Emotional burnout. Causes and factors of burnout among teachers
Pedagogical activity is full of various situations and various factors that carry the potential for increased emotional response.
The unfavorable effects of stressful factors cause teachers a dual kind of stress: information stress (associated with information overload, the need for quick decision-making with a high degree of responsibility for the consequences) and emotional stress (the occurrence of emotional shifts, changes in the nature of activities, behavioral disorders). The behavior of teachers is often characterized by increased tension. After working for 15 years, the teacher himself begins to feel constantly growing neuroticism, exhaustion.
At the end of the 20th century, the interest of researchers was attracted by the type of professional chronic condition of persons working with people, which was called the phenomenon " emotional burnout».
Professional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energy and personal resources of a working person.
The term "emotional burnout" (burnout) was introduced by the American psychiatrist H.J. Freudenberg to characterize the psychological state healthy people, who are in intensive and close communication with clients in an emotionally rich atmosphere (7).
By definition, K. Maslach, burnout at work is a syndrome of emotional exhaustion, depersonalization and a decrease in the level of personal achievements, which is often experienced by representatives of professions that require very intense interpersonal contacts.
VV Boyko notes that emotional burnout is a psychological defense mechanism developed by a person in the form of a complete or partial exclusion of emotions in response to psycho-traumatic effects. (1).
According to the definition of Filin S., Formanyuk T.V. burnout is a work-induced human condition characterized by mental, physical and emotional exhaustion a work-induced human condition characterized by mental, physical and emotional exhaustion (29).
Initially, emotional burnout was defined as a state of exhaustion, exhaustion with a sense of one's own uselessness. Pelman, Hartman summarized many definitions of "burnout", identified three main components: emotional and (or) physical exhaustion, depersonalization and reduced work productivity.
Emotional exhaustion:
- feeling of emotional overstrain;
- feeling of emptiness;
- exhaustion of own resources.
- the emergence of an indifferent and negative attitude towards people;
- formality of contacts.
- decrease in self-assessment of one's competence;
- dissatisfaction with oneself;
- negative attitude towards yourself.
Jackson S. and Maslach K. the most characteristic manifestations of burnout syndrome include:
- feeling emotionally exhausted or exhausted;
- inability to work with full dedication of forces;
- dehumanization, negativism towards dependent people;
- negative self-perception in professional terms (reduction of personal achievements).
Emotional burnout is a dynamic process and occurs in stages, in accordance with the mechanism of stress development. Each stage is characterized by individual signs, or symptoms of increasing emotional burnout.
1. Phase "Nervous (anxious) tension"- it is created by a chronic psycho-emotional atmosphere, a destabilizing situation, increased responsibility.
Anxiety stress includes several symptoms:
- the symptom of "experiencing psycho-traumatic circumstances" - is manifested by an increasing awareness of the psycho-traumatic factors of professional activity, which are difficult or not at all eliminated;
- a symptom of “dissatisfaction with oneself” - as a result of failures or inability to influence psychotraumatic circumstances, a person is dissatisfied with himself, with his chosen profession, position, the energy is directed at himself;
- a symptom of "being driven into a cage" - occurs when psychotraumatic circumstances are very pressing and it is impossible to eliminate them, a person has a feeling of hopelessness;
- a symptom of "anxiety and depression" - a feeling of dissatisfaction with work and oneself generate energy stresses in the form of experiencing situational or personal anxiety, disappointment in oneself, in one's chosen profession. This is the extreme point in the formation of anxious tension in the development of emotional burnout.
The formation of protection with the participation of emotional burnout occurs against the background of the following phenomena:
- the symptom of "inadequate selective emotional response" is manifested in emotional callousness, impoliteness, indifference;
- the symptom of "emotional and moral disorientation" is manifested in the need for self-justification, when a person, not showing a proper emotional attitude towards the subject, defends his strategy;
- a symptom of "expanding the sphere of saving emotions", when this form of protection is carried out outside of professional activity - in communication with relatives, friends and acquaintances, a person is oversaturated with human contacts, experiences a symptom of "poisoning by people";
- the symptom of "reduction of professional duties" manifests itself in attempts to lighten or reduce responsibilities that require emotional costs.
- the symptom of "emotional deficit" occurs when a professional feels that emotionally he can no longer help the subjects of his activity. Sharpness, rudeness, irritability, resentment, whims - complement this symptom;
- a symptom of "emotional detachment" - a person almost completely excludes emotions from the sphere of professional activity. It testifies to the professional deformation of the personality;
- a symptom of "personal detachment, or depersonalization" - there is a complete or partial loss of interest in a person - the subject of professional activity;
- a symptom of "psychosomatic and psychovegetative disorders" - a symptom manifests itself at the level of physical and mental well-being. The transition of reactions from the level of emotions to the psychosomatic level indicates that emotional protection - "burnout" - can no longer cope with stress on its own, and the energy of emotions is redistributed between other subsystems of the individual. Thus, the body saves itself from the destructive power of emotional energy.
K. Maslach (6) distinguishes three stages professional burnout:
FIRST STAGE:
- begins by muffling emotions, smoothing out the sharpness of feelings and the freshness of experiences; the specialist unexpectedly notices: everything seems to be fine so far, but it is boring and empty at heart;
- positive emotions disappear, some detachment appears in relations with family members;
- there is a state of anxiety, dissatisfaction; returning home, more and more often I want to say: “Do not interfere with me, leave me alone!”.
- misunderstandings arise with clients, a professional in the circle of his colleagues begins to speak with disdain about some of them;
- dislike begins to gradually manifest itself in the presence of clients - at first it is hardly suppressed antipathy, and then outbursts of irritation. Such behavior of a professional is an unconscious manifestation of a sense of self-preservation of communion that exceeds a level that is safe for the body.
- ideas about the values of life are dulled, the emotional attitude to the world is “flattened”, a person becomes dangerously indifferent to everything, even to his own life;
- such a person, out of habit, may still retain outward respectability and a certain aplomb, but his eyes lose the luster of interest in anything, and an almost physically palpable cold of indifference settles in his soul.
The manifestation of the state of emotional burnout in pedagogical activity has a number of distinctive features:
- high emotional involvement in activities;
- rigid time frames (lesson, quarter, academic year);
- lack of awareness of the feedback between the learning process and the result obtained, the discrepancy between the results and the forces expended;
- strict control by the administration and responsibility to parents, society as a whole for the result of their work;
- unregulated organizational moments in pedagogical activity (load, schedule, office, moral and material incentives).
Psychophysical symptoms:
- a feeling of constant 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;
- decrease in susceptibility and reactivity in conjunction with changes in the external environment (lack of curiosity reaction to the novelty factor or fear reaction to a dangerous situation);
- general asthenia (weakness, decreased activity and energy, deterioration of blood biochemistry and hormonal parameters);
- frequent causeless headaches; persistent disorders of the gastrointestinal tract;
- sudden weight loss or sudden weight gain;
- complete or partial insomnia;
- constant inhibited, drowsy state and desire to sleep throughout the day;
- shortness of breath or shortness of breath 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.
- indifference, boredom, passivity and depression (low emotional tone, feeling of depression);
- increased irritability to minor, minor events;
- frequent nervous breakdowns (outbursts of unmotivated anger or refusal to communicate, withdrawal into oneself);
- constant experience negative emotions for which there are no reasons in the external situation (feelings of guilt, resentment, shame, suspicion, constraint);
- feeling of unconscious anxiety and increased anxiety (feeling that "something is not right");
- a feeling of hyper-responsibility and a constant feeling of fear that “it won’t work out” or “I won’t cope”;
- a general negative attitude towards life and professional prospects (like “no matter how hard you try, nothing will work out anyway”).
