Consultation for preschool teachers “Emotional burnout... How to avoid it? Prevention of emotional burnout among preschool teachers. Training: Emotional burnout of preschool teachers

Purpose: acquaintance of group members; teachers’ awareness of their emotions and feelings, acceptance of them; mastering effective ways to relieve internal tension and self-regulation techniques.

Equipment: phantom cards, colored pencils, A4 sheets, pens.

Progress of psychologist training in kindergarten

Exercise “The Most Valuable Children’s Gift”

State your name, the most valuable children's gift.

Our meeting today is dedicated to the topic: “ Prevention of teacher burnout».

What is " burnout syndrome»?

This is a state of excessive emotional, physical and mental exhaustion of a person, which is caused by long stay in an emotionally overloaded situation. The main factor in the occurrence of this “disease” is stress. And in the work and life of a teacher there are more than enough of them. Therefore, we will not dwell on the questions “why?” and “why?”, let’s return to “what to do?”. To begin with, I will offer you an exercise that will show you which areas of your life you give preference to and in which you do not realize yourself.

Exercise “Social roles”

(I am a teacher, wife, mother, daughter, friend, woman, grandmother, colleague, housewife)

Mark, from the center, each role according to the measure and amount of time and energy that you devote to it. The more you give, the higher you celebrate.

Discussions. On the diagram that you received, you can clearly see which social roles come first for you, and those who suffer from a lack of your energy.

Carrying out the “Living House” technique

Goal: diagnostics of the client’s subjective perception of the psychological space of family relationships.

Tasks:

identifying prospects for consulting work;

determining the role of close people in the client’s environment;

clarification in the client’s mind of his real relationships with loved ones;

identifying conflict situations in the family.

Equipment: sheet of paper (A-4), colored pencils, pencil, pen.

Work algorithm:

Introduction. Please list in writing or orally those people with whom the person lives together under the same roof.

Main part

On a sheet of A-4 format, draw with a simple pencil a village house, which necessarily has a foundation, walls, windows, roof, attic, chimney, doors, threshold.

Name each part of the house after a specific person, starting with yourself. That is, write directly on the drawing which of the people you indicated could be the roof, which could be the windows, walls, etc.

Discuss possible interpretations of the work with the client.

Possible interpretations:

The foundation is the main material and spiritual “provider” of the family, the one on whom everything rests;

Walls - a person who is responsible for the emotional state of the family and the author of the drawing directly;

Windows are the future, people from whom the family expects something, on whom they place their hopes (normally, windows are associated with children);

Roof - a person in the family who takes pity and protects the client, creates a feeling of security, or the client would like to receive this from him;

attic - symbolizes a secret relationship, as well as the client’s desire to have a more trusting relationship with this person. The attic can also refer to a person with whom the client has developed a relationship in the past, and on this moment less active;

Trumpet is a person from whom the client receives or would like to receive special care and support. It can also be interpreted as a symbolic designation of a person who helps to “let off steam” and regulate emotions;

Doors - information portal; the one who taught how to build relationships with the world; one from whom the client learns to interact with other people;

Threshold - a person with whom the client associates the possibility of communication in the future.

Conclusions. The technique allows, in a fairly short time, to determine the role of each family member for the client, as well as to understand what role he assigns to himself in his family system.

Exercise “Training Emotions”

All our work takes place in communication. Verbal contact provides only 35% of information, and non-verbal - 65%. Let's see how good you are at recognizing other people's emotions.

Key to the picture:

Joy

Fear

Anger

Disappointment

Uncertainty

Capture

Resentment

Annoyance

Horror

Anger

Pleasure

Guilt

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Astonishment

Grief

Exercise “No Limits”

Emotional exhaustion and the acquisition of “emotional burnout syndrome” is the inevitable fate of almost every teacher who has worked for more than 15 years in one position. Often we, teachers, have such a character trait as excessive categoricalness, knowledge of what is right, which is a risk of emotional burnout.

In this regard, I suggest you such an experiment.

Each participant has a form on which 9 dots are drawn. They must be united in four lines without lifting your hand. This exercise shows how we can break away from stereotypes and think unconventionally.

Metaphorical story "The Fourth Tunnel"

A person constructs his reality through his own beliefs and conclusions, often ten years ago.

There is a very telling example with a rat and tunnels.

If we put a rat in a maze with four tunnels and always put cheese in the fourth tunnel, the animal will soon learn to look for cheese in the fourth tunnel. Would you like some cheese? Run into the fourth tunnel - here comes the cheese! Do you want some cheese again? In the fourth tunnel you get cheese. After some time, the great God in a white robe puts the cheese in another tunnel. The rat wanted cheese, ran into the fourth tunnel, but there was no cheese. The rat runs out. Again into the fourth tunnel - there is no cheese. Runs out. After some time, the rat stops running into the fourth tunnel and looks in another tunnel.

The difference between a rat and a person is simple - a person will run into the fourth tunnel forever! The man believed in the fourth tunnel. Rats don't believe in anything, they need cheese. And a person, having believed in the fourth tunnel, considers it right to run there, whether there is cheese there or not. It is more important for a person to feel right than to have cheese. And we will continue to walk along the same path, even if we haven’t had cheese for a long time and our life is not working well. People tend to believe in their “fourth tunnels.”

A person prefers to be right and stick to his beliefs than to be happy. We can run through the fourth tunnels all our lives so as not to change our beliefs and prove that we are right. And this is more important to us than being happy. And the great God of life does not forget to move the cheese.

And you will never be happy trying to get happiness if you are guided by the belief that you know where the cheese is.

Exercise "Phantom"

Emotions, their abundance or their deficit, occupy a prominent place in the development of the “emotional burnout syndrome” of a teacher, which in turn entails many somatic diseases. (Distribute sheets of paper with a drawing of a human body to all participants)

Instructions: “Imagine that you are now very angry with someone or something. Try to feel this anger with your whole body. It may be easier for you to imagine when you remember a specific time when you got angry at someone. Feel where your anger is in your body. How do you feel about it? Perhaps it looks like a fire somewhere in your body? Perhaps it's itchy fists? Shade these areas with a red pencil in your drawing. Now imagine that you are suddenly afraid of something. What might scare you? Where is your fear? What does he look like? Color over this place in your drawing with a black pencil.” Similarly, ask participants to indicate fear with a blue pencil.

Discussion. Notice which parts of the body are shaded. It has already been proven that strong and constant negative emotions cause certain diseases. In particular, anger, fear, sadness... And by looking at your phantom, you can understand what diseases may threaten you if you frequently experience these emotions.

Support Pyramid for Emotional Exhaustion

What to do if you see symptoms of “emotional burnout” in yourself? And this:

Fast fatiguability;

Increased anxiety;

Memory impairment;

Negativism in communication with children and colleagues;

Insomnia;

Apathy and passivity;

Depressive state;

Decreased self-esteem;

Increased irritability;

Frequent errors in work;

Eating disorders – overeating or refusal to eat;

Somatic diseases - headaches, diseases of the liver, intestines, heart, nervous system, hypertension, etc.

There is a so-called Support Pyramid (for emotional exhaustion)

As you can see, self-support comes first.

There are such ways of self-support:

Physical exercise,

Balanced healthy diet,

Rest and sleep

Relaxation and healthy ways having fun,

Ability to establish a balance between official and personal life.

Exercise “Resource bag”

Positive and friendly communication plays an important role in the prevention of emotional burnout.

I have collected a resource bag for each of you. It contains invigorating spices that will remind you with their aromas that everything you need is always with you.

Coffee is a delicious drink that brings satisfaction, invigorates, and tones. This is one of mankind's most beloved smells.

Cardamom strengthens nervous system, relieves fatigue and apathy.

Cinnamon relieves feelings of loneliness and fear.

Closing remarks from the presenter

Memo “Tips for teachers to overcome stressful situations”

Smile more often and be healthy!

The concept of modernization of Russian education for the period up to 2010 notes that during the transition to a post-industrial, information society, expanding the scale of intercultural interaction, factors become particularly important communication skills And tolerance. In order to help teachers understand the theoretical foundations and practical approaches to creating and implementing tolerant relationships, which will serve as a model for students, parents, and young professionals, the Tolerant Teacher School was created at the preschool educational institution.

Taking into account the age composition of the teaching staff (Appendix 1), it became necessary to devote one of the School’s classes to the emotional burnout of preschool teachers.

Goal: development of a tolerant culture, formation of professional self-awareness of teachers.

• to form professionally significant qualities: reflection, self-acceptance and acceptance of others, promoting tolerant communication;
• develop abilities for self-knowledge (knowledge of your strengths and weaknesses when interacting with other people);
• develop emotional stability and flexibility;
• with the help of exercises, help to understand personal and professional resources, ways to achieve life goals.

1. Introductory speech, repetition of materials from the previous lesson using questions.
2. Test for professional burnout.
3. Teacher personality and professional burnout. Theoretical block.
4. About emotions.
5. Exercise "Continue the phrase."
6. Exercise "About the Child".
7. Exercise "Bus".
8. Exercise "Rainbow".
9. Reflection.

