Amur State Medical Academy on determining SEV among doctors (questionnaire by V.V. Boyko)

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Factors associated with SEV

External factors that determine CMEA include: improper organization and planning of labor; high responsibility for work results; psychological atmosphere in the work team; the influence of a “difficult” patient population. Internal factors primarily include: emotional rigidity; intense perception of professional responsibilities; weak motivation for emotional return in professional activities. An additional risk factor influencing the development of SEW is making ethically difficult decisions.

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SEW research among workers in anesthesiology and intensive care departments (France, 2013)

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Results of an online survey of general practitioners (France, 2013)