- a feeling that the work is getting harder and harder and harder and harder to do;
- the employee noticeably changes his working mode (increases or reduces the time of work);
- constantly, unnecessarily, takes work home, but does not do it at home;
- the leader finds it difficult to make decisions;
- feeling worthless, disbelief in improvement, decreased enthusiasm for work, indifference to results;
- failure to fulfill important priorities and "getting stuck" on small details, spending most of the working time in a little conscious or unconscious performance of automatic and elementary actions inappropriate for official requirements;
- distancing from employees and customers, increasing inadequate criticality;
- alcohol abuse, a sharp increase in cigarettes smoked per day, the use of narcotic drugs.
According to Formanyuk T.V. (1994) the three main factors that play a significant role in "burnout" include the following factors: personal, status-role and professional-organizational.
Analyzing the works of Rogers D., Dobson S. Metz, Perlman and Hartman, Vodopyanova N.E. and others revealed that Personal risk factors for burnout include:
- tendency to introversion;
- reactivity - a characteristic of temperament, manifested in the strength and speed of emotional response;
- low or excessively high empathy;
- rigidity and authoritarianism in relation to others;
- low levels of self-esteem and self-esteem.
- role conflict;
- dissatisfaction with professional and personal growth;
- low social status;
- role behavioral stereotypes;
- rejection in the reference group;
- the duration and intensity of the workload in situations of intense business communication;
- dissatisfaction with the psychological atmosphere in the organization;
- injustice and inequality of relationships in the organization;
- negative or "cold" relationships with colleagues, lack of corporate cohesion, weak organizational culture;
- interpersonal conflicts;
- lack of administrative, social and professional support;
- tight control;
- detachment from decision making.
- high saturation of the working day with communication;
- a large number of contacts of different content and emotional intensity;
- high responsibility for the result of communication;
- a certain dependence on communication partners;
- conflict or tense situations of communication;
- the need to quickly adapt to new people and rapidly changing professional situations;
- high demands on self-control.
moral development and education of the personality of a citizen of Russia. - M.: Education, 2010.
3. Karaborcheva M.A., Tetus O.V. How to avoid fatigue and stress in the professional activities of a teacher // Health is the basis of human potential: problems and ways to solve them. 2014. V. 9. S. 263-264.
Key words: healthy lifestyle, occupational diseases, health maintenance program.
Key words: healthy way of life, work related illnesses, a program of keeping healthy. UDC 159.923.2
Grechishcheva L.S., Khorosheva O.A., Ignatova S.P.
PROFESSIONAL "BURNOUT" OF THE TEACHER2
GBOU school No. 580 of the Primorsky district of St. Petersburg, [email protected] ru, [email protected] ru, [email protected]
Recently, educational reforms have been rapidly taking place in society, which should not only carry a great developmental and educational potential, but should also preserve the health of all participants. educational process. Mastering the new content of academic subjects, new forms and methods of teaching, searching for effective ways of education, implementing the humanistic paradigm, the need to take into account the very rapid changes taking place in society and the information field of the subject being taught - all this can only be done by a psychologically healthy, professionally competent, creatively working teacher . After all, the psychological health of his students largely depends on the health of the teacher. To date, the latter task remains difficult to accomplish.
The term "burnout" appeared, which in Russian psychological literature translated as "burnout" or "combustion". Currently, there is a single point of view on the essence of professional burnout and its structure. According to modern data, "mental burnout" refers to a state of physical, emotional, mental exhaustion,
2 Grechischeva L.S., Horosheva O.A., Ignatova S.P. Professional burning out teacher
manifested in professions emotional sphere. This is a response to stress. V.V. Boyko believes that burnout is a psychological defense mechanism developed by a person in the form of a complete or partial exclusion of emotions in response to selected psycho-traumatic effects. Currently, this syndrome has been awarded diagnostic status.
It is important to note that the authors of articles and works on the emotional burnout of teachers speak ambiguously about it. In one case, as a professional deformation, which negatively affects the professional activities of teachers, and in the other, as a psychological defense mechanism that allows you to regulate the psyche and protect it from negative emotional influences. There is also a point of view according to which teachers with high creative potentials are less likely to experience deterioration in psychological and physical health.
Boyko V.V. cites the following data: out of 7300 teachers of secondary schools, the risk and increased risk of pathology of the cardiovascular system was noted in 29.4% of cases, cerebrovascular disease in 37.2% of teachers, 57.8% of the examined have disorders of the gastrointestinal tract . All identified somatic pathology is accompanied by a clinic of neurosis-like disorders. Neurotic disorders were revealed in 60-70% of cases. This side of the health of teachers is due to many social, economic, housing and physiological factors: a large number of social contacts during the working day, the inability to choose students, the lack of emotional relaxation, physical inactivity, increased stress on the visual, auditory and vocal apparatus, extremely high responsibility, underestimation
among management and colleagues of professional significance, the need to be in "form" all the time.
Possible manifestations of tension are: agitation, increased irritability, anxiety, muscle tension, clamps in various parts of the body, increased breathing, palpitations, increased fatigue. Although there may be other individual manifestations of it. When a certain level of tension is reached, the body begins to try to defend itself.
The syndrome of professional burnout includes three main components:
^ Emotional exhaustion is felt as emotional overstrain, emptiness, exhaustion of one's own emotional resources.
^ Depersonalization - a tendency to develop a negative, soulless attitude towards stimuli. The impersonality and formality of contacts is increasing.
^ Reduction of personal (personal) achievements - a decrease in the sense of competence in one's work, dissatisfaction with oneself, a decrease in the value of one's activity, negative self-perception in the professional sphere.
With this in mind, the topic of our practical research was chosen.
The diagnostic tool for this study was the method of diagnosing the level of emotional burnout by V.V. Boyko, which allows you to assess the phase of emotional burnout and the severity of certain symptoms in each phase.
The object of this study was 30 teachers, and the subject was the degree of professional burnout of teachers.
4 of them have work experience up to 10 years, 11 - from 10 to 20 years,
10 - from 21 to 30 years old
5 - from 31 to 40.
27 study participants were women and 3 men.
The age range of the subjects was from 23 to 65 years. Average age was 43.5 years, and the average length of service was 18.5 years.
The purpose of the study was to determine the level of emotional burnout of teachers and the factors that cause it.
Achieving this goal involves solving the following tasks:
To study the syndrome of emotional burnout in theoretical sources;
Conduct a diagnosis of emotional burnout among teachers working at school;
Conduct a study of personal and organizational factors initiating burnout syndrome among teachers;
Analyze and describe the results of the study.
The hypotheses of the study were the following assumptions:
^ the syndrome of emotional burnout develops in the course of a long-term professional activity of a teacher;
^ the formation of the syndrome of emotional burnout is influenced by both the personal qualities of teachers and the organizational characteristics of their activities. The study studied the phases of stress development:
1. Phase of tension - is a harbinger and a "triggering" mechanism in the formation of emotional burnout.
2. Phase resistance - the isolation of this phase into an independent one is very conditional. In fact, resistance to growing stress begins from the moment the tension appears. A person strives for psychological comfort and therefore tries to reduce the pressure of external circumstances.
3. Phase of exhaustion - characterized by a drop in the overall energy tone and weakening nervous system. "Burnout" becomes an integral attribute of the personality.
Each of these phases has separate symptoms. The stress phase includes:
1) experiencing psychotraumatic circumstances;
2) dissatisfaction with oneself;
3) "Caged in a cage";
4) anxiety and depression.
The "resistance" phase consists of symptoms:
1) inadequate emotional selective response;
2) emotional and moral disorientation;
3) expansion of the sphere of economy of emotions;
4) reduction of professional duties.
Symptoms of the "exhaustion" phase are as follows:
1) emotional deficit;
2) emotional detachment;
3) personal detachment (depersonalization);
4) psychosomatic and psychovegetative disorders.