1. Questions to review materials from the previous lesson.

What does “tolerance” mean in Latin, and what words in Russian are similar in meaning?

What in your opinion cannot be tolerated?

What psychological defenses have you used recently?

2. Test for professional burnout.

You are offered statements with which you agree (yes), disagree (no), they are true in some cases (sometimes).

I am burdened by teaching work.

I have no desire to socialize after work.

There are “bad” children in my group.

If I’m in the mood, I’ll show complicity and sympathy for the child; if I’m not in the mood, I don’t think it’s necessary.

By wanting to simplify professional tasks, I can simplify responsibilities that require emotional investment.

The test results are confidential and everyone decides for themselves whether the information received is worth sharing with others.

Each answer “yes” is 3 points, “sometimes” is 2 points, and “no” is 1 point.

Key: 5-8 points - you are not susceptible to burnout syndrome; 9-12 points - professional deformations are forming in the form of emotional burnout; 13-15 points - burnout syndrome is developing.

3. Teacher personality and professional burnout.

The choice of the field of activity “Man - man” and the process of accumulation of experience by the teacher - educator can be represented as 3 stages in the formation of the personality qualities of a professional. Stage 1 - reproductive (up to 28 years), stage 2 - up to 40 years, stage 3 - “how?” - after 40 years. Then - either modeling of activity or professional deformation.

A specific type of professional deformation is called emotional burnout. People over 35-40 years of age are susceptible to emotional burnout in education: enthusiasm decreases, the sparkle in the eyes disappears, negativism and fatigue increase.

The development of emotional burnout syndrome is influenced by external and internal factors.

External factors that provoke burnout among preschool teachers include the specifics of professional teaching activity, which is characterized by high emotional load and the presence of a large number of emotional factors, both objective and subjective, that affect the teacher’s work and can cause severe tension and stress. The need for empathy, sympathy, moral responsibility for the life and health of the children entrusted to him, carried out in the mode of external and internal control, contribute to the emergence of unfavorable emotional states and the formation of protective behavior. The influence of organizational factors in conditions of the preschool educational institution most often manifests itself in a dysfunctional psychological atmosphere in the teaching staff. The same-sex composition of the team, the presence of vertical and horizontal conflicts, and a nervous environment encourage some to waste their emotions, while others look for ways to save their mental resources.

Internal factors include the personal factor, which manifests itself in dissatisfaction with one’s self-realization in various life and professional situations.

The external, objective conditions of teaching work include:

• the nature of the tasks to be solved and responsibility for the functions performed;
• workload;
• high intellectual and emotional stress;
• a large number of children in the group;
• unclear organization of activities;
• unfavorable psychological situation in the institution;
• social conditions.
• Among the subjective factors are:
• individual properties of the nervous system;
• level of sensitivity to professional difficulties;
• motivation to professional activity and behavior;
• experience, knowledge, skills.

Based on the understanding of emotional burnout as a dynamic process that occurs gradually in full accordance with the mechanism of stress development, three phases of burnout formation are distinguished:

• tension;
• resistance (formation of resistance and protection against increasing stress);
• exhaustion.

The following situations can be stressful for a teacher:

• interactions with students related to violations of discipline, conflict situations between children;
• relationships with colleagues and administration based on differences in opinions, views, assessments of situations, overload with public affairs, distribution and volume of teaching load, increased control over activities performed, ill-conceived demands and innovations;
• interactions with parents of pupils, caused by differences in the assessment of the child by the teacher and parents, decreased attention on the part of parents to the upbringing of children, individual conflict and anxiety of parents.
• the low socio-psychological status of the teaching profession, disappointment with oneself and the chosen profession, a specific position, place of work, unsatisfactory wages and insufficient public recognition of the results of teaching activities contribute to energy tension and the formation of situational or personal anxiety in teachers.

4. About emotions.

In whatever communication and activity situation tension appears, it can cause stress.

Stress (from the English Stress - pressure, tension) is a human condition that arises in response to various extreme influences (stressors), manifested at the physical, psychological and behavioral levels.

Short-term stress can be beneficial to a person because it is accompanied by a large release of energy. Chronic stress, which develops when repeated many times strong influences, harms a person, leading to a decrease in the body’s resistance, increased susceptibility to disorders in any body system, metabolism, and energy balance. It is believed that the most serious diseases of our time are associated with chronic stress.

External suppression of emotions during an internal turbulent emotional process not only does not lead to calm, but, on the contrary, increases mental stress, affecting health.

In the phase of forming resistance and defense to increasing stress, the symptom of expanding the sphere of saving emotions predominates - this is the limitation of contacts with other people, the reluctance to communicate.

A symptom of an inadequate emotional response - the teacher unjustifiably “saves” on emotions. “If I’m in the mood, I’ll show participation and sympathy, I’ll respond to the needs and condition of the child; if I’m not in the mood, I don’t think it’s necessary.”

A symptom of reduction of professional responsibilities is an attempt to ease or reduce responsibilities that require emotional costs, a desire to simplify the solution of professional problems.

The exhaustion phase is accompanied by a general drop in energy tone and weakening of the nervous system. The symptom of emotional detachment predominates - the teacher almost completely excludes emotions from the sphere of professional activity: he begins to work like a soulless automaton.

In other words, symptoms of burnout include:

• emotional exhaustion, pessimism, apathy, depression;
• tension in relation to people;
• low self-esteem, negative perception of oneself, life, prospects;
• frequent irritability;
• psychosomatic ailments (fatigue, exhaustion, insomnia, gastrointestinal disorders, etc.);
• decreased activity.

The profession of a teacher is classified as stressful, requiring large internal reserves from him. Increasing the teacher’s tolerant culture helps relieve emotional stress and develop emotional stability.

When faced with life's difficulties, we are forced to seek a balance between adapting to reality and developing our potential capabilities, which allow us to assert our own individuality. All life is a change of episodes of instability and stability. What are the characteristics of a balanced teacher? (Appendix 2).

5. Exercise "Continue the phrase."

Target: Awareness of personal and professional resources.

I am proud of my work when I:

I don’t want to brag, but in my work:

6. Exercise "About the Child".

The foundation of positive pedagogy is acceptance of each child.

A prerequisite for positive pedagogy is the ability to see something good in any child.

Choose and name one of the children in the group whom you consider difficult, then find and name 5 of his good qualities.

7. Exercise "Bus".

Target: Awareness of ways to achieve life goals.

Using chairs, a small space is demarcated, simulating the interior of a bus. Participants portray bus passengers during rush hour. The presenter, addressing the participant located in the middle of the cabin, reports that the bus has arrived at the stop and suggests urgently getting off the bus. As participants leave the salon one by one, the chairs move together, creating a crowded environment. When there are 3-4 passengers left on the bus, it is filled with participants again.

You can increase the intrigue by asking the participants before the exercise what name they would give to the stop - what would you like to achieve in life? - the presenter writes on a piece of paper. Then the stops are called (to be rich, to have a brilliant career, etc.), and the participant who named this stop leaves.

Reflection:

• What is it like getting off a crowded bus?
• Have you ever found yourself in such situations?
• What do you usually do when you find yourself in such a situation?
• How do people around you most often behave?

"Bus" is our daily life. The way a person makes his way to the exit shows how he usually achieves his intended goal.

8. Exercise "Rainbow".

Target: Stabilization of emotional state.

9. Reflection.

What did you expect from the event? Were your expectations met?

Is the information received valuable to you? What is especially significant?

What is your mood for future work?

Literature.

1. Bezyuleva G.V. Tolerance: look, search, solution [Text]: Tutorial./ G.V. Bezyuleva, G.M. Shelamova. - M.: Verbum - M, 2003.
2. Boyko V.V. The energy of emotions in communication: a look at yourself and others [Text]: Practical guide./ V.V. Boyko.- M.: Information and publishing house "Filin", 1996.
3. Mitina L.M. Teacher as a person and as a professional (psychological problems) [Text]: practical guide. \ L.M. Mitina. M.: Delo, 1994.
4. Semenova E.G. Training of emotional stability of a teacher [Text]: Textbook. / E.G. Semenov. - M.: Publishing House of the Institute of Psychotherapy, 2002.

Workshop

“Prevention of emotional burnout syndrome among preschool teachers educational institutions»

Good afternoon, dear colleagues!

The topic of our today's seminar:

Target: Formation of emotional stability of teachers. (Slide No. 1)

Tasks (slide No. 2)

1. To familiarize teachers with the concept of “emotional burnout syndrome”, its main causes and symptoms.

2. Analysis of one’s own sources of negative experiences, identification of resources for professional activities.

3. Increase teachers’ self-esteem and self-confidence.

4. Familiarize yourself with ways to emotionally regulate your state and psychotechnics that help you overcome difficult situations.

5. Involvement in self-knowledge and introspection.

6. Relieve tension, receive psychological support.

Participants : teachers - psychologists of preschool educational institutions.

