Professional burnout syndrome

Scientific and practical interest in the burnout syndrome is due to the fact that this syndrome is a direct manifestation of growing problems. Associated with the well-being of teachers, the efficiency of their work and the stability of the business life of the team.

AND Any employee can become a victim of burnout. This is due to the fact that a variety of stresses are present or can appear at work in any organization. The professional burnout syndrome develops as a result of a combination of organizational, professional stresses and personal factors.

Professional activity has a special role in the social formation of a person, his way of life and behavior. At the same time, the role of the profession is not only positive, but also negative, even destructive in relation to the individual. The triggering mechanism of the syndrome of professional burnout is caused not so much by “external factors”, but also inner world a certain person, primarily by the lack of psychological flexibility.

The burnout syndrome refers, among other things, to the phenomenon of personal deformation. Burnout develops, as a rule, in those who, by the nature of their work, must communicate a lot. Especially often the burnout syndrome develops among teachers.

Burnout is most dangerous at the beginning of its development. The teacher is almost unaware of his symptoms, so his colleagues are the first to notice changes in his behavior. It is very important to see such manifestations in time and properly organize a support system for such teachers.

The specificity of pedagogical work is different in that there are a large number of situations with high emotional saturation and cognitive complexity of interpersonal communication, and this requires the teacher to make a significant contribution to establishing trusting relationships and the ability to manage the emotional intensity of business communication.

Being engaged in the study of professional maladaptation of teachers, L.S. Shafranova formulated the characteristics of the work of educators and teachers:

• a constant sense of novelty in work situations;
• the specificity of the labor process is determined not so much by the nature of the “subject” of labor, but by the features of the process itself;
• the need for constant self-development, because otherwise “there is a feeling of violence against the psyche, leading to depression and irritability”;
• emotional saturation of interpersonal contacts;
• constant inclusion in the activity of volitional processes.

Resources for overcoming "burnout" can be considered in the aspect of such personality characteristics as stress tolerance. Maintaining or increasing stress resistance is associated with the search for resources that help in overcoming the negative consequences of stressful situations. Resources are understood as internal and external variables that contribute to psychological stability in stressful situations.

Symptoms of professional burnout

• There are 10 main signs of emotional "burnout" (psychologist E. Mahler):
• exhaustion, fatigue;
• insomnia;
• negative attitudes;
• neglect of the performance of their duties;
• passion for taking psychostimulants (tobacco, coffee, alcohol, drugs);
• decreased appetite or overeating;
• increased aggressiveness (irritability, anger, tension);
• increased passivity (cynicism, pessimism, a sense of hopelessness, apathy);
• guilt;
• experience of injustice.

The development of the syndrome is gradual. First, there are significant energy costs - a consequence of the high installation on the performance of professional activities. As the syndrome develops, a feeling of fatigue appears, which is gradually replaced by disappointment, a decrease in interest in one's work.

The model of the “burnout” syndrome is widespread - K. Maslach and S. Jackson (1981). They distinguish three of its main components: emotional exhaustion, depersonalization and reduced professional implementation.

Feeling of emotional exhaustion or exhaustion, the inability to work with full dedication of strength: as emotional resources are exhausted.

There is a tendency to develop a negative attitude towards dependent persons (patients, clients, subordinates, students, children). This phenomenon is called depersonalization.

Developing a negative attitude towards yourself and your work is a loss of a sense of personal achievement.

Emotional exhaustion. Keeping a distance during the onset of “burnout” helps to maintain the emotional balance of a professional and save him from unnecessary stress. But imperceptibly, such “armor” becomes so thick that not a single feeling penetrates through it.

Emotional “burnout” begins to manifest itself in violation of the sphere of relations: the gradual development of negative attitudes towards oneself, work, those with whom one has to work: students, patients, pupils. Contacts with them become more soulless, impersonal, formal.