In general, the results of the study can be presented in the form of a table. Thus, we can conclude that 100% of the surveyed teachers have developing and established symptoms of emotional burnout. 47% of teachers find dominant symptoms in the "tension" phase, 78% in the "resistance" area and 17% - "exhaustion".
No. The name of the syndrome of emotional burnout is not formed developing established dominant
1. "Voltage":
a) experiencing psychological trauma - 47% 20% 13% 20%
circumstances;
b) dissatisfaction with oneself; 60% 33% 3% 3%
c) "Caged in a cage"; 67% 17% 1% 7%
2. 2. d) anxiety and depression 53% 30% 3% 17%
"Resistance":
a) inadequate emotional 17% 43% 17% 23%
selective response;
b) emotional and moral 57% 13% 20% 1%
disorientation;
c) expanding the scope of savings 70% 17% 7% 7%
d) reduction of professional 30% 10% 17% 47%
a 3. duties
"Exhaustion":
a) emotional deficit; 57% 30% 7% 7%
b) emotional detachment - 60% 30% 7% 3%
c) personal detachment; 70% 13% 7% 7%
d) psychosomatic and psycho- 73% 13% 7% -
autonomic disorders
An analysis of the quantitative indicators of the phases of emotional burnout shows that 40% of teachers have an unformed “stress” phase, 30% have a “resistance” phase, and 83% have an “exhaustion” phase.
The following are in the formation stage: the "tension" phase - in 37%, the "resistance" phase - 47% and the "exhaustion" phase - 10%.
The "tension" phase was formed in 13% and the "resistance" phase - in 20%, the "exhaustion" phase - in 7%.
The “tension” phase is formed in 4 women (13%) and in 11 women (37%) it is in the formative stage. Their work experience is from 13 to 21 years. All of them have a higher education, a big workload and a class management. The “resistance” stage in this group is at the stage of formation, only one teacher has it formed (total score 99). The “exhaustion” phase in this group was not formed in 9, and in two it is in the formative stage.
The results of 10 people (33%) in the study group showed that they did not form all three phases (one had only the “resistance” phase in the formation stage). This group includes teachers with different experience and in different age categories. Two of them are men with an average hourly workload and no classroom management. In this group, work experience from 2 to 33 years.
11 people (37%) - the "tension" and "resistance" phases are in the formation stage, and the "exhaustion" phase is not formed. Work experience from 2 to 33 years.
Teachers with 2-5 years of experience. Age limits in this group are 23-29 years. Two out of four (7%) score very high in all three phases. A possible cause of burnout at this age may be a discrepancy between the expectations associated with the profession and reality. One source of these expectations is a set of beliefs about professionals and their work that are embedded in us by society. For example, we expect that once a professional has completed his training, he automatically becomes competent. And, of course, young teachers themselves expect competence from themselves. They feel inadequate when faced with situations for which they were not prepared.
Based on the data obtained, it can be concluded that one of the main factors provoking the professional burnout of teachers is a large hourly workload and simultaneous classroom management. In addition, it can be assumed that it matters what subject the teacher teaches. In our study, teachers whose subjects are included in the list of subjects of the Unified State Examination and the Unified State Examination had high indicators. The experience of pedagogical work does not have such an impact, because these studies show that burnout with a large hourly load also occurs in young professionals, while teachers with 25 years of experience may not have it at all or it manifests itself as a separate symptom.
Thus, the hypothesis put forward at the beginning of the study that the syndrome of emotional burnout develops as a result of a long professional
real activity was not confirmed. The formation and development of the syndrome of emotional burnout is associated with the presence of such personal characteristics in teachers as neuroticism, depression, isolation and shyness, femininity, and emotional lability.
The formation and development of the syndrome of emotional burnout is also influenced by other factors, for example, such as organizational ones. Thus, the internal factor in itself becomes such, being strengthened by the organizational factor.
From this, we can conclude that the hypothesis put forward at the beginning of the study that both personal and organizational factors influence the formation and development of the burnout syndrome is confirmed.
Knowledge of the stages and factors of the syndrome of professional burnout will allow teachers to take more seriously the timely prevention of the development of this syndrome. Prevention should be comprehensive, psychological, organizational, aimed at correcting mental disorders and, if necessary, improving the psychological climate in the team, optimizing the work of the teacher.
For prevention and assistance to teachers in overcoming the burnout syndrome, tips recommended by doctor D. Lake, called habits that allow you to take care of your psychosomatic health, can be offered:
1. Habits of proper nutrition;
2. Move a lot and exercise for 20-30 minutes three times a week.
3. Have proper breathing. If it is even and deep, diaphragmatic, then it acts in a calming way.
4. Mastering and daily use of relaxation techniques aimed at reducing physical, mental and emotional tension.
5. Life is interesting. Cultivate hobbies, develop versatile preferences, do not limit yourself to work, find different interests in life. Find time to take care of yourself.
6. Take breaks from work and actively relax. Cultivate a sense of peace. Do not let gloomy thoughts and bad mood destroy peace of mind and well-being.
7. Say "no" to bad habits.
8. Take care of a positive attitude for the whole day. Develop habits of positive self-suggestion and thinking, form positive attitudes and wishes.
9. "Grow a garden" at home, in the workplace, in the country, in the yard. Communication with wildlife, pets.
Literature
1. Ignatova S.P., Grechishcheva L.S. Design and research activity as a technology of health-saving pedagogy. // St. Petersburg, 2014, abstracts in the collection "Health is the basis of human potential: problems and ways to solve them" T.9, part 1.451 p., //
2. Boyko V.V. The energy of emotions in communication: a look at yourself and others. M.: Infor-mats. Ed. Dom Filin, 1996. - 256 p.
3.Practical psychodiagnostics. Methods and tests. Tutorial. Samara: Bahrakh Publishing House, 1998. - 672 p.
4. Mokhovikov A.N. Telephone counseling // Telephone of Trust / authors-compilers: Fedotova O.Yu., Sukhoverkhova Z.I. M .: State Committee of the Russian Federation for Youth Policy, Youth Institute "Democracy and Development", 1999. P. 133-138.
5.Larentsova L.I. The study of burnout syndrome in dentists // Clinical Dentistry, 2003, No. 4, pp. 82-86.
b. Orel V.E. The phenomenon of "burnout" in foreign psychology: empirical research and perspectives // Psychological Journal, 2001, V.22, No. 1, P.90-101.
How to deal with professional burnout?
Stress and a high pace of life accompany most of us throughout the year. In the spring, chronic fatigue is often added to this, caused by a lack of sunlight and vitamins. All this can lead to the so-called professional burnout syndrome. Even the most successful specialists are not immune from the loss of interest in the profession.
To prevent your once-favorite job from turning into hard labor, follow the advice of Superjob.ru.
groundhog day
As soon as you take your head off the pillow, you sluggishly wander into the bathroom, remembering with horror that today is only Tuesday, which means that the weekend is still far away. Standing in a traffic jam on your way to the office, mentally scold narrow roads, broken traffic lights and inattentive pedestrians. Already an hour after the start of work, you feel tired, any business requires serious tension from you. Everything annoys you - colleagues, boss, reports, emails and even a pen with the company logo. You look at your watch more and more in anticipation of the evening ...
Finally, the work day is over. After spending a couple more hours in a traffic jam or the subway, you return home, but you can’t cope with a bad mood even with your family. You go to sleep with the sad realization that tomorrow everything will be the same again.
Did you recognize yourself? Work no longer makes you happy, and communication with prospective clients does not inspire you? If you feel that life has turned into a continuous groundhog day, then most likely there is a so-called professional burnout syndrome - the depletion of the emotional resources of a working person against the background of chronic fatigue and stress. HR managers call this phenomenon demotivation.