Progress

Information message from a psychologist

The teaching profession is one of those where burnout syndrome is a fairly common phenomenon. By creating conditions of emotional comfort for children, taking care of their health, development and safety, we literally “burn out” at work, most often forgetting about our emotions, which “smolder” and over time gradually turn into a “flame”. ( Slide No. 3)

In general, emotional burnout can be described as follows: a person who loves his job, does it with pleasure, strives to achieve greater results, at some point changes before his eyes. He becomes irritable, cynical, dissatisfied with either himself or his work. He sees no prospects for himself, the quality of his work is falling. ( Slide No. 4)

And today I would like to present some aspects of my experience working on this problem. So, the topic of our today's seminar:

"Prevention of emotional burnout syndrome among preschool teachers."

Every profession has side effects. Miners have diseased lungs, riders and jockeys have problems with their legs. There is no escape from this. Something similar happens with teachers and educators. With all those who have to constantly actively communicate with people. This is work in the human-to-human sphere. Scientists have noticed and found out that work in this field changes a person, deforms him.(Slide No. 5)

How is this expressed?Now I will list a number of signs that accompany such a change. And listen to yourself - maybe something similar is happening to you.

• decreased sensitivity, lack of curiosity in response to something new, lack of fear in response to danger.
• insomnia;
• constant drowsiness and desire to sleep throughout the day;
• decreased emotional tone, feeling of depression;
• increased irritability to minor, minor events;
• experiencing negative emotions for which there is no reason;
• feeling of restlessness and increased anxiety (the feeling that “something is not right”);
• feeling of hyper-responsibility and constant feeling fear that “it won’t work out” or “I can’t handle it”;
• a general negative attitude toward life and professional prospects (like “no matter how hard you try, nothing will work out”);
• The feeling that the work is getting harder and harder, and doing it is getting harder and harder;
• constantly, unnecessarily, taking work home, but not doing it at home;
• feeling of uselessness, disbelief in improvements, indifference to the results of work;
• emotional coldness, indifference to colleagues and children;

The above - these are signs such a phenomenon asprofessional burnout.

Professional burnoutis an unfavorable human reaction to stress received at work, including psychophysiological and behavioral components. This is the body’s protective reaction to stress, which occurs if there is no way to get rid of negative emotions.(Slide No. 6)

Why is this happening?

There is an accumulation of negative emotions (this does not mean that our work is so terrible and it is impossible to deal with it. This is not so. But there are always small disappointments, worries, worries). The profession of a teacher is one of those professions that requires constant control over one’s words and behavioral reactions. This work is impossible without some effort, and, as a result, emotional overstrain occurs. In the course of his work, a teacher is forced to communicate with children, parents, and colleagues: listen carefully, empathize, make decisions quickly, restrain his feelings, choose words, and bear responsibility for life and health. And working with children (and their parents), we are in such conditions that these negative experiences cannot find their manifestation. We must always remain calm, attentive, understanding, caring. Always with a good face, because children depend on us. Negativity accumulates and has no proportionate expression. This depletes emotional, energetic and personal resources. As a result, work becomes more difficult. We try to protect ourselves, not to work to the fullest, not to be fully involved in communication with children, not to empathize with each of them, but only to influence superficially. Such work is not a joy for the teacher himself, it is not useful for the children, and it is difficult for colleagues to do common work with such a person.
All this leads to the fact that the emotional scales of the teacher’s personality are tilted towards trouble, nervous overstrain, and then neurosis is one step away. (Slide No. 7)

The question quite naturally arises: what to do?

So as not to provide the teacher with negative influence on those with whom he communicates, and live in peace with himself, one should sort outwith yourself, with your problems,that is, you need to start with yourself.

Each of us can note the presence of individual symptoms. But in order to prevent them from developing and ultimately leading to emotional exhaustion, you need to know and adhere to the conditions for maintaining your emotional health. We will also talk about them today.(Slide No. 8)

Greetings

Workshop participants are invited to greet the group and continue the phrase: “Hello! Today is a wonderful day because...”

CONCLUSION: Spring has come - a wonderful time of year, when everything awakens, blossoms, and opens up. We all must merge with nature and awaken with it, open up to new things, feel a surge of energy and strength for new achievements! Wake up to life!

I suggest you conduct a little self-diagnosis in order to determine your priorities in your professional activities. And for this we will go to the zoo.

Exercise “Zoo” (Easy music)

Purpose: to study the prioritization of professional activities.(Slide No. 9)

The exercise is best done in a free space where participants can relax. It is necessary to play calm, relaxing music.

Preliminary work: teachers are given forms with squares different sizes and colored pencils.

Stage 1. Introductory.

The presenter’s words: “Imagine that you are a zookeeper or director of a zoo. New animals were brought to the zoo:

1 - lion (king of nature, predator). ( Slide No. 10)

2 - penguins (require special conditions, very shy, well-developed herd sense).

3- monkeys (very noisy, they make a lot of fuss and noise).

4 - pandas (beautiful, funny, calm, but special food is required).

5 - parrots - (bright, colorful, constantly flapping their wings, like to talk a lot).

Stage 2. Distribution of animals.

The words of the presenter: “As a zookeeper, you need to place these animals in cages according to their living conditions, food requirements and popularity among visitors.”

Stage 3. Unknown animal.

The presenter’s words: “One closed cage turned out to have no name for the animal in it. Think for yourself what kind of animal it is and draw it, placing it in one of the remaining cells. Well, now, so that your animals don’t get bored, color the cages.”Teachers can do independent work on coloring cells while listening to quiet, relaxing music..

Stage 4. Exercise Analysis.

The words of the presenter: “You associate each type of animal with the people you have to work with. Think and sign which of the animals you have placed is most similar in your life to:

Directors,

teachers,

parents,

children,

family.

Depending on the size of the cage and the animal in it, you pay more or less attention to certain people. This exercise shows you how to prioritize your work and family.

The unknown animal is yourself. If you “sit” in a cage to the side, your work depresses you; if you are in the cage in the middle, you are a person who is trying to control all areas of his professional activity.

If your animal is a predator, then by nature you are a fighter and you still have enough strength to work and overcome all obstacles. If you are a herbivore, then your work takes too much strength and energy from you, so you need to learn how to use your strength.”

The presenter can also interpret the colors of the cells as the emotional attitude of the participants to a particular area of ​​their professional activity.

_______

Color	Emotional condition
Red	Delight
Orange	Joy, fun
Yellow	Active desire to communicate
Green	Calmness, poise
Blue	sadness
Violet	Anxiety, tension
Black	Loss of strength, despondency
White	Indifference

CONCLUSION: This diagnostic exercise shows that we all have the prerequisites for prof. burnout. Suppressing negative emotions in yourself is harmful, but you shouldn’t splash them out on others either. The solution is to learn to manage them. There are many methods that contribute well to this, one of them is sound gymnastics.

Method of releasing negative emotions"Sound gymnastics"We would like to offer you an exercise to relieve psycho-emotional stress.

A special feature of the technique is breathing: inhale through the nose - pause, actively exhale through the mouth - pause. The duration of exhalation should be twice as long as inhalation.

Now I want to introduce you to sound gymnastics. But before you begin to implement it, you should adhere to the rule: calm, relaxed state; performed standing, with a straight back. A special feature of the technique is breathing: inhale through the nose - pause, actively exhale through the mouth - pause. The duration of exhalation should be twice as long as inhalation.

First, we take a deep breath through our nose, and as we exhale, we 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 organs located in the abdominal area;
I - affects the functioning of the whole organism;
X - helps cleanse the body;
HA - helps improve mood.

CONCLUSION: Well done everyone, you noticed how this exercise allows you to get rid of negative emotions and lift your mood with the help of your voice.

Each of the people has attacks of the blues, a “sour” mood, when it seems that you are worthless in this life, nothing works out for you. At such moments, you somehow forget all your own achievements, victories, abilities, joyful events. But each of us has something to be proud of. One of the good techniques for increasing self-esteem in such situations isappeal to one's strengths, positive characteristics personality. I suggest remembering your best qualities.

Exercise “Lawn of Positive Qualities”(Slide No. 11)

Goal: analyze and identify the strengths of your personality, your positive qualities, increase self-esteem and self-confidence.

Materials: green A3 paper, flower-shaped stickers.

On the board hangs a sheet of green paper that resembles a lawn. Teachers receive paper flowers on which they must write their most important positive qualities (at least three) as a professional and just a person. After that, everyone reads out their qualities and places a flower on the board. Everyone else can add their own positive qualities of the teacher, which they noticed while working with him in the same team (a psychologist, if necessary, can help).

CONCLUSION: You noticed how many positive qualities and strengths of your personality you noted, thereby increasing your self-esteem and importance in the eyes of your colleagues.

The emotional well-being of an individual is directly related to self-esteem: only with adequate self-esteem and a positive attitude towards oneself is a person able to experience a state of psychological comfort and self-confidence and self-confidence.

We have already become familiar with the main causes and signs of “emotional burnout syndrome.” And now I propose to identify those conditions that will help us maintain a sense of inner balance and emotional comfort both at home and at work.” ( Slide No. 12)

Collage “Creating conditions for emotional comfort of a teacher at home and at work”

Goal: activation of group interaction, identification of conditions that help ensure the emotional comfort of the teacher at home and at work.

Materials: photos, magazines, whatman paper, scissors, glue, tape, markers, pencils.