The emerging negative or rigid attitudes towards addicted people (students, patients, children) may at first be hidden and manifest themselves in internal stress and pent-up hostility, but over time break through in outbursts of irritation and provoke conflict situations.

An important manifestation of “burnout” is a gradually growing dissatisfaction with oneself, a decrease in the feeling of personal success, developing indifference and apathy, and a decrease in the sense of the value of one’s activity.

Emotional exhaustion reveals itself in the experiences of a crisis state, feelings of helplessness, hopelessness, in especially severe cases, manifestations of emotional breakdowns occur up to suicidal impulses. In physical terms, people constantly feel tired, lack of strength, reduced energy tone, their efficiency decreases and various symptoms of physical ailments appear.

There is a feeling of "muffledness", dullness of emotions, when a specialist, emotionally responding to someone else's pain, he begins to feel unable to help others.

Depersonalization is manifested in the deformation of relationships with other people. In the worst cases, this may be an increase in dependence on others, in others - an increase in negativism, cynicism. People around are presented in a negative light, and very often a person begins to feel hostility towards people around him, whom he previously cared for or with whom he worked together.

With the manifestation of depersonalization, the teacher ceases to perceive pupils as individuals. He distances himself, expecting the worst from them. Negative reactions manifest themselves in different ways: unwillingness to communicate, a tendency to humiliate, ignore requests. Such an attitude towards others grows until it turns on itself (begins to suffer from feelings of guilt).

Reduced professional realization (or reduction of personal achievements) is the third component of “burnout”. A specialist has a feeling that he does not work well, has achieved little in the profession, there is a feeling of incompetence in his profession. Sometimes this is true.

Analyzing the phases of the development of the syndrome, one can notice a certain trend: a strong dependence on work leads to complete despair.

In the event of a discrepancy between your own contribution and the received or expected reward, the first symptoms of “burnout” appear.

Voltage phases

Nervous (anxious) tension is a harbinger and a “triggering” mechanism in the formation of professional “burnout”. Anxiety includes several symptoms.

Symptom of “experiencing psychotraumatic circumstances”. It is manifested by an increasing awareness of the psycho-traumatic factors of professional activity, which are difficult or completely unremovable. If a person is not rigid, then irritation gradually grows, despair and indignation accumulate. The unsolvability of the situation leads to the development of other phenomena of “burnout”.

Symptom of "dissatisfaction with oneself" manifests itself as a result of failures or inability to influence psychotraumatic circumstances; a person usually feels dissatisfied with himself, his chosen profession, his position, and specific duties.

Symptoms of "Caged" do not occur in all cases, although they are a logical continuation of developing stress. When psychotraumatic circumstances are very pressing and it is impossible to eliminate them, a feeling of hopelessness comes. If any means of psychological protection did not work, including emotional “burnout”, then the person experiences a feeling of “being driven into a cage”.

Symptom of "anxiety and depression"- manifested in connection with professional activities in special circumstances. The feeling of dissatisfaction with activity and failure generate powerful energy tensions in the form of experiencing situational or personal anxiety, disappointment in oneself, in one's chosen profession, in a particular position or place of work. The symptom of “anxiety and depression” is, perhaps, the extreme point in the formation of anxious tension during the development of emotional “burnout”.

Phases of resistance

A person consciously or unconsciously strives for psychological comfort, to reduce the pressure of external circumstances with the help of the means at his disposal.

The formation of protection involving emotional “burnout” occurs against the background of the following phenomena:

Symptoms of “inadequate selective emotional response”- an undoubted sign of "burnout", when a person ceases to catch the difference between two fundamentally different phenomena: an economical manifestation of emotions and an inadequate selective emotional response. It's about about the skill developed over time - to connect emotions of moderate intensity to interaction with colleagues (a slight smile, a friendly look, a soft, calm tone of speech, restrained reactions to strong stimuli, concise forms of expressing disagreement, lack of categoricalness, rudeness). This mode of communication can be welcomed, because it indicates a high level of professionalism.