At-risk groups
Who is more at risk of "burning out" at work? There are several risk groups. Firstly, these are specialists who work with people on a daily basis - teachers, doctors, journalists, PR people, account managers, recruiters, salespeople, etc. Agree, it’s not easy to meet with the most diverse representatives of humanity every day from year to year , listen carefully to them and try to help them, not always receiving gratitude in return.
Secondly, introverts can “burn out” at work, that is, those who keep all their experiences in themselves without splashing out emotions on others. Finding himself in a stressful or uncomfortable situation for himself, such a person will not express dissatisfaction for a long time, accumulating negativity. Chronic fatigue and professional burnout often become a natural consequence of this.
Finally, another category of workers who are at risk of burnout are perfectionists, that is, those who always strive to do their job the best. A "red" university diploma, successful independent projects, victories in professional competitions - all this is given to perfectionists not for beautiful eyes, but is the result of daily hard work. Several years of work with almost no days off often turn into a syndrome of professional burnout.
Who rests well, he works well
So, if you notice such signs as irritation in relation to your once beloved work, dislike for colleagues, a sense of routine, chronic fatigue, insomnia, or, conversely, drowsiness, lethargy, then it's time to take care of your condition. Otherwise (sadly, but this is a scientific fact), daily stress can lead to a serious deterioration in health - systematic headaches, gastritis, hypertension, heart problems, etc.
How to prevent this and regain simple joys - inspiration before starting a new business, satisfaction from what has been done, a real drive from work? It is best to start your own rehabilitation program with rest. How long have you been on vacation - with travel, sea, delicious food and sun? By the way, it has been proven that a long absence of the sun in itself provokes depression in people. What can we say about the mental state of office dwellers, sometimes for months "sunbathing" under the light of a computer monitor!
So take a vacation if possible. Beach or ski trips with children, fishing alone or a spa with a girlfriend, conquering mountain rivers or excursions to cities and countries - there are many ways to get new impressions and rejuvenate. Choose the one you like best.
Learn, learn and learn
A good remedy against professional burnout is an increase in the educational level. Think about what knowledge you lack in your work. In what direction would you like to develop? For example, if your specialty is PR and you are in charge of public relations in an investment company, why not move up a notch by acquiring an economics degree as well? Studying will not only drive away the blues, but also open up new horizons in your work, and provide an opportunity for career growth.
If you don’t need a second higher education, think about trainings, advanced training courses, seminars, conversational language clubs, etc. Sometimes even banal English courses give an amazing boost of energy: you meet new people, raise your language level, and at the same time take a break from work, because a change of activity is the best rest. In addition, investments in education are the most reliable.
Update workplace
A much simpler, but surprisingly effective way to combat burnout is to change your workplace. You can offer to swap places with a colleague, you can just move your table and chair a little. Throw away unnecessary papers, clean up your computer folders, dust where the cleaning lady doesn't, and you'll be surprised how much easier it becomes to breathe.
If possible, if it is not prohibited by company rules, add pleasant little things to this - for example, a houseplant in a pot, a photo of loved ones, etc. It will become much more pleasant to be at work. Of course, the fight against professional burnout is not limited to one cleaning at the workplace - this method is good in combination with others.
Workout
Scientists have proven that regular fitness classes contribute to the production of hormones of joy. Make time for sports in your busy schedule. Let it be what you love - Eastern dance or yoga, swimming or volleyball. The joy of movement will transform your life - more strength will appear, including for work. Even if you do not have the opportunity to regularly visit a sports club, do not deny yourself at least walking, cycling or rollerblading. Relax, recharge your batteries, and there the working mood will appear.
Talk to the boss
If you feel that, despite all the measures taken, you still don’t want to go to work, that you can’t do past labor exploits, it may be time for a frank conversation with your manager. Surely he has already noticed your mood and the decrease in the efficiency of your work. Explain that you are tired of the monotony (or, on the contrary, of excessive diversity) in your work, you want to change something in your life, you have sat in one place ...
An adequate boss will appreciate your frankness, especially since the motivation of the staff is most likely part of his duties. The boss may well help you: for example, provide more opportunities for creativity, send you on an interesting business trip, entrust a new project - in a word, make sure that you can show your talents to the maximum and feel ownership of the company's success.
change jobs
Finally, the last, most radical remedy for professional burnout is a job change. Sometimes it is better to sacrifice a place in the company than to bring yourself to a state of absolute rejection of the profession. So if, despite the efforts made, you do not see prospects for yourself, are tired of the routine, do not feel opportunities for self-realization, it may be time to post your resume on employment sites. And find a job that will give you pleasure.
Sincerely, Snezhana Pachko
METHODOLOGICAL DEVELOPMENT
SEMINAR-PRACTICAL
CLASSES FOR TEACHERS
"PROFESSIONAL "BURNOUT" OF TEACHERS: CAUSES AND PREVENTION"
Explanatory note.
The methodological development is intended for conducting a seminar-practical lesson for teachers on the topic "Professional "burnout" of a teacher: causes and prevention." The development includes materials for the development of teachers' ideas about the syndrome of professional burnout and its consequences, methods that allow class participants to identify signs of burnout, the degree of its severity on the basis of reflection, as well as exercises and recommendations of a preventive nature. A presentation is attached to the methodological development for visual support of the lesson.
This methodical development recommended to the teacher-psychologist of an educational institution for conducting classes with the teaching staff, can be used by managers educational institutions for the organization of preventive work, as well as teachers for the purpose of self-education.
Motivation
At present, the problem of professional burnout among specialists who, by the nature of their activities, are forced to carry out numerous and intensive contacts with other people remains relevant. In their work, they experience great neuropsychic stress, which manifests itself in gradual emotional fatigue and devastation, the development of stress. This risk group includes employees of the education system - teachers, psychologists, speech therapists.
The proposed methodological development is focused on providing psychological assistance and support to teachers who daily experience strong emotional and intellectual, and sometimes physical overload, which contribute to the manifestation of professional burnout syndrome in them. Theoretical and practical material of this development will help teachers to correctly assess their emotional resources, to realize possible reasons their dissatisfaction in their professional activities, identify possible ways and methods of self-regulation.
Event theme:"Professional "burnout" of teachers: causes and prevention".
Event goals:
· to acquaint teachers with the concept of professional burnout, the symptoms of its manifestation, the stages of formation, the causes and methods of prevention;
· to form in the teaching staff a favorable psychological microclimate that contributes to the preservation and strengthening of the mental health of teachers;
· to develop a system for the prevention of emotional burnout in the pedagogical environment;
· to form teachers' motivation for professional self-improvement of the individual.
Event organization form:workshop with training elements.
Visual and handout material: presentation, forms for work (Appendix No. 1), colored pencils, felt-tip pens, sheets of colored paper, printouts of V.V. Boyko (Appendix No. 3).
Participants of the event: educational psychologists.
Event duration: 60 minutes
Event plan.