Teachers are divided into two groups. The psychologist invites the first group to create a collage on the topic “Conditions of emotional comfort of a teacher at work,” and the second group - “Conditions of emotional comfort of a teacher at home after work.”

At the end, the teams defend their projects.

A positive sense of self has a positive effect on emotional health teachers, thereby improving mood and increasing activity.(Slide No. 13)

Typewriter

Goal: Mobilize attention, improve mood, increase activity.(Slide No. 14)

Let's imagine that we are all a big typewriter. Each of us is the letters on the keyboard (a little later we will distribute the letters, each of us will get two or three letters of the alphabet). Our machine can print different words and does it like this: I say a word, for example, “laughter”, and then the one who gets the letter “c” claps his hands, then we all clap our hands, then the one who gets the letter “c” claps his hands. whom the letter “m”, and again a general clap, etc. The coach distributes the letters in the alphabet in a circle. If our machine makes a mistake, we will print from the very beginning. And we will print the phrase: “Health is more valuable than gold” William Shakespeare.

Space between words - everyone needs to stand up.

So, health is more valuable than gold.

What does a Man need to be happy? – We try to answer one by one: health, love, so that everything is fine in the family, good work, communication, etc. CONCLUSION: Look, everyone has a different opinion about what a person needs to be happy. But everyone has their own happiness!

I suggest you now bake the cake “My Happiness”

Exercise Pie “My Happiness”(Slide No. 15)

The exercise is carried out in mini groups. Participants are given

"Ingredients" for making the pie:smile, joy, warmth of the soul, rainbow, sun, blue sky, prosperity, kindness, birds chirping.

Assignment: write a recipe for making a pie from the ingredients received; voice each option.

Example: “Knead the cake with kindness. Mix a smile with joy. Pour in the warmth of your soul in a thin stream. Add well-being in large proportions.Garnish with pieces of blue sky. Sprinkle with rainbow colors. And bake in the sun until you feel happy. Break it off into small pieces and give it to everyone.”

CONCLUSION: Each of us can find a recipe for how to put our feelings in order. Therefore, experiment, try. And if this remedy helped at least a few times, it made each of us a little happier.

With the next exercise, I suggest YOU conduct a little self-analysis.

Diagnosis of a teacher’s attitude to the world using drawing techniques“House for the Elf” (light music)

Target : find out your attitude towards the world around you ( Slide number 16).

Instructions : In front of you is a piece of forest landscape and a little elf who needs a house. Your task is simple - draw him a house!

Key to the test:

First of all, look at exactly where you drew the elf's house. The choice of location is very important, it shows how you treat people, whether you trust them or not.

• If you drew a HOUSE ON A TREE BRANCH like a birdhouse, then this indicates your openness to the world; you are an optimist by nature and sincerely believe that there are much more good people in the world than bad ones.
• If your HOUSE HANGS ON A BRANCH, like a hammock or a string bag, then this shows your willingness to make contact, your faith in the decency of people. However, with all this, you admit the idea that there is meanness in the world and that there are not so few evil people in the world. Your principle: trust is a good thing, but you cannot do without caution.
• If you made the elf a HOUSE INSIDE A MUSHROOM, this speaks of your caution and prudence, you will never embark on any adventure, you have few friends, but these are real friends, tested by time and joint trials. If there are NO WINDOWS in a mushroom house, then this is evidence of your unsociability; you prefer loneliness to noisy companies. You treat the world with undisguised suspicion, as if you are waiting for a catch. If there is a WINDOW, then this means that you are not against communicating with people. The more windows there are, the more readily you make friends.
• A HOUSE BY THE RIVER speaks of your romance and sentimentality. You look at the world through rose-colored glasses, all people seem kind and beautiful to you, you are full of illusions and believe in all the best and brightest. Unfortunately, you are often disappointed in people.
• If you installed a HOUSE IN THE GRASS, then we can assume that you are a practical and confident person, you know what to expect from life, and do not create illusions. You know how to overcome difficulties and are not afraid to live.
• If you made the elf a DUGGER by arranging a HOUSE IN THE HILL, then this a clear sign your secrecy and isolation. Most likely, these are not your natural qualities, but acquired as a result of some negative life experience. Perhaps you were once deceived, betrayed or offended, and since then you have stopped trusting people. However, if the entrance to the dugout is wide enough and there are windows, this means that you are already on the path to mental recovery.

CONCLUSION: the proposed drawing technique allows you to assess your moral and emotional state.

One of the methods by whichYou can partially or completely get rid of physical or mental stress

Relaxation (Positive attitude)

Goal: relaxation, relieving emotional stress.

Materials: laptop, projector, projection screen.

We hope that this video will somehow magically affect your mood, cheer you up, and give you confidence.

So, we have found out that the process and result of his activities, and most importantly, the health and well-being of children, depend on the psychological health and well-being of the emotional sphere of the teacher.

Now I would like to install feedback and get your feedback from the past event.

1. What was useful for you in this lesson (yellow)
2. What you didn’t like about the lesson (pink)
3. Describe your condition after this lesson. How do you feel now? Has your emotional state changed? (blue)
4. Your wishes to colleagues and seminar participants (white).

And at the end of our seminar, I would like to say: “Take care of yourself for yourself”!

Good luck and inner balance to you!

Thank you for your attention!

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Ministry of Education of the Republic of Belarus

State educational institution

Academy of Postgraduate Education

Faculty of managers and specialists of schools and preschool institutions

Department of Educational Management

Specialty: “Management of institutions of preschool, general secondary education, out-of-school education and training”

Course work

Organization of activities of a preschool institution to prevent teacher burnout syndrome

Completed by: Shklyarevskaya N.V.

Scientific adviser:

Associate Professor, Candidate of Social Sciences, Reut V.G.

INTRODUCTION

Chapter 1. Problems of managing teaching activities in a preschool institution

1.1 Burnout syndrome as a criterion for the need for changes in the activities of preschool teachers

1.2 Conditions for preventing burnout syndrome among preschool teachers

Chapter 2. System of work to prevent burnout syndrome among teachers in the activities of a preschool institution

2.1 Monitoring the level of emotional burnout of teaching staff

2.2 Prevention and correction of teacher burnout syndrome in preschool institutions

CONCLUSION

LITERATURE

APPLICATIONS

INTRODUCTION

Over the past three decades, the problem of studying the phenomenon of emotional “burnout” has become especially acute. The relevance of this problem is due to the increasing demands from society on the personality of the teacher and his role in the educational process, because The teaching profession is of enormous social importance. Numerous studies show that the teaching profession is one of those that is most susceptible to the influence of the phenomenon of mental burnout. This is due to the fact that the professional work of a teacher is generally characterized by a very high emotional load. There are a large number of emotiogenic factors, both objective and subjective, that have a negative impact on the work of a teacher, causing strong emotional tension and stress. Also, the teaching profession is one of the altruistic professions, which increases the likelihood of mental burnout.

The relevance of this work lies in the fact that among the many features and difficulties of teaching and pedagogical work, its high mental tension is often highlighted. Moreover, the ability to experience and empathize (empathy) is recognized as one of the professionally important qualities of a teacher. However, in fact, the practical role of emotions in professional pedagogical activity is sometimes assessed contradictoryly. In any case, the teacher is not prepared for possible emotional overload; the appropriate knowledge, skills, and personal qualities necessary to minimize and overcome the emotional difficulties of the profession are not formed in him (purposefully).

The practical significance of this work is as follows: the problem has existed for a long time and objectively. Theoretically, it consists in an ambiguous interpretation of emotions, their functions and real connections with human activity and behavior, with other conventionally identified mental processes, states and properties, with the psychological structure of the personality as a whole. This leads to the practical, applied side of the problem of emotions: how can they really be researched, diagnosed, measured, changed, used, taken into account? An analysis of the literature showed that the problem of burnout in Russian psychology has practically not been developed. At the moment, there are only a few studies (Grishina N.V., Zeer E.F., Orel V.E., Formanyuk T.V.). In foreign psychology there is a sufficient amount of both theoretical and applied work on this problem, but there is still no single point of view in understanding this phenomenon. The causes and mechanisms of mental “burnout” also remain poorly understood.

Target our work: to develop a system of work to prevent burnout syndrome among preschool teachers.

Object research is the prevention of burnout syndrome among preschool teachers.

Subject of research is to create conditions for preventing burnout syndrome in the activities of preschool teachers.

The objectives of this work are:

1. To form a theoretical understanding of the syndrome of emotional burnout as a criterion for the need for changes in the activities of preschool teachers.

2. Identify conditions for preventing burnout syndrome among teachers.

3. To propose a system of work to prevent burnout syndrome among teachers in the activities of a preschool institution.

Research hypothesis is the assumption that the emergence of emotional burnout syndrome indicates the need for changes in the activities of a preschool institution that will help prevent and reduce emotional burnout among teachers.

The approaches to teacher burnout by N.V. Grishina, E.F. Zeera, V.E. Orel, T.V. Formanyuk were used as the methodological basis for the study.

As research methods Theoretical analysis of literature and psychological testing (test of emotional burnout by V.V. Boyko) were used.