Symptom of “emotional-moral disorientation” is an inadequate response in relationships with colleagues. At the same time, judgments are heard: “This is not the case to worry about”, “Such people do not deserve a good attitude”, “You cannot sympathize with such people”, “Why should I worry about everyone”. Unfortunately, in life we ​​often encounter manifestations of emotional and moral disorientation. As a rule, this causes indignation, we condemn attempts to divide us into worthy and unworthy of respect.

Symptom of "expansion of the sphere of economy of emotions". Such evidence of emotional “burnout” takes place in cases where this form of protection is carried out outside of professional activity - at home, with friends and acquaintances. A well-known case: at work, you get so tired of contacts, conversations, answers to questions that you don’t want to communicate, even with loved ones. Often it is the family who become the first victim of emotional “burnout”. At work, you still keep up with your duties, but at home you close yourself or, worse, are ready to “send” everyone away, or even just “growl” at your spouse and children. We can say that you are fed up with human contact. You are experiencing a symptom of “satiation” with communication.

Phases of exhaustion

This phase is characterized by a more or less pronounced drop in the overall energy tone and weakening nervous system. Emotional protection in the form of "burnout" becomes an attribute of personality.

Symptom of "emotional deficit" manifests itself in the case when a person is not able to enter into a position, sympathize and empathize, respond to situations that should touch. Gradually, the symptom intensifies and acquires a more complicated form: positive emotions appear less and less often and more often negative ones. Sharpness, rudeness, irritability, resentment, whims complement the symptom of "emotional" deficit.

Symptom of "emotional detachment". Personality almost completely excludes emotions from the sphere of professional activity. Man gradually learns to work like a robot, like a soulless automaton. In other spheres he lives full-blooded emotions. Reacting without feelings and emotions is the most striking symptom of “burnout”.

A symptom of “personal detachment or depersonalization”. First of all, there is a complete or partial loss of interest in a person - the subject of professional activity. In the most severe cases, the worker defends his position: “I hate…”, “I despise…”, “I would like to take a machine gun and everyone…”. In such cases, “burnout” merges with neurosis-like or psychopathic personality traits. Professional activities with people or children are contraindicated for such people.

Symptom of “psychosomatic and psychovegetative disorders”. The symptom manifests itself at the level of physical and mental well-being. Usually for teachers, even the very thought of students, of children, causes Bad mood, bad associations, insomnia, feeling of fear, discomfort in the region of the heart, vascular reactions, exacerbation chronic diseases i.d. The transition of reactions from the level of emotions to the level of psychosomatics indicates that emotional protection - “burnout” - can no longer cope with stress on its own. In this way, the body saves itself from the destructive power of emotional energy.

It should be noted that the appearance of the syndrome is individual in nature, determined by differences in the emotional and motivational sphere, as well as the conditions in which a person's professional activity takes place.

Factors causing professional burnout syndrome

Any employee can become a victim of burnout. This is due to the fact that a variety of stressors are present or can appear at work in every organization. Burnout syndrome develops as a result of combinations of organizational, professional stresses and personal factors.

Burnout is most dangerous at the beginning of its development. A burnout educator is usually unaware of his symptoms, so his colleagues are the first to notice changes in his behavior. It is important to see such manifestations in time and properly organize a support system for such teachers.

The specificity of pedagogical work is different in that there are a large number of situations with high emotional saturation and cognitive complexity of interpersonal communication. The most common causes of burnout syndrome are:

- monotony of work, especially if its meaning seems doubtful;

- investing in the work of large personal resources with insufficient recognition and positive evaluation;

- strict regulation of the time of work, especially with unrealistic deadlines;

– tension and conflicts in the professional environment, insufficient support from colleagues and their excessive criticism.

- lack of conditions for self-expression of the individual at work, when experimentation and innovation are not encouraged, but suppressed;

- work without opportunity further education and professional development;

- unresolved personal conflicts.

There is an opinion that people with certain personality traits are most prone to “burnout”.