Event stage | Members | ||
1. Organizational moment | Greeting the participants of the event, getting to know the topic of the lesson, voicing its goals. | Educational psychologists | |
2. Wish for the future | Teachers formulate wishes for themselves as a specialist for the next 5 years. | Educational psychologists | |
3. Exercise "Balance real and desirable" | Educators designate sectors within circles for the relationship of work, household chores and personal life in reality and in an ideal representation. A discussion is underway. | Psychologists. | |
4. Theoretical part | The teacher-psychologist introduces the participants to the concept of professional burnout, its impact on the effectiveness of the teacher's professional activity, and the components of the burnout syndrome. | Psychologists. | |
5. "Self-diagnosis field" | Teachers evaluate themselves by the severity or frequency of manifestation of one or another sign of burnout. A discussion is underway. | Psychologists. | |
6. Stages of professional burnout | Teachers get acquainted with the stages of professional burnout. | Psychologists. | |
7. Work Satisfaction Exercise | Teachers voice those barriers that prevent them from getting satisfaction from their professional activities, the significance of personal factors in the dissatisfaction of a specialist is determined. | Psychologists. | |
8. Exercise "8 associations" | Teachers select associations for the concept of "my work". A discussion is underway. | Psychologists. | |
9. Exercise "I work as a teacher" | Teachers portray themselves: at the beginning of their career, at present, in 5 years. A discussion is underway. | Psychologists. | |
10. Prevention of professional burnout | Teachers determine for themselves 10 things that give them pleasure, ways of effective self-regulation are determined | Psychologists. | |
11.Psychological support and feedback | Teachers formulate wishes for each other and impressions about the past lesson. | Psychologists. | |
12.Conclusion | Summarizing | Psychologists. |
Literature:
1. Monina G.V., Lyutova-Roberts E.K. Communicative training (teachers, psychologists, parents). - St. Petersburg: Rech Publishing House, 2006.
2. Romanova E.S., Gorohova M.Yu. Personality and emotional burnout. // Bulletin practical psychology education. - No. 1. - 2004.
3. Trunov D.G. "Burnout syndrome": a positive approach to the problem. // Magazine practical psychologist. - № 5. – 1998.
4. Filina S. On the "burnout syndrome" and safety in the work of teachers and other social professionals. // School psychologist - No. 36. - 2003.
EVENT SCENARIO
1. Greeting those present.
The teacher-psychologist offers teachers something to wish themselves as a specialist for the next 5 years (the wish is written on the form (Appendix No. 1, clause 1).
2. It is proposed to start the work by understanding what place professional and personal components occupy in our lives.
Exercise "Balance real and desirable"
Teachers are invited to work with images of circles (Appendix No. 1 p. 2):
In the first, focusing on internal psychological sensations, mark the sectors in what proportion are currently work (professional life), housework and personal life (travel, leisure, hobbies);
In the second - their ideal ratio.
Discussion: Are there any differences? What are they? Why did it happen? What are the consequences of these disagreements?
3. Theoretical part.
“In recent years, in Russia, as well as in developed countries, they are increasingly talking not only about professional stress, but also about the syndrome of professional burnout, or burnout, of workers.
What is burnout syndrome?
Professional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energy and personal resources of a working person.
Burnout syndrome is the most dangerous occupational disease of those who work with people: teachers, social workers, doctors, journalists, businessmen and politicians - all whose activities are impossible without communication. It is no coincidence that the first researcher of this phenomenon, Christina Maslach, called her book: “Emotional combustion is the price of sympathy.”
Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding "discharge" or "liberation" from them. It leads to the depletion of the emotional-energetic and personal resources of a person. From the point of view of the concept of stress (G. Selye), professional burnout is distress or the third stage of the general adaptation syndrome - the stage of exhaustion.
In 1981, A. Morrow proposed a vivid emotional image, reflecting, in his opinion, the internal state of an employee experiencing the distress of professional burnout: "The smell of burning psychological wiring."
Components of the burnout syndrome
The burnout syndrome includes three main components:
¨ emotional exhaustion- feeling of emptiness and fatigue caused by one's own work.
¨ Depersonalization(cynicism) - implies a cynical attitude towards work and the objects of one's labor.
¨ Reduction of professional achievements- the emergence of a sense of incompetence among employees in their professional field, the realization of failure in it.
4. Self-diagnosis field
Burnout is a long process. Its symptoms increase gradually, sometimes imperceptibly.
After filling in the table, the attention of those present is drawn to the independent selection of the type of symptoms in the section of which the largest number of filled cells is the problem area.
Stages of professional burnout
Burnout syndrome develops gradually. It goes through three stages (Maslach, 1982) - three flights of stairs to the depths of professional unsuitability:
FIRST STAGE:
It begins with a muting of emotions, smoothing out the sharpness of feelings and the freshness of experiences; the specialist unexpectedly notices: everything seems to be fine so far, but ... boring and empty at heart;
Positive emotions disappear, some detachment appears in relations with family members;
Forgetting some moments (“memory lapses”).
SECOND STAGE:
Decreased interest in work;
Decreased need for communication (including at home, with friends): “I don’t want to see anyone”;
Misunderstandings arise with students and colleagues, the teacher in the circle of his colleagues begins to speak with disdain about some of them;
Growing apathy towards the end of the week;
The appearance of persistent somatic symptoms (no strength, energy, especially towards the end of the week, headaches in the evenings, an increase in the number of colds);
Increased irritability, a person "turns on with a half turn."
THIRD STAGE:
Ideas about the values of life are dulled, the emotional attitude to the world is “flattened”, a person becomes dangerously indifferent to everything, even to his own life;
There is cognitive dysfunction (impaired memory, attention);
Sleep disturbances with difficulty falling asleep and early awakenings;
Personal changes, a person seeks solitude (it is much more pleasant for him to communicate with animals and nature than with people);
Such a person, out of habit, can still retain outward respectability and a certain aplomb, but his eyes lose the sparkle of interest in anything, and an almost physically palpable cold of indifference settles in his soul.
5. Job satisfaction.
Satisfaction with work is an important professional factor closely related to burnout.
Teachers are invited to answer the question: "What prevents you from getting satisfaction from your professional activities?". The enumerated barriers are written on the board, while the educational psychologist offers to analyze which factors this or that reason for dissatisfaction refers to - organizational or individual. Further, the attention of the participants is drawn to the fact that, according to the results of research, the leading role in the occurrence and development of burnout belongs to personal factors, which are a combination of individual psychological characteristics of a person.
Individual factors:
· Age
Gender (women)
· The level of education
Marital status (unmarried)
· Work experience
· Endurance
Locus of control
・Resistance style
· Self-esteem
Neuroticism (anxiety)
· Sociability
Organizational factors:
· Working conditions
Working overload
・Lack of time
· Working hours
· Independence in their work
· Feedback
Conclusion: we are looking for the reasons for our dissatisfaction with work in external circumstances, we do not think about our own role in professional burnout.
6. Exercise "8 associations"
Participants are invited to write down 8 associations for the words “my work” in the first column of the table (Appendix No. 1, clause 4). In the second column, associations are written to the 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, seventh and eighth. Thus, there are already four associations in the second column. 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 2 words. In the last column, one association is formulated for both words from the previous column.
So, each teacher got a figurative associative idea of his work.
Discussion: What association with work did you end up with? What is your attitude towards this association? How does this association affect the effectiveness of your professional activities and your job satisfaction?
As a result of the discussion, teachers should pay attention to how important a person’s attitude to their professional activity is, how significant its results are for a specialist.
7. Exercise "I work as a teacher"
The participants of the lesson are invited to portray themselves (Appendix No. 1, clause 5):
At the beginning of the career path (if the specialist has little work experience - his ideas about himself at the beginning of the professional path),
Currently,
After 5 years.
Discussion: What is the difference between the received images? Which image do you like more, why? Do you like the image of the present time, but the image of the future? Why? Does the image of the future contain those desires that you defined for yourself at the beginning of our meeting?
8. Prevention of professional burnout
How can we help ourselves avoid burnout? The most accessible as a preventive measure is the use of methods of self-regulation and self-recovery. This is a kind of safety precaution for professionals who have numerous and intensive contacts with people in the course of their professional activities.
Teachers are invited to write down 10 things that are pleasant for them and give them pleasure (i.e. answer the question “What gives me pleasure?”) (Appendix No. 1, p. 6). Further, this list must be ranked according to the degree of pleasure, accessibility and frequency of use, which will allow you to choose the most enjoyable and affordable activities. Participants take turns calling the most optimal way to restore the psycho-emotional state. As a result of the discussion, it can be concluded that teachers have the opportunity for self-regulation, but, for various reasons, do not.