Chapter 1. Problems of managing pedagogical activities in a preschool institution

1.1 Burnout syndrome as a criterion for the need for changes in the activities of preschool teachers

There is an opinion that the syndrome of “professional burnout” is an indicator of professional maladjustment and professional unsuitability. In this case, we can state with great regret that 25-33% of teachers reveal their professional incompetence. According to L.M. Mitina, teachers with 15-20 years of teaching experience are characterized by pedagogical “crises” and “exhaustion.” 30% have an exponent social adaptation equal to or lower than in patients with neuroses. If you pay attention to the specifics of the formation of symptoms of “emotional burnout” in accordance with work experience, you can find the following:

In the first 5 years of work, first of all, symptoms such as “dissatisfaction with oneself”, “caged in a cage” (definitions by V.V. Boyko) are formed, accompanied by anxious and depressive states, decreased self-esteem;

Teachers with 5-10 years of work experience show emotional and personal detachment, which manifests itself in saving emotional resources, reducing work productivity and formal contacts with colleagues and children (depersonalization);

Teachers with over 10 years of experience experience emotional and personal detachment, as well as psychosomatic disorders.

The phenomenon of “emotional burnout” is accompanied by the manifestation of a number of psychological defense mechanisms, and this has its own characteristics for teachers.

The CMEA risk zone includes all professions that involve constant close communication (“person to person”): teachers, educators, sociologists, psychologists, priests, journalists, investigators.

When faced with negative emotions (increased demands from the administration, not very cheerful people, unfavorable atmosphere in the team), the teacher involuntarily becomes involved in them, as a result of which he himself begins to experience increased emotional stress. In order not to miss the dangerous turn behind which emotional burnout awaits him, the teacher needs to know the main symptoms of CMEA:

· deterioration of relationships with colleagues and relatives;

· abuse of alcohol, nicotine, caffeine;

· loss of sense of humor, constant feeling of failure and guilt;

· increased irritability, touchiness - both at work and at home;

· persistent desire to change occupation;

· absent-mindedness that occurs every now and then;

· sleep disturbance;

· increased susceptibility to infectious diseases;

· increased fatigue, feeling tired throughout the working day.

Dr. K. Maslach emphasizes that burnout is not a loss of creativity, not a reaction to boredom, but “emotional exhaustion that occurs against the background of stress caused by interpersonal communication.” According to Hans Selye (1936), the founder of the doctrine of stress, this is a nonspecific (i.e., universal action) protective reaction of the body in response to traumatic factors of various properties.

Stress includes both physiological and psychological components. With its help, the body, as it were, mobilizes itself entirely to adapt to a new situation, activating nonspecific protective mechanisms that provide resistance or adaptation. (Granovskaya, 1997)

Emotional burnout is a dynamic process and occurs in stages, in full accordance with the mechanism of stress development:

1) nervous (anxious) tension - it is created by a chronic psycho-emotional atmosphere, a destabilizing environment, increased responsibility, and the difficulty of the contingent;

2) resistance, that is, resistance - a person tries to more or less successfully protect himself from unpleasant impressions;

3) exhaustion - depletion of mental resources, a decrease in emotional tone, which occurs due to the fact that the resistance shown was ineffective.

Boyko V.V. covers the symptoms of all three phases in great detail. in our article “The Energy of Emotions in Communication: A Look at Oneself and Others”, we will consider them. The “tension” phase. Nervous (anxious) tension serves as a precursor and “triggering” mechanism in the formation of emotional burnout. Anxious tension includes several symptoms:

1 . Symptom of “experiencing traumatic circumstances”

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

2. Symptom of “dissatisfaction with oneself”

As a result of failures or the inability to influence traumatic circumstances, a person usually experiences dissatisfaction with himself, his chosen profession, position, and specific responsibilities. Energy is directed not only and not so much outward, but towards oneself.

3. Symptom of being “caged”

It occurs, but not in all cases, although it acts as a logical continuation of developing stress. When traumatic circumstances are very pressing and it is impossible to eliminate them, a feeling of hopelessness often comes to us. We try to change something, and think again and again about the unsatisfactory aspects of our work. The concentration of psychic energy reaches impressive volumes. And if it does not find a way out, if any means of psychological defense have not worked, including “emotional burnout,” then the person experiences a feeling of being “caged in a cage.” This is a state of intellectual and emotional congestion, a dead end. In life, we often feel a state of being “caged in a cage,” and not only regarding professional activities. In such cases, we say in despair: “does this really have no limits,” “I have no strength to fight this,” “I feel the hopelessness of the situation ". We are driven into a frenzy by bureaucratic officialdom, organizational confusion, human dishonesty, everyday routine.

4. Symptom of “Anxiety and Depression”

It is discovered in connection with professional activity in particularly difficult circumstances, prompting emotional burnout as a means of psychological protection. The feeling of dissatisfaction with work and with oneself generates powerful energy tensions in the form of experiencing situational or personal anxiety, disappointment in oneself, in one’s chosen profession, in a specific position. The symptom of “anxiety and depression” is perhaps the extreme point in the formation of anxious tension during the development of emotional burnout.

Phase“resistance”. In fact, resistance to increasing stress begins from the moment anxious tension appears. The formation of defense involving emotional burnout occurs against the background of the following phenomena:

1. Symptom of “inadequate selective emotional response””

An undoubted “sign of burnout” is when a professional ceases to grasp the difference between two fundamentally different phenomena: the economic manifestation of emotions and an inadequate selective emotional response.

In the first case, we are talking about a useful skill, developed over time, to connect emotions of a rather limited register and moderate intensity to interaction with partners: a slight smile, a friendly look, a soft, calm tone of speech, restrained reactions to strong stimuli, laconic forms of expressing disagreement, lack of categoricalness, because it testifies to a high level of professionalism

It is a completely different matter when a professional inappropriately “saves” on emotions and limits the emotional return due to selective reactions during work contacts. The principle “whether I want it or not” applies: if I deem it necessary, I will pay attention to this partner, if I am in the mood, I will respond to his conditions and needs. Despite all the unacceptability of this style of emotional behavior, it is very common. A person most often feels as if he is acting in an acceptable way. But the subject of communication or an outside observer records something else - emotional callousness, discourtesy, indifference.

1. Symptom of “emotional and moral disorientation”

It seems to deepen the inadequate reaction in the relationship with the partner. Often a professional has a need for self-justification. Without showing the proper emotional attitude towards the subject, he defends his strategy. At the same time, judgments are heard: “this is not a case to worry about,” “such people do not deserve a good attitude,” “one cannot sympathize with such people,” “why should I worry about everyone.”

Such thoughts and assessments indicate that emotions do not awaken or sufficiently stimulate moral feelings. After all, professional activity built on human communication, knows no exceptions. A doctor does not have the moral right to divide patients into “good” and “bad”. The teacher should not solve the pedagogical problems of his students by his own choice.

3. Symptom of “expanding the sphere of saving emotions”

Such evidence of emotional burnout occurs when this form of protection is carried out outside the professional field - in communication with family, friends and acquaintances. It’s a well-known case: at work you get so tired of contacts, conversations, answering questions that you don’t even want to communicate with your loved ones. By the way, it is often those at home who become the first “victims” of emotional burnout. At work, you still adhere to standards and responsibilities, but at home you withdraw, or, worse, are ready to send everyone away, or even simply “growl” at your marriage partner and children. We can say that you are fed up with human contacts. You are experiencing a symptom of “human poisoning.”

4. Symptom of “reduction of professional responsibilities”

The term reduction means simplification. In professional activities that involve extensive communication with people, reduction manifests itself in attempts to ease or reduce responsibilities that require emotional costs.

According to the notorious “laws of reduction,” subjects in the sphere of services, treatment, training and education are deprived of basic attention. The doctor does not find it necessary to talk longer with the patient, to encourage a detailed presentation of complaints. The anamnesis is scanty and insufficiently informative. The conductor is in no hurry to offer tea to passengers. The flight attendant looks with “glassy eyes.” In a word, the reduction of professional responsibilities is a common accompaniment of lack of culture in business contacts.

“Exhaustion” phase. It is characterized by a more or less pronounced drop in overall energy tone and weakening of the nervous system.

1. Symptom of “emotional deficit”

The professional gets the feeling that emotionally he can no longer help the subjects of his activity. Unable to enter into their position, empathize, respond to situations that should encourage and strengthen intellectual, volitional and moral output. The fact that this is nothing more than emotional burnout is evidenced by his recent experience: some time ago such sensations did not exist, and the person experiences their appearance. Gradually the symptom intensifies and takes on a more complicated form: symptoms appear less and less often. positive emotions and increasingly negative. Harshness, rudeness, irritability, resentment, whims - complement the symptom of “emotional deficiency.”

2. Symptom of “emotional detachment”

The personality almost completely excludes emotions from the sphere of professional activity. Almost nothing excites her, almost nothing evokes an emotional response - neither positive circumstances nor negative ones. Moreover, this is not an initial defect in the emotional sphere, but an emotional defense acquired over the years. A person gradually learns to work like a robot, like a soulless automaton. In other areas he lives with full-blooded emotions. Reacting without feelings and emotions is the most striking symptom of “burnout.” Particularly dangerous is a demonstrative form of emotional detachment, when a professional with his whole appearance shows: “I don’t care about you.” It indicates a professional deformation of the individual and causes damage to the subject of communication.