Freidenberg describes "burnouts" as soft, humane, sympathetic, addicted, at the same time - unstable, introverted, obsessed with obsessions (fanatical).

E. Maher adds to this list with “authoritarianism” and a low level of empathy.

A number of studies have found that the most prone to "burnout" are "workaholics" - those who decide to devote themselves to achieving only work goals.

Status-role factors burnout risk includes:

- role conflict;

– role uncertainty;

- dissatisfaction with professional and personal growth.

- low social status;

- role behavioral stereotypes that limit creative activity;

- negative attitudes that infringe on the rights and freedom of the individual.

Corporate (professional organizational) factors the risk of burnout.

- injustice and inequality of relationships in the organization;

negative or “cold” relationships with colleagues;

– lack of freedom of planning;

- internal conflicts;

– lack of administrative, social and professional support.

- Lack of feedback from management.

It should be noted that none of the factors alone can cause “burnout”. Its occurrence is the result of the action of a combination of all factors, both on a professional and personal level.

Interaction of “burnout” factors and resources to counteract “burnout”

Resources are like immunity. Having which you can avoid not only the burnout syndrome, but also other negative aspects of the profession and modern life.

Internal (personal) resources

counteracting professional “burnout”

Resources include: skills, knowledge and experience, models of constructive behavior, updated abilities. They allow a person to be more adapted and stress-resistant, successful and satisfied with the quality of his life.

Four levels of personal resources to counter “burnout”:

1. Physiological level is basic, it refers to what is biologically incorporated. This is the type of the nervous system (weakness, strength, stability, etc.), gender, age, state of health, ways the body responds to stress.

2. Psychological level. (3 subgroups)

Emotional-volitional - awareness and acceptance of one's feelings and emotions, needs and desires, mastery of socially acceptable forms of manifestations of feelings, control of the dynamics of experience, elimination of jams.

Cognitive resistance - understanding the causes of stress, understanding the situation, psychological competence, flexibility of thinking, self-esteem, seeking support. Self-reinforcement.

Behavioral resistance - activity and flexibility of behavior, restructuring of behavior, activation of behavior and activities.

3. Social level: social roles of position and attitude, attitude towards other people. For example, on the positive pole - role certainty, high status, and on the negative - role uncertainty, low status.

4. Spiritual level. We refer three psychological resources to this level.

Rational belief is the belief that there are many real opportunities need to discover these opportunities in time.

Mental strength is courage. Spinoza understood spiritual strength as the ability to say “no” when the whole world wants to hear “yes”.

External (social) resources

combating professional burnout.

These resources include the sphere of professional activity, family life and “free time”.

Practice shows that the most stress-resistant is the one who receives positive emotions and support in the family, has a circle of reliable friends, a stable and attractive job that provides an opportunity for creativity, professional and personal growth and has an “outlet” in the form of a hobby or some kind of passion allowing you to feel that life is more than work. A person who has limited external resources to successfully counter burnout factors must have strong internal resources. It has been observed that optimistic and cheerful people burn out less. With a thoughtful and caring attitude to personal resources of resistance to stress, the process of burnout can not only be stopped, but also transformed into a productive and joyful “burning without fading”.

Reflection: carried out with a cup of herbal tea

Did you recognize any new information? What did you get from the lesson? Where can you use the new knowledge? Were your expectations justified?

Group training:

How to live full life and “not burn out” at work.

Target: provide information on modern stabilization techniques and techniques emotional state teachers.

1. To teach teachers practical skills to deal with the syndrome of practical burnout”
2. To create in the group an atmosphere of emotional freedom and openness, friendliness and trust in each other.
3. To form professional qualities: communication skills, reflection, empathy.

Equipment: music center, disc with relaxation music “Nature”: “Early morning in the forest”, “Early morning concert”, “Morning in the mountains”, “Monastery ringing in the valley”, “Small forest stream in May”, collection of herbs for herbal tea, aroma lamp, aroma oils,

The prevention of professional "burnout" requires psychological immunization, that is, the actualization of personal resources, which are thus immunity against "burnout" and other problems of the personality of an adult. Deep psychoprophylactic work makes it possible to teach a person psychohygienic behavioral skills, the ability to independently build the vector of his own life.