An approximate list of ways to effectively self-regulate:
laughter, smile, humor;
Reflections on the good, pleasant;
various movements such as stretching, muscle relaxation;
looking at flowers in the room, the landscape outside the window;
inhalation fresh air;
Reading poetry
Expressing praise, compliments to someone just like that;
Listening to calm quiet music;
communication with spouse, children, grandchildren;
· needlework;
9. Homework : Teachers are invited to answer the questions of V.V. Boyko "Diagnosis of the level of emotional burnout" (Appendix No. 3). The results of the diagnostics will make it possible to outline the ways of individual consultative work of a teacher-psychologist with teachers.
10. Psychological support and feedback.
Teachers are given 2 sheets of tinted paper of different colors and are invited to write a message (wish) on one of them to the participant sitting on the right (the message should have a positive content). Messages are voiced and solemnly handed over. On the second sheet, each participant formulates an impression of the past lesson (it can have either a constructive or emotional orientation), if desired, some of them can be voiced.
Application No. 1
1. As a specialist for the next 5 years, I wish myself ...
Types of symptoms | Symptoms | Severity, frequency |
||||
behavioral | Resistance to going to work | |||||
Frequent tardiness | ||||||
Postponing business meetings | ||||||
Solitude, unwillingness to see colleagues | ||||||
Unwillingness to see pupils | ||||||
Reluctance to complete paperwork | ||||||
Formal performance of duties | ||||||
affective | Loss of sense of humor | |||||
Constant feelings of failure, guilt, self-blame | ||||||
Increased irritability | ||||||
Feeling bullied by management | ||||||
Indifference | ||||||
Powerlessness, emotional exhaustion | ||||||
Depressed mood | ||||||
cognitive | Thoughts about changing profession, leaving work | |||||
Weak concentration, distraction | ||||||
Rigidity of thinking, use of stereotypes | ||||||
Doubts about the usefulness of the work | ||||||
Disillusionment with the profession | ||||||
Cynical attitude towards pupils, colleagues | ||||||
Preoccupation with own problems | ||||||
physiologically | Sleep disturbance (insomnia/sleep) | |||||
Changes in appetite (lack/"jamming") | ||||||
Long-term minor ailments | ||||||
Susceptibility to infectious diseases | ||||||
Fatigue, rapid physical fatigue | ||||||
Headaches, gastrointestinal problems | ||||||
Exacerbation of chronic diseases | ||||||
Start of career Present time In 5 years
6. "What gives me pleasure?"
Thank you for your work!
Prevention of professional burnout includes:
1. Self-care and stress reduction:
Strive for balance and harmony, a healthy lifestyle, satisfaction of the need for communication;
Try to enjoy as much and as often as possible (relaxation);
Try to take your mind off work-related worries.
2. Transformation of negative beliefs, feelings of despair, loss of meaning and hopelessness:
Strive to find meaning in everything (both in significant life events and in familiar, everyday worries);
Strive to challenge your negative beliefs.
3. Level up your professional skills.
4. If you notice the first signs of burnout, first of all, admit that they are.
5. If you understand that burnout is already happening, you need to contact a psychologist in order to conduct special work on reacting to a traumatic experience.
WHAT TO DO AND WHAT NOT TO DO IN THE BURNOUT
DO NOT hide your feelings. Show your emotions and let your friends discuss them with you.
· DO NOT avoid talking about what happened. Take every opportunity to review your experience alone or with others.
· DO NOT let your feelings of embarrassment stop you when others give you a chance to speak or offer help.
· DO NOT expect the severe burnout condition to go away on its own.
Set aside enough time for sleep, rest, reflection.
· Be direct, clear, and honest about your desires by talking about them with family, friends, and at work.
· Try to keep the normal routine of your life as much as possible;
Try to use self-regulation methods more often.
Application №3
Methodology V.V. Boyko "Diagnosis of the level of emotional burnout"
The diagnostic technique reveals the degree of professional burnout.
Instructions for execution. Read the sentences and answer yes or no. Please note: if in the wording of the questionnaire in question about partners, that means the subjects of your professional activity - students, colleagues, administration and other people with whom you work daily.
Questions
1. Organizational shortcomings at work constantly make me nervous, worried, tense.
2. Today I am satisfied with my profession no less than at the beginning of my career.
3. I made a mistake in choosing a profession or profile of activity (I take the wrong place).
4. What worries me is that I began to work worse (less productively, qualitatively, more slowly).
5. The warmth of interaction with partners is very dependent on my mood - good or bad.
6. The well-being of partners depends little on me as a professional.
7. When I come home from work, for some time (two or three hours) I want to be alone so that no one communicates with me.
8. When I feel tired or tense, I try to quickly solve the partner's problems (curtail the interaction).
9. It seems to me that emotionally I cannot give my partners what professional duty requires.
10. My work dulls the emotions.
11. I'm frankly tired of human problems that you have to deal with at work.
12. Sometimes I have trouble falling asleep (sleep) because of work-related worries.
13. Interaction with partners requires a lot of stress from me.
14. Working with people brings less and less satisfaction.
15. I would change jobs if given the opportunity.
16. I am often frustrated that I cannot properly provide professional support, service, help to a partner.
17. I always manage to prevent the influence bad mood for business contacts.
18. It upsets me if something goes wrong in a relationship with a business partner.
19. I get so tired at work that at home I try to communicate as little as possible.
20. Due to lack of time, fatigue or stress, I often pay less attention to my partner than I should.
21. Sometimes the most ordinary situations of communication at work cause irritation.
22. I calmly accept the justified claims of partners.
23. Communication with partners prompted me to avoid people.
24. When I think about some work colleagues or partners, my mood spoils.
25. Conflicts or disagreements with colleagues take a lot of energy and emotions.
26. I find it increasingly difficult to establish or maintain contacts with business partners.
27. The situation at work seems to me very difficult, difficult.
28. I often have anxious expectations related to work: something must happen, how not to make a mistake, whether I can do everything right, whether I will be laid off, etc.
29. If a partner is unpleasant to me, I try to limit the time of communication with him or pay less attention to him.
30. In communication at work, I adhere to the principle “if you don’t do good to people, you won’t get evil.”
31. I like to tell my family about my work.
32. There are days when my emotional condition badly affects the results of work (I do less, quality decreases, conflicts occur).
33. Sometimes I feel that I need to be more responsive to my partner, but I can't.
34. I am very concerned about my work.
35. You give attention and care to your work partners more than you receive gratitude from them.
36. When I think about work, I usually feel uneasy: it starts to prick in the heart area, blood pressure rises, and a headache appears.
37. I have a good (quite satisfactory) relationship with my immediate supervisor.
38. I often rejoice when I see that my work benefits people.
39. Lately(or always) I am haunted by failures at work.
40. Some aspects (facts) of my work cause deep disappointment, plunge into despondency.
41. There are days when contacts with partners are worse than usual.
42. I take into account the peculiarities of business partners worse than usual.
43. Fatigue from work leads to the fact that I try to reduce communication with friends and acquaintances.
44. I usually show interest in the personality of a partner not only in connection with work.
45. Usually I come to work rested, refreshed, in a good mood.
46. I sometimes find myself working with partners without a soul.
47. At work, you meet such unpleasant people that you unwittingly wish them bad.
48. After talking with unpleasant partners I am deteriorating physically or mentally.
49. At work, I experience constant physical or psychological overload.
50. Success at work inspires me.
51. The situation at work in which I found myself seems hopeless (almost hopeless) to me.
52. I lost my temper due to work.
53. For last year there was a complaint (there were complaints) addressed to me by a partner (s).
54. I manage to save my nerves due to the fact that I don’t take much of what happens with my partners to heart.
55. I often bring home negative emotions from work.
56. I often work by force.
57. Before, I was more responsive and attentive to partners than now.
58. In working with people, I am guided by the principle: do not waste your nerves, take care of your health.
59. Sometimes I go to work with a heavy feeling: I’m tired of everything, I wouldn’t see or hear anyone.
60. After a busy day at work, I feel unwell.
61. The contingent of partners I work with is very difficult.
62. Sometimes it seems to me that the results of my work are not worth the effort that I spend.
63. If I had luck with my job, I would be happier.
64. I am frustrated because I have serious problems at work.
65. Sometimes I do things to my partners that I would not like to be treated.
66. I condemn partners who count on special indulgence, attention.
67. Most of the time I don't have the energy to do household chores after a day at work.
68. Usually I hurry time: I wish the working day would end soon.
69. The condition, requests, needs of partners usually concern me sincerely.
70. When working with people, I usually put up a screen that protects from other people's suffering and negative emotions.