2. Symptom of “personal detachment, or depersonalization”

First of all, there is a complete or partial loss of interest in the person - the subject of professional action. It is perceived as an inanimate object, as an object for manipulation - something has to be done with it. The object is burdened by its problems, needs, its presence, the very fact of its existence is unpleasant.

Metastases of “burnout” penetrate the attitudes, principles and value system of the individual. The personality states that working with people is not interesting, does not give satisfaction, does not represent social value. In the most severe forms of “burnout,” the person zealously defends his anti-humanistic philosophy: “I hate...”, “I despise...”. In such cases, “burnout” merges with psychopathological manifestations of personality, with neurosis-like or psychopathic states. This professional activity is contraindicated for such individuals. But, alas, they are busy with it, since there is no psychological selection of personnel.

3. Symptom of “psychosomatic and psychovegetative disorders”

As the name suggests, the symptom manifests itself at the level of physical and mental well-being. The transition of reactions from the level of emotions to the level of psychosomatics indicates that emotional defense - “burnout” - can no longer cope with the load on its own, and the energy of emotions is redistributed between other subsystems of the individual. This is how the body saves itself from the destructive power of emotional energy (Boyko, 1996).

Thus, according to Boyko V.V., emotional burnout syndrome develops in stages and each stage is characterized by certain signs that are caused by certain factors.

1.2 Conditions for preventing burnout syndrome among preschool teachers

After the phenomenon became generally recognized, the question naturally arose about the factors promoting development or, conversely, inhibiting it. More often these factors are called external and internal or personal and organizational (Orel, 2001; Reshetova, 2002)

Let us consider as an example the classification of V.V. Boyko, who identifies a number of external and internal factors that provoke emotional burnout.

Group of organizational(external) factors, which include the conditions of the material environment, the content of work and the socio-psychological conditions of activity, is the most representative in the field of burnout research. It is no coincidence that some studies emphasize the dominant role of these factors in the occurrence of burnout.

- Working conditions. The main emphasis in the study of these factors was placed on the time parameters of activity and volume of work. Almost all studies provide a similar picture, indicating that increased workload, overtime work, and long working hours stimulate the development of burnout. The profession of a teacher falls under these parameters: the lack of teaching staff and technical personnel leads to the fact that the teacher has to work 12 hours a day, while simultaneously performing the work of an assistant teacher; large groups, very low pay (almost all studies confirm that insufficient remuneration, monetary or moral, or its absence contributes to burnout), often lead to anxiety and emotional devastation as a prerequisite for various mental illnesses.

- Contents of work. This group of factors includes quantitative and qualitative aspects of working with children: their quantity, the degree of depth of contact. So in the teaching profession, a large number of children in a group can lead to a lack of basic control, which will be the main factor contributing to burnout. It is also no secret that teachers, nowadays, increasingly have to deal with children from socially disadvantaged families; the severity of the problems of these children usually contributes to burnout.

- Socio-psychological factors. Analysis of the interaction between the socio-psychological attitudes of workers to the object of their work can be carried out in two directions: the position of workers in relation to children and the behavioral characteristics of the children themselves. There is a relationship between this characteristic and burnout. This dependence may be due to the specifics of the activity itself. Thus, educators characterized by the presence of a caring ideology in their relationships with children preschool age, as well as those who do not use situational tactics, demonstrate high level burnout. On the other hand, the atmosphere in the group of children and among parents and their attitude towards the teacher and the educational process can provoke burnout among teachers of preschool institutions.

This group of factors includes the following:

Chronic intense psycho-emotional activity: such activity is associated with intense communication. A professional working with people has to constantly reinforce with emotions different aspects communication: actively solve problems, carefully perceive, intensively remember and quickly interpret visual, auditory and written information, quickly weigh alternatives and make decisions.

Destabilizing organization of activity: its main features are unclear organization and planning of work, lack of equipment, vague information, the presence of small details and contradictions in it. At the same time, a destabilizing situation affects the professional himself, the subject of communication - a child, colleague, parent, etc., and then the relationship of both parties (Reshetova, 2002).

Increased responsibility for the functions and operations performed: teachers usually work in a mode of external and internal control. You must constantly enter and be in the state of the subject with whom joint activities are carried out. You constantly have to take on the energy discharges of your partners. Everyone who works with people, children and honestly treats their responsibilities has a moral and legal responsibility for the well-being of their entrusted partners. The price is high - nervous overstrain. For example, during a day of work with a number of children exceeding the norm or with a 12-hour working day, dedication and self-control are so significant that by the next working day mental resources are practically not restored (Reshetova, 2002, Cherniss 2003).

Unfavorable psychological atmosphere of professional activity: is determined by two main circumstances - conflict vertically, in the “manager - subordinate” system, and horizontally, in the “colleague - colleague” system. A nervous situation encourages some to waste their emotions, while others to look for ways to save mental resources. Sooner or later, a person with strong nerves will lean towards the tactics of emotional burnout: stay away from everything and everyone, don’t take everything to heart, protect your nerves.

A psychologically difficult contingent with which a professional in the field of communication deals: for teachers and educators, these are children with anomalies of character, nervous system and mental development delays. In the process of professional activity, you come across someone who “ruins your nerves” or “brings you to a white heat.” Involuntarily, the specialist begins to resort to saving emotional resources, convincing himself: “you shouldn’t pay attention...” The psychological defense mechanism has been found, but emotional detachment can be used inappropriately, and then the professional is not included in the needs and requirements of a completely normal partner. business communication. On this basis, misunderstanding and conflict arise - emotional burnout manifested itself on its negative side (Reshetova, 2002; Orel, 2001).

TO internal factors, causing emotional burnout, in his article “The energy of emotions in communication: a look at oneself and at others,” V.V. Boyko cites the following factors:

Tendency to emotional rigidity: emotional burnout as a means of psychological defense occurs more quickly in those who are less susceptible and more emotionally restrained. For example, the formation of burnout symptoms will occur more slowly in impulsive people. Increased impressionability and sensitivity can completely block the psychological defense mechanism and will not allow it to develop. It often happens that having worked “with people” until retirement, a person, nevertheless, has not lost his responsiveness, ability to participate and empathy (Formanyuk, 1994; Orel, 2001).

Intense perception and experience of the circumstances of professional activity: this phenomenon occurs in people with increased responsibility for the assigned task. There are often cases when, due to youth and inexperience, a specialist working with people perceives everything too emotionally and devotes himself to the task without reserve. Each stressful case from practice leaves a deep mark on the soul. The fate, health, well-being of the subject of activity evokes intense complicity and empathy, painful thoughts during insomnia. Gradually, emotional and energy resources are depleted, and there is a need to restore them or preserve them, resorting to certain methods of psychological protection. Thus, some specialists change their work profile and even profession after some time. Some young specialists leave their place of work in the first 5 years of their work experience. But a typical option for saving resources is emotional burnout. After 11-16 years, teachers acquire energy-saving strategies for performing professional activities.

Moral defects and personality disorientation: perhaps the professional had a moral defect even before he began working with people, or acquired it in the process of activity. A moral defect is caused by the inability to include such moral categories as conscience, integrity, honesty, respect for the rights and dignity of another person in interactions with business partners. Moral disorientation is caused by other reasons - the inability to distinguish good from bad, benefit from harm caused to another person.

Orel V.E. (2001) included in this group socio-demographic and personal characteristics. He notes that of all socio-demographic characteristics, age and length of service have the closest relationship with burnout. The reasons for the decline in the professional activity of older teachers, according to Yu.L. Lviv are:

Firstly, the desire of the teacher to use new achievements of science and the inability to implement them in a short period of study; discrepancy between the expected result and the actual one;

Secondly, the emergence and development of favorite techniques, patterns in work and the realization that the current situation needs to be changed, but how to change is unknown;

Thirdly, the possibility of isolation of the teacher in the teaching team, when his searches and innovations are not supported by colleagues, which causes a feeling of anxiety, loneliness, and lack of self-confidence.

The personal characteristics of people entering the profession, as well as the nature of professional activity, play an important role in the formation of emotional burnout syndrome. The main idea of ​​the approach proposed by K. Maslach is that burnout is the result of a mismatch between personality and work. Increasing this discrepancy increases the likelihood of burnout.

You can add to the list of internal factors identified by T.V. Reshetova. (2002):

Unemotional or inability to communicate;

Inability to express your feelings in words;

Workaholism, when a problem is camouflaged by work (a workaholic most often covers up his professional failure with pace);

People without resources (social connections, family ties, love, professional worth, economic stability, purpose, health, etc.)

Based on the studied factors that initiate burnout syndrome, a number of conditions necessary for its prevention can be identified. For different preschool institutions, these conditions differ from each other, but nevertheless they also have common features, on the basis of which they can be combined into several main groups:

Organizational and pedagogical;

Moral and psychological;

Material;

Sanitary and hygienic.