Lesson #2

Tasks of the day: to create in the group an atmosphere of emotional freedom, openness, friendliness and trust in each other; to form professional qualities: communication skills, reflection, empathy.

"Broken phone"

Target:

• team building, stress relief of participants, reduce the distance in communication;
• contribute to the creation of a positive emotional unity of the group.

Instruction: participants stand in a column one at a time, the leader stands at the end of the column. All participants turn their backs to him. With a tap on the shoulder, he offers to turn to face him in front of the standing participant. Then he gestures to show some object (balloon, watch, etc.), the first participant turns to face the second and also claps him on the shoulder and asks him to turn around and shows the object, the second passes to the third and so on. The last participant names the subject.

Conditions: everything is done silently, only with gestures, but you can ask to repeat, the participants should not turn around until the previous participant slaps him on the shoulder.

Reflection:

How are you feeling? What did you feel during the exercise? What was difficult for you to do and how did you deal with it? What did you discover new?

Characteristics of a person according to the presented photo

Target: development of thought processes and the development of the ability to listen and hear your intuition.

Instruction: choose any of the proposed photos, look at it carefully and make a description of the person you see in this photo.

Reflection:

Impressions from the work done; possible difficulties encountered during the assignment; findings that were made during the exercise.

Letters of Wishes

Target: developing the ability to give and receive feedback.

Instruction: the host distributes a sheet of paper to the group members, which he offers to attach to each other's backs and asks to write wishes to those who want to.

Then the group members read letters addressed to them - wishes.

Reflection:

In the discussion, participants share their impressions about how they feel now, when they read the wish letter and when they wrote wishes to other group members.

Mastering the technique of intonation and facial expressions

Multiple studies of psychologists have confirmed the fact that any information is transmitted not only by words, but also through intonation, gestures, posture, gait, facial expressions of the speaker.

Target: development of the simplest communication skills, the ability to attract the attention of others by means of facial expressions, pantomime, the transfer of emotional states.

Instruction:

A) say with different intonations in the voice the words: “Hello”, “Goodbye” - loudly, quietly; briefly, stretched; stammering, persuasively, affirmatively; enthusiastically, thoughtfully; defiantly, mournfully; gently, rudely; ironically, playfully, viciously; the tone of a responsible worker; disappointed solemnly, etc.
B) enter as a deep old woman, ballet dancer, soldier, etc.
C) smile like a winner; defeated; a toady, a boss, a boss to a subordinate, a mother to a baby.

Reflection:

“Strawberry meadow”

The presenter tells that in cases when you experience tension, “tightness”, anxiety, you can help yourself by relaxing with the help of simple techniques that help not only feel more comfortable and calmer, but also create conditions for more balanced, deliberate behavior, which does not prejudice the interests of another person. Then he conducts relaxation exercises.

Target: removal of psycho-emotional stress of participants.

Instruction: sit comfortably in a chair, close your eyes. Imagine that you are mentally transported to a strawberry field as if it were in front of you. Strawberries are ripe, they are around, they are everywhere. Stay in this field. Try strawberries. Do what you want to do in the field. Or do nothing, just be there.”

Reflection:

How are you feeling? What emotions did you experience during the exercise? What did you discover new?

“Wish in a circle”

Target:

Instruction: a stressful situation can mobilize for productive activity, but it can also cause various negative feelings in us, such as resentment, anger, a feeling of despair, and others. The most important thing is to speak up. If this is not possible, then you can put your feelings and thoughts on paper (write or draw something).

Reflection:

You have the opportunity to express what you did not have time to say before

Lesson #3

“Unusual greeting”

• to continue the work of uniting the team, relieving the tension of the participants, reducing the distance in communication;
• creating a positive emotional unity of the group.