71. Working with people (partners) was very disappointing for me.
72. To restore my strength, I often take medication.
73. As a rule, my working day passes calmly and easily.
74. My requirements for the work performed are higher than what I achieve due to circumstances.
75. My career has been successful.
76. I am very nervous about everything related to work.
77. Some of my regular partners I would not like to see and hear.
78. I approve of colleagues who devote themselves entirely to people (partners), forgetting about their own interests.
79. My fatigue at work usually has little effect (no effect) in communication with family and friends.
80. If an opportunity is given, I pay less attention to my partner, but in such a way that he does not notice it.
81. I am often let down by nerves in dealing with people at work.
82. In everything (almost everything) that happens at work, I have lost interest, a lively feeling.
83. Working with people had a bad effect on me as a professional - it pissed me off, made me nervous, dulled my emotions.
84. Working with people is clearly undermining my health.
1. Phase "Voltage"
Experience of traumatic circumstances:
1 (2), +13 (3), +25 (2), –37 (3), +49 (10), +61 (5), –73 (5)
Self dissatisfaction:
2 (3), +14 (2), +26 (2), –38 (10), –50 (5), +62 (5), +74 (3)
"Caged in a cage":
3 (10), +15 (5), +27 (2), +39 (2), +51 (5), +63 (1), –75 (5)
Anxiety and depression:
4 (2), +16 (3), +28 (5), +40 (5), +52 (10), +64 (2), +76 (3)
2. Phase "Resistance"
Inappropriate emotional selective response:
5 (5), –17 (3), +29 (10), +41 (2), +53 (2), +65 (3), +77 (5)
Emotional and moral disorientation:
6 (10), –18 (3), +30 (3), +42 (5), +54 (2), +66 (2), –78 (5)
Expanding the sphere of saving emotions:
7 (2), +19 (10), –31 (20), +43 (5), +55 (3), +67 (3), – 79(5)
Reduction of professional duties:
8 (5), +20 (5), +32 (2), - 44 (2), +56 (3), +68 (3), +80 (10)
3. Phase "Exhaustion"
Emotional deficit:
9 (3), +21 (2), +33(5), - 45 (5), +57 (3), - 69 (10), +81 (2)
Emotional detachment:
10 (2), +22(3), –34(2), +46(3), +58(5), +70(5), +82(10)
Personal detachment (depersonalization):
11(5), +23(3), +35(3), +47(5), +59(5),+72(2), +83(10)
Psychosomatic and psychovegetative disorders:
12(3), +24(2), +36(5), +48(3), +60(2), +72(10), +84(5)
DATA PROCESSING
In accordance with the key, the following calculations are carried out:
1. The sum of points is determined separately for each of the 12 symptoms of burnout, taking into account the coefficient indicated in brackets. So, for example, for the first symptom (experiencing psychotraumatic circumstances), a positive answer to question No. 13 is estimated at 3 points, and a negative answer to question No. 73 is estimated at 5 points, etc. The number of points is summed up and a quantitative indicator of the severity of the symptom is determined.
2. The sum of symptom scores for each of the three phases of burnout formation is calculated.
3. The final indicator of the burnout syndrome is found - the sum of the indicators of all 12 symptoms.
INTERPRETATION OF THE RESULTS
The technique gives detailed picture burnout syndrome. First of all, you need to pay attention to individual symptoms. The severity of each symptom ranges from 0 to 30 points:
9 points or less - uncomplicated symptom;
10–15 points - developing symptom;
16–19 points - an existing symptom;
20 or more points - symptoms with such indicators are dominant in the phase or in the entire burnout syndrome.
The next step in interpreting the results of the survey is understanding the indicators of the phases of stress development - "tension", "resistance" or "exhaustion". In each of them, the assessment is possible in the range from 0 to 120 points. However, comparing the points obtained for the phases is not justified, because the phenomena measured in them are significantly different: this is a reaction to external and internal factors, methods of psychological defense, the state of the nervous system. By quantitative indicators, it is legitimate to judge only how much each phase has formed, which phase has formed to a greater or lesser extent:
36 points or less - the phase has not formed;
Developed and compiled by a teacher-psychologist
training "Prevention of burnout syndrome in the professional activities of a teacher"
Tasks:
Creation of conditions conducive to the prevention of SEV;
Transfer of psychological knowledge about the syndrome of emotional burnout, its causes and ways to overcome it;
Development of communication skills, emotional sphere; solidarity and trust, removal of emotional stress;
Formation of skills of self-knowledge and self-development of the personality as a whole.
The number of participants is 15-20 people.
Equipment: sheets of paper, pens, paper stars, stapler, scissors, newspapers.
Course of the training:
Participants sit in a semicircle.
I am glad to see you at the training dedicated to the problem of """Emotional Burnout Syndrome for Teachers".
Scientific and practical interest in the burnout syndrome is due to the fact that this syndrome is a direct manifestation of the growing problems that are associated with the well-being of teachers, the efficiency of their work and the stability of the life of the entire team.
Emotional exhaustion refers to the feeling of emotional emptiness and fatigue caused by one's own work.
It is teachers who are the category that is most prone to burnout. This also includes:
People overloaded with responsibility, working long and hard;
Striving for indispensable success;
Having no interests outside of work or having too few of them;
Confident that they are the only ones capable of doing the job.
The working conditions of a teacher are the main causes of burnout, namely:
Stress caused by a multitude of requirements that are continuously added up in different areas of our life,
A hectic work environment that requires steady attention and tension, the only constancy of which is its constant volatility,
Not always a reasonable organization of work,
Inattention to your health.
I will not dwell on the theoretical foundations of this issue (because we have already considered this). I just want to remind you about the symptoms of burnout:
Exhaustion, fatigue;
Insomnia;
negative attitudes;
Neglect in 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, 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.
Exercise “Our expectations”(work in pairs)
Each of us expects something from a new business. What do you expect from this training? (Each participant writes down their expectations in the right column on the sheet).
What are you willing to invest in training? (Each participant writes down his contribution to the training on the right side of the sheet)
Participants read out their expectations from the training and their contributions.
What we have written down, of course, can change throughout the training. You may get something you didn't expect. Much will also depend on your activity. At the end of the training, you and I will have the opportunity to analyze your expectations.
In order for our communication to be effective, I propose to adhere to the following rules:
To be active;
Stick to time frames;
Don't criticize your neighbor
All ideas are good
feedback rule.
In order to warm up a little after a working day, I suggest that you performwarm-up exercise "Pencils".
The essence of the exercise is to hold the pencils between the fingers of the participants standing next to each other. First, the participants perform a preparatory task: having broken into pairs, they are located opposite each other at a distance of 70-90 cm and try to hold two pencils, pressing their ends with the pads of their index fingers. The task is given: without releasing pencils, move your hands up and down, back and forth.