Organizational and pedagogical conditions. The first and most indispensable of these conditions is to provide the teacher with free time. For current pedagogical practice, with its heavy overloads, the ideas of modeling and technologization of the teaching and educational process, the ideas of scientific organization of labor, aimed at reducing working time costs, up to standard ones, are more relevant than ever. A consistent, persistent and decisive struggle for the teacher’s time is necessary. Managers of educational institutions need to keep track of teachers’ working time, carefully analyze it, identify all unproductive costs and resolutely protect their staff from unreasonable, far-fetched attacks on teachers’ time, firmly defending their interests before everyone.

Organizational and pedagogical conditions also include the coordination of all intra-garden activities, the optimal workload and public assignments, the uniform workload of the teacher by day of the week and throughout the year - everything that ultimately saves time.

Moral and psychological conditions. One of the tasks of the head of a preschool institution is to create a favorable moral and psychological climate. To create favorable moral and psychological conditions means to fully encourage the self-education of teachers, to learn to anticipate possible conflicts in a team and be able to prevent them, to show attention to the needs, troubles and joys of each teacher, to be able to support any useful initiatives of teachers, to notice, reveal and appreciate in each teacher positive, his creative streak. For a favorable psychological climate, the cohesion of the team is important. significant indicators are the closeness of psychological connections that hold team members together, cohesion, and the desire to work together. The leaders of such teams pay important attention to compatibility when selecting teachers, the teacher and his assistant, and the teamwork of people. Compatibility is a condition for the emergence of interpersonal sympathies and at the same time the result of established positive relationships. Its main component is subjective satisfaction.

Among the important conditions for optimizing the psychological microclimate in the teaching staff is the creation of a creative atmosphere. This is the creation of studios, clubs based on educational institutions, holding competitions for teachers, parents, children, holding fairs, vernissages, KVNs and other forms of work. The “spirit” of creativity, which fills and “breathes” the team, gives its members the opportunity to experience a special feeling of joy, increases job satisfaction, and, moreover, contributes to the preservation and maintenance of psychological health among members of the teaching staff. It is easier to create such an orientation in a team if the manager himself is a creative person and at the same time appreciates the sprouts of innovation and creativity among the members of the team he leads.

Material conditions. One of the most important factors is material security, material base. Professional development of teachers is impossible without a well-equipped teaching room, the availability of technical teaching aids, and a micro-corner in the group. The orderliness and systematization of materials allows the teacher to prepare for classes here, and not just at home. Good assistants for teachers in self-education are the library collection, permanent exhibitions of literature, methodological developments, the availability of brochures, articles, etc.

Sanitary conditions assume that the building complies with sanitary rules and design standards, the presence of new equipment, the content of playing materials, the aesthetic design of the premises, etc.

Glava2 . System of work to prevent emotional burnout syndrome among teachers in the activities of a preschool institution

2.1 Level monitoringemotional burnout of the teaching staff

For the purpose of studying psychological state people, the microclimate in the team, pedagogical and psychological monitoring is increasingly being used to determine ways to improve the structure of professional activities and prevent problems associated with deformation of the teacher’s personality. Monitoring the level of emotional burnout among teaching staff provides high-quality and timely information about the presence of this syndrome among teachers, which is necessary for making management decisions. This is a kind of management tool, the essence of which comes down to diagnosing the causes of burnout syndrome, assessing and the possibilities of resolving them. Its significance is due to the fact that it allows one to professionally analyze the psychological risks that are inevitable when transitioning to some new forms of work, and to find optimal means of reducing their negative impact. As part of the monitoring, a socio-psychological audit is expected to be carried out:

· compliance audit;

· performance audit;

· strategic audit;

· audit of professionally significant personal qualities of employees.

A compliance audit involves: analysis of the level of qualifications, education, experience and age of teachers; analysis of parents' satisfaction with the work of the preschool; analysis of children's satisfaction with their stay in a preschool.

An efficiency audit involves: assessing satisfaction with one’s work in a given institution; assessment of affiliation (teacher’s need to closely contact and interact with colleagues, children, parents); analysis of emotional burnout syndrome.

Monitoring the level of emotional burnout involves conducting primary, intermediate and final diagnostics of teachers. Primary diagnostics allows us to identify the level of burnout syndrome in a team, intermediate diagnostics allows us to see changes in the situation, and final diagnostics allows us to determine the effectiveness of work and outline further ways of optimization.

The success of monitoring is facilitated by questionnaires. At the initial stage, N.E.’s technique is best suited for identifying burnout syndrome. Vodopyanova and E.S. Starchenkova, which is administered both individually and in groups.

To conduct a study in order to identify the characteristics of the emotional burnout syndrome of preschool teachers in the structure of their emotional sphere, a Boyko questionnaire was conducted to identify the characteristics of emotional burnout among education specialists.

The study sample included 50 teachers of preschool institutions in the city of Minsk.

The definition of the “emotional burnout” syndrome involved a number of stages:

1. Preparing teachers for testing. Setting goals and objectives.

2. Testing.

3. Processing of received data.

4. Analysis and interpretation of results.

When conducting the study, answers to the questions posed were “yes” or “no.”

The proposed methodology gave a detailed picture of the “emotional burnout” syndrome. First of all, attention was paid to individual symptoms. The severity of each symptom ranges from 0 to 30 points:

9 or less points - an undeveloped symptom, 10-15 points - an emerging symptom, 16 or more - an established one. Symptoms with scores of 20 or more points are considered dominant in the phase or in the entire “emotional burnout” syndrome.

The technique allowed us to see the leading symptoms of “burnout”. It was important to note which phase of stress formation the dominant symptoms belong to and in which phase there are the greatest number of them.

The next step in interpreting the survey results is to understand the indicators of the phases of stress development - “tension”, “resistance” and “exhaustion”. In each of them, a score can range from 0 to 120 points. However, a comparison of the scores obtained for the phases is not legitimate, because it does not indicate their relative role or contribution to the syndrome. The fact is that the phenomena measured in them are significantly different - the reaction to external and internal factors, methods of psychological defense, the state of the nervous system. Based on quantitative indicators, it is only legitimate to judge how much each phase has formed, which phase has formed to a greater or lesser extent:

36 or less points - the phase has not formed;

37-60 points - phase in the formation stage;

61 or more points - a formed phase.

In terms of semantic content and quantitative indicators calculated for different phases formation of the “burnout” syndrome, it is possible to give a fairly comprehensive description of the personality and, no less important, to outline individual measures of prevention and psychocorrection.

The study obtained results on burnout syndrome among teachers of preschool institutions, which were distributed in percentage and in number of people.

Thus, we can note the main symptoms of emotional burnout that are expressed among teachers of preschool institutions. High performance According to the test results, we received the following symptoms: Expansion of the sphere of economy, emotions, “Caged in a cage”, Inadequate selective emotional response, Expansion of the sphere of economy of emotions, Reduction of professional responsibilities, Emotional deficit (Table 2.1, 2.2).

The most striking signs of emotional burnout among preschool teachers are tension and exhaustion (Tables 2.3, 2.4). Of these, the most pronounced is the exhaustion phase. For the vast majority of preschool teachers, emotional burnout is either in the formative stage or has already developed.

Thus, we find that emotional burnout is a problem for preschool teachers, since most preschool teachers experience one or another phase of emotional burnout to one degree or another.

Based on the results of the study of emotional burnout, we can say that preschool teachers experience all phases of the emotional burnout syndrome. Moreover, tension is characterized by symptoms such as experiencing traumatic circumstances and being “caged,” resistance is characterized by symptoms such as reduction of professional and inadequate selective emotional response, exhaustion is characterized by symptoms such as emotional deficit, emotional detachment and personal detachment.

emotional burnout preschool teacher

2.2 Prevention and correction of teacher burnout syndromein a preschool

Based on the foregoing, we see that “burnout syndrome” is usually presented as negative changes in the condition and personality of a professional, something that harms the person and his work. But Trunov D.G. says in his article that one cannot approach one-sidedly this phenomenon. “To some extent, these are the professional’s friends, helping him find out what is happening to him. Perceiving these signals as enemies means refusing the opportunity provided for a deeper understanding of oneself and one’s activities” (Trunov, 1998). The processes occurring in a person and expressed externally in the symptoms of “burnout” are also positive, i.e. performing a positive function. (Trunov, 1998). In other words, these processes enable the teacher to understand what is happening to him and, based on this, decide what to do next, perhaps change his profession or somehow try to correct the manifestations of the syndrome. Thus, in the context of emotional burnout syndrome, the question inevitably arises of how to prevent and correct this phenomenon.

It should be noted that emotional burnout is a rather insidious process, since a person susceptible to this syndrome is often little aware of its symptoms. He cannot see himself from the outside and understand what is happening. Therefore, he needs support and attention, not confrontation and blame. K. Maslach (1978) believes that “combustion” is not inevitable. Rather, preventative steps must be taken that can prevent, mitigate or eliminate its occurrence. She emphasizes that many of the causes of emotional burnout are contained not only in the personal characteristics of people, but also in certain social and situational factors.