Instruction: the group sits in a circle. The first participant gently, affectionately touches the neighbor and greets him. The second sends greetings to the third, and so on to all participants in the training.

Reflection:

How did the participant feel when they sent or received the neighbor's greeting?

Golden and black chair

Target: development of skills to openly express one's opinion and listen to the opinion of other group members about oneself.

Instruction: The facilitator invites the group members to find out the opinion of other members about them. He recommends speaking about each other in approximately the following form: “I’m not pleased when you do or say this and that, I have such feelings, and it seems to me that it could be this and that— That. Definitions of “good”, “bad” should be avoided.

One of the participants, at will, goes to the center of the circle and chooses a chair on which he will sit, if he sits on a golden chair, then everyone compliments him, and if he sits on a black chair, then the rest take turns saying “I say” then, what is not pleasant to them in this person.

Reflection:

In the discussion, the participants share their impressions, how have their feelings towards each other changed after this exercise? How did you feel when you listened or expressed your opinion?

Find and shut up

Target: develop intuition, the ability to concentrate visual attention, restrain emotions.

Instruction: Group members turn away, close their eyes, or leave the room. The facilitator places the toy so that it is in the field of view of the participants. The group silently searches for the toy. The finder silently and in no way showing the mind that he has found, sits down in his place. The fewer seekers remain, the more difficult it is to find an item.

Reflection:

In the discussion, participants share their impressions about what helped to find the object, about how they felt at the moment when they found the object and how were they able to hide this feeling? What attracted attention in the behavior of the rest of the group.

The cat that walks...

Target: developing the skills of expressive use of facial expressions and gestures necessary for the teacher in his daily life.

The facilitator says that many people are afraid to seem ridiculous, ridiculous to others, and asks the participants who knows this feeling. The following game is offered as a means of getting rid of this fear.

Instruction: Everyone stands in a circle, leaving more space in the center. Participants are invited to alternately walk through the circle, but not with a normal gait. If the person is at a loss, invite him to pass like a spy (sneak, tiptoe), like a supermodel, like a soldier, like a thief, like a tough guy, like, etc.

Reflection:

What can a person's gait express: his emotions? His profession? How does gait, facial expressions, gestures react to different styles of behavior?

Target: Removing the psycho-emotional stress of the participants.

Instruction:

1. Lie down (in extreme cases, sit comfortably in a quiet, dimly lit room. Clothing should not restrict your movements.
2. Close your eyes and breathe slowly and deeply. Inhale and hold your breath for about 10 seconds. Exhale slowly, watch the relaxation and mentally say to yourself: “Inhale and exhale - like an ebb and flow.” Repeat this procedure 5-6 times. Then rest for about 20 seconds.
3. With an effort of will, reduce to 10 seconds, then relax, renounce everything, don’t think about anything.
4. Try to imagine, as concretely as possible, a feeling of relaxation penetrating you from your toes through your calves, thighs, torso to your head. Try to yourself: “I calm down, I am pleased, nothing disturbs me.”
5. Imagine that the feeling of relaxation pervades all parts of your body. You feel how the tension leaves you, you feel that your shoulders, neck, facial muscles are relaxed (the mouth may be slightly open). Lie still like a rag doll, enjoy the feeling you experience for 30 seconds.
6. Count to 10, mentally telling yourself that with each successive number, your muscles will relax more. Now your muscles are more relaxed. Now your only concern is to enjoy the state of relaxation.
7. There is an "awakening". Count to 20. Say to yourself: “When I count to 20, my eyes will open and I will feel alert, while I realize that the feeling of tension has disappeared.”

Reflection:

How are you feeling? What did you feel during the exercise?

save positive emotions for the whole next day.

Exercise “What I almost forgot”

Target: to give an opportunity to say what they did not have time to say or discuss during the group work.