After completing the preparatory task, the group stands in a free circle (the distance between neighbors is 50-60 cm), the pencils are clamped between the pads of the index fingers of the neighbors. Your task, without releasing the pencils, is to simultaneously perform the following tasks.
1. Raise your hands, lower them, return to their original position.
2. Stretch your arms forward, return to the starting position.
3. Take a step forward, two steps back, a step forward (narrowing and expanding the circle).
4. Sit down, stand up.
When performing the exercise, the participants are required to clearly coordinate joint actions based on non-verbal perception of each other. If each participant thinks only about their actions, then the exercise is almost impossible. It is necessary to build your actions taking into account the movements of partners.
What actions should each of the participants perform so that the pencils in the circle do not fall?
What helped you complete the exercise? What got in the way?
Psychologists believe that realizing what the problem is and verbalizing it means half solving it. Well done!
Dear Colleagues! Some time ago, we filled out a questionnaire in order to identify the possible degree of professional burnout.
Once again, I want to note that burnout occurs in stages and includes 3 stages of stress development:
1. tension - it is created by increased responsibility, a difficult contingent, a destabilizing work environment.
2. resistance - when a person tries to somehow protect himself from unpleasant impressions;
3. exhaustion.
And, of course, I want to say a few words about the manifestation of this syndrome in relation to the teachers of our school. Some time ago, a survey was conducted to identify the degree of possible burnout, in which ... people took part (analysis of the survey results).
And some research data...
Teachers with 10 to 15 years of experience have the highest burnout rates.
It can be assumed that this is due to the peculiarities of age, namely, the mid-life crisis that partially coincides with this age. Around this age, there comes a moment when a person looks back for the first time, evaluates the past, he thinks about what he has achieved, evaluates his professional achievements, in the form of salary increase, status, position. If this does not happen, consciously or not, a person begins to experience emotional discomfort, mental stress, dissatisfaction with work, overwork. And, perhaps, this may be one of the factors in the formation of the CMEA.
A possible reason for the burnout of teachers with 0-5 years of experience may be a discrepancy between the expectations associated with the profession and reality. For example, we expect that once a professional has completed his training, he automatically becomes competent. And, of course, young teachers themselves expect competence from themselves. They feel inadequate and insecure when faced with situations for which they were not prepared.
For teachers with more than 20 years of experience, all phases of burnout also tend to increase. It can be assumed that this rise is also associated with age characteristics. Before the person there is a question: And what for all this? Why am I working? … If a person successfully solves life's problems, then at the age of 50-55 he experiences a new upsurge of creative forces.
The most resistant to the syndrome was a group of teachers with 15-20 years of experience. This age period is characterized by the development of parental distance with children, it becomes possible to devote more time and attention to their own lives. This leads to a renewal of experiences, a feeling of fullness of life, involvement in all its manifestations. Thus, it can be assumed that the achievement of a certain spiritual harmony, stability of this age period are positive factors in the formation of resistance to the syndrome.
Thus, burnout does not develop as a result of long-term professional activity. And it depends on the age and professional crises of a person. Also, the development of the syndrome is influenced by personal and organizational characteristics.
It is no secret that the profession of a school teacher more often than most other professions leads a person to a situation of superstress, that is, stress that exceeds the “everyday” mental potential of a person. However, stress, according to scientists, is not only a disaster, but also a boon, because without stress of a different nature, our life would turn into a colorless vegetation. Stress is the most important tool for training and hardening, because it helps to increase the body's resistance. Stress can contribute not only to severe suffering, but also to great joy. He is able to lead a person to the heights of creativity. The teaching profession is one of the professions in which stressful situations often arise.
And today I want to introduce you to some techniques to reduce stress and improve mood.
As you gain such experience, the level of emotional stress may decrease, but never completely disappears.
Let's look at and discuss the natural ways of regulation that you probably use on a daily basis in your work. In other words, what techniques can be used in Everyday life in order to reduce the negative impact, for example, of stressful situations on the body?
Now we will usereception “Brainstorming”, i.e. generate as many ideas as possible this issue. The work is carried out in 2 groups.
Laughter, smile, humor. Give, please, now to your neighbor on the right and on the left a smile. Anyone willing to tell a joke?
- thinking about the good, pleasant (situations, actions, etc.),
- various movements such as sipping,
- observation of the landscape outside the window,
- viewing flowers in the room, photographs,
- "bathing" in the sun,
- breathing fresh air
- expressing praise, compliments to someone just like that. Is there anyone who wants to compliment, for example, their colleagues?
However, there are also special methods of psychological rehabilitation specially developed by specialists.
Exercise “Fire - Ice”
The exercise involves alternating tension and relaxation of the whole body. The exercise is performed while standing in a circle. On the command “Fire”, you begin intensive movements with your whole body. The smoothness and degree of intensity of movements is chosen by each participant arbitrarily. At the command “Ice”, you freeze in the position in which the command caught you, straining your entire body to the limit. Then the teams alternate.
What sensations and emotions did this exercise evoke?
Well done! But you must admit that the indicator of team cohesion also affects the emotional state of each of us. Those. how comfortable we feel among colleagues, how much we can count on their help. And each of us has our own idea of the concept of "team", for example, our school.
In any case, it is necessary to strive for unity. But, I think you will agree that in some situations there must be a spirit of competition. For this reason, I suggest that you doExercise "Tower of Babel"
It is aimed at rallying the team, but is competitive in nature. You need to split into 2 teams. Each team is given a set of paper, a stapler, and scissors.
Your task is to build a tower within 15 minutes. You determine the principle of construction yourself. Within each team, you develop a work strategy, discuss ideas, and so on. You can only use what you have been given. At the end of time, you must present a lofty creation, which must be maintained without your help.
What emotions did this exercise evoke? Have you drawn any conclusions for yourself?
Exercise “Sound gymnastics”
Now I want to introduce you to sound gymnastics. But before proceeding with its implementation, one should adhere to the rule: a calm, relaxed state; performed standing, with a straight back. First, take a deep breath in through your nose, and as you exhale, pronounce the sound loudly and energetically.
A - has a beneficial effect on the entire body;
E - affects the thyroid gland;
And - affects the brain, eyes, nose, ears;
O - affects the heart, lungs;
U - affects the organs located in the abdomen;
I - affects the work of the whole organism;
M - affects the work of the whole organism;
X - helps cleanse the body;
HA - helps to improve mood.
Thinking exercise.
Dear Colleagues! Look at the walls of our office. Probably, some of you in the course of our training had a question: what do the stars have to do with it?
These stars were made by students of our school. Why a star? Because the teacher and the child are an integral part of the educational process. And children associate the teacher, the teacher to some extent with the star. The star of knowledge they aspire to. That's what they say ... (the thoughts of students about the teachers of the school are read out).
High in the dark sky, in one huge starry glade, they lived - there were stars. There were a lot of them, and all the stars were very beautiful. They shone and sparkled, and people on earth admired them every night. All these stars were of different colors. Here were red stars, and those who were born under their light, they gave courage. There were blue stars here - they gave people beauty. There were also yellow stars in the clearing - they endowed people with intelligence, and there were also green stars in the clearing. And all the people who were born under their light of green rays became very kind.
And then one day something flashed in the starry sky! All the stars gathered to see what had happened. And there was another little star in the sky. But she was absolutely ... white! The star looked around and even closed her eyes: how many beautiful stars are around, she whispered. “And what do you give people?” other stars asked her. In response, she thought….
I know that among all those present there are no stars that would be colorless. I wish you to “shine” always and everywhere!
Our lesson is coming to an end. Let's express our opinion about the meeting, about our condition in a circle. Remember that you are voicing your opinion. And it is important, even if it has a negative connotation.
Thank you for your active and productive work! (booklets with informational material are distributed to those who wish)