Instruction: Before we all part, I would like to give you an opportunity to say what you did not have time to say or discuss during the group work. Close your eyes for a moment and sit comfortably... Imagine what you didn't have time to say or discuss during the group's work. Close your eyes for a moment and sit comfortably.. Imagine that you are returning home and remembering the band… The faces of the members and the situations you experienced are flashing through your head, and suddenly you realize that for some reason you didn’t do or say something… You regret it... What is left unsaid, now open your eyes.

Reflection.

You have the opportunity to express what you did not have time to say before.

You learned in class that “burnout” should not be considered inevitable. It is necessary to take certain preventive steps that can prevent, weaken and eliminate its occurrence. It is necessary to awaken personal resources that help overcome life and work stresses. If the degree of “burnout” is high, along with “self-help” methods, it is advisable to seek support from specialist psychologists.

Reflection training

What did you get from the training?

Were your expectations justified?

What is your mood?

Literature:

1. Babich O.I. Prevention of the syndrome of professional burnout of teachers: diagnostics, trainings, exercises / O.I Babich - Volgograd: Teacher, 2009. - 116 p.
2. Vodopyanova N.E. Burnout syndrome: diagnosis and prevention / N.E. Vodopyanov. - St. Petersburg: Peter, 2005. - 184 p.
3. Mitina L.M. Intellectual flexibility of the teacher: Psychological content, diagnostics, correction / L.M. Mitina. – M.: 2003. – 312 p.
4. Roginskaya T.I. Burnout syndrome in social professions / T.I. Roginskaya. Psychological journal - M .: 2002. - No. 3 - p. 85–95.
5. Semenova E.M. Training of emotional stability of the teacher / E.M. Semenova - M .: Publishing house of the Institute of Psychotherapy, 2002. - 211p.
6. Rychkova V.V. Formation of emotional stability of the teacher / V.V. Rychkova - Chita: CHIPKRO, 2005. - 75 p.

Rules adopted by a group of educators participating in the training.

1. Don't be late.
2. Take care of the privacy of the life of the group.
3. Strive to be an active participant in what is happening.
4. Do not give up the right to say “no” and the right to decide how to behave. How to act in a given situation.
5. If possible, be sincere, provide reliable information.
6. To have the right to receive support, help from the group.
7. Strive to listen to the speaker, trying not to interrupt.
8. Have the right to express their opinion on any issue.
9. Speak out only on your own behalf and about what is perceived, felt, experienced, happening here and now.
10. Do not talk about those present in the third person.

1. Take care of your mood and positive life mood, master the skills of self-hypnosis of the “joy of the day”, the joy of the work performed.
2. Rejoice in any of your achievements. “Nothing is more discouraging than failure; nothing approves more than failure.” Even after a crushing defeat, the best way to combat the depressing thought of failure is with the help of memories of past successes.
3. Do not put off important things for a long time, because the stress of “in-progress” will drain your resources.
4. It is important to learn how to say “no” and only after that take on large volume work.
5. Constantly strive to win love, but still do not make friends with a rabid dog.
6. Recognize that perfection is impossible, but there is a pinnacle in every kind of achievement. Strive for it and be content with it.

Plan of the event:

1. What does the term “professional burnout syndrome” mean?
2. Symptoms of “professional burnout”
2.1 Emotional burnout.
2.2 Depersonalization.
2.3 Anxiety and depression.
3. Development phases of “professional burnout”
3.1 Phase of resistance
3.2 Voltage phase
3.3 Exhaustion phase
4. Factors causing the syndrome of "professional burnout".
4.1 Status-role factors
4.2 Corporate (professional) factors
5. Interaction of “burnout” factors and resources to counteract “burnout”
5.1 Internal (personal)
a) physiological
b) psychological
c) spiritual
5.2 External (social)
6. Diagnostic study of the syndrome of "professional burnout" among teachers of orphanage No. 3
6.1 Test “Level of subjective control”
6.2 Methodology "Express - assessment of professional burnout"
6.3 Chronic fatigue screening questionnaire