Considering the complexity and stage-by-stage formation of professional deformations in the form of emotional burnout, a comprehensive system of measures is needed to prevent and correct destructive neoplasms in the teacher’s personality. This system should be built on a research basis in the management of a preschool institution. The management model should include an algorithm for making a management decision, highlighting the main stages (preparation, search and evaluation of options, implementation, control and evaluation), a description of the manager’s actions at each stage, the research skills necessary for their implementation, as well as the conditions , providing creative activity.

To develop and implement a management decision on a research basis, the following actions must be presented: analysis of the situation; identification of the problem and the causes of its occurrence; selection of participants implementing management decisions; development of solution options and selection of evaluation criteria; listening to proposals for solving problems from participants; assessment of solution options; choosing the best alternative, setting tasks for performers; management of the implementation of the solution, control and evaluation of the result.

Based on research into individual changes in the teacher as a subject of activity, and the psychological climate in the team, the manager gets the opportunity to make optimal management decisions to improve the structure of professional activities and prevent problems associated with the deformation of the teacher’s personality.

Today, various approaches are used to resolve these difficulties. These approaches can also be used in teaching activities.

Overcoming the phenomenon of “psychological burnout” is possible only with the creation psychological service, which will work according to the following directions:

1. Psychological diagnostics (study of individual style, level of psycho-emotional stress, attitude towards oneself and significant others).

2. Psychological correction (training of reflexive abilities, communicative competence, personal growth).

3. Individual and group counseling

The goal of the psychological service should be the professional development of the teacher, which is impossible without maintaining professional health teacher To achieve this goal, it is necessary to solve the following tasks:

a) conducting monitoring to determine the degree of readiness of the teacher to change behavior. Depending on the degree of readiness for changes, forms and methods of work are selected at subsequent stages;

b) creating conditions for awareness of the need for changes in behavior.

c) the possibility of emotional revaluation of existing behavioral stereotypes.

d) consolidating and maintaining new ways of behavior, positive self-perception and self-attitude.

The work of the psychological service includes the preparation and development of leaflets, questionnaires, recommendations for teachers, consultations on the problem of emotional burnout, seminars, trainings, creative competitions, during which the teacher realizes the need for changes in his professional life.

An important aspect in the professional activity of a preschool teacher is self-regulation. The need for self-regulation arises when a teacher is faced with a new, unusual, difficult-to-solve problem that does not have a clear solution. In a situation where the teacher is in a state of increased emotional and physical stress, which prompts him to impulsive actions. Or if he is in a situation of evaluation by colleagues or other people.

The psychological foundations of self-regulation include the management of both cognitive processes and personality: behavior, emotions and actions. Autogenic training can be used in activities that cause increased emotional tension in a person. Pedagogical work is associated with intensive communication with both children and their parents, which requires emotional-volitional regulation from the teacher. Autotraining itself is a system of exercises for self-regulation of mental and physical states. It is based on conscious use by man various means psychological impact on one’s own body and nervous system in order to relax and activate them. Using auto-training techniques will allow a person to purposefully change his mood and well-being, which will have a positive impact on his performance and health.

Psychocorrection can be widely used as a set of psychological techniques used by a psychologist to provide a psychological impact on the behavior of a healthy person. Psychocorrectional work is carried out with the aim of improving a person’s adaptation to life situations; for removing everyday external and internal stresses; to prevent and resolve conflicts that a person faces. Psychocorrection can be carried out both individually and in a group. Groups of people created for psychocorrectional purposes can be of the following types:

T-groups;

Meeting groups;

Gestalt groups;

Psychodrama groups;

Body therapy groups;

Skills training groups.

Each type of group is aimed at solving specific goals and involves interaction in certain rules. In relation to pedagogical activity, we will characterize the scope of practical application of each type of group.

T-groups (groups of socio-psychological training). The work in them is aimed at helping the teacher better know himself as a person; develop an individual style of activity, learn to better understand your colleagues and parents with whom you have to communicate about teaching and raising children; teaching correct behavior in interpersonal communication situations.

Meeting groups. The main goal is the awareness and realization of the potential of personality and intellectual development that lies in each individual. It is effective to use this type of work for beginning teachers and educators in order to increase their level of self-awareness and personality development. Parents can also be included to achieve trust between adults.

Gestalt groups. The work of the group leader is not carried out with all participants, but one on one with any of its members who voluntarily agreed to temporarily become the main character. The key concepts in the work of such a group are “awareness” and “focus on the present.” Experience in this area increases the effectiveness of individual pedagogical work with children.

Psychodrama groups. Widely used role-playing game, as well as elements of improvisation life situations, intended for a more complete disclosure of the inner world of a person. teacher, completed course psychodrama, can successfully use the relevant knowledge for a variety of activities with children.

In the work of body therapy groups, special importance is attached to communication with the human body and its management. Types of body therapy are strong methods emotional release and effective changes in the body, personal feelings.

The main goal of the skills training group is to develop external forms of behavior. It is useful to use in developing professional communication skills of future teachers.

In preschool institutions, the work of T-groups, meeting groups and psychodrama groups is most effective, since they allow one to reveal a person’s individuality, unite the team, learn the ability to communicate, manage oneself and one’s mental state, one’s body, voice, and facial expressions.

The most common means is the continuous psychological and pedagogical education of preschool teachers, improving their qualifications in institutes, advanced training courses, seminars, etc. This is due to the fact that the knowledge acquired during university studies quickly becomes outdated. In foreign literature, there is even a unit for measuring the obsolescence of a specialist’s knowledge, the so-called “half-life of competence,” borrowed from nuclear physics. In this case, it means the length of time after graduation from a university, when, as a result of the obsolescence of acquired knowledge as new knowledge and new information appear, the competence of a specialist is reduced by 50%.

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The essence of burnout syndrome. Professional requirements for the personal qualities of a teacher. Determining the relationship between emotional burnout syndrome and negative communication attitudes and subjective painful feelings among teachers.

Goals: prevention of psychological health of teachers, familiarization of teachers with self-regulation techniques.

Tasks: familiarity with the concept of emotional burnout and its characteristics; determining one’s attitude to the profession, identifying problems, “distortions” in the distribution of mental energy; analysis of the manifestations of signs of burnout, identification of sources of dissatisfaction with professional activities; reducing the level of emotional burnout of teachers.

Materials and equipment: interactive whiteboard, paper, pens, sheets with a picture of a ladder, reminders, a collection of melodies for relaxation.

Progress of the lesson

I. Opening speech: “The problem of emotional burnout of teachers”

It is well known that the teaching profession is one of the most energy-intensive. Its implementation requires enormous intellectual, emotional and mental costs.

IN last years conservation problem mental health teachers has become especially relevant. The modern world dictates its own rules: the demands from parents on the personality of the teacher and his role in the educational process have increased. Transformations in the education system also raise the bar: a creative approach to work, innovation, project activities, and pedagogical technologies are encouraged.

Not only does the academic workload increase, but along with it the neuropsychic stress of the individual and overwork also increases. Various types of overload are aggravated by numerous fears: fear of being abandoned, not finding support; fear of being unprofessional; fear of control.

This situation quickly leads to emotional exhaustion of teachers, known as “emotional burnout syndrome.” “Emotionally burnt out” teachers are characterized by increased anxiety and aggressiveness, categoricalness and strict self-censorship. These manifestations significantly limit creativity and freedom, professional growth, and the desire for self-improvement. As a result, the teacher’s personality undergoes a number of deformations such as inflexibility of thinking, excessive straightforwardness, instructive manner of speaking, excessive explanations, thought patterns, and authoritarianism. The teacher becomes a kind of “walking encyclopedia”: he knows what is needed, how it is needed, when, why and how, and how it will all end. But at the same time, he becomes absolutely closed and impervious to any innovations and changes.

Emotional burnout- this is a kind of psychological defense mechanism developed by the individual in the form of complete or partial exclusion of emotions in response to traumatic influences. The professional activities of teachers are replete with factors that provoke emotional burnout: high emotional load, a huge number of emotional factors, the daily and hourly need for empathy, sympathy, responsibility for the lives and health of children. In addition, teaching teams are, as a rule, same-sex, and this is an additional source of conflict. As a result, the teacher becomes a hostage to the situation of emotional burnout, a prisoner of stereotypes of emotional and professional behavior.

II. Practical part

There is a Chinese saying:

"Tell me and I'll forget

Show me and I will remember

Involve me and I will understand and learn something.”

A person learns:

10% of what is heard

50% of what he sees

70% of what he himself experiences,

90% of what he does himself.

1. Exercise “Napoleon Pose”

Participants are shown three movements: arms crossed over the chest, arms extended forward with open palms, and hands clenched into fists. At the leader’s command: “One, two, three!”, each participant, simultaneously with the others, must show one of three movements (whichever one they like). The goal is to get the whole group or most of the participants to show the same movement.

Presenter's comment

This exercise shows how ready you are to work. If the majority showed their palms, it means they are ready to work and are quite open. Fists show aggressiveness, Napoleon's pose shows some closedness or reluctance to work.

2. Exercise “Carousel of Communication”

Participants in a circle continue the phrase given by the leader.

“I love...”, “It makes me happy...”, “I feel sad when...”, “I get angry when...”, “I am proud of myself when...”

3. Exercise “Test of geometric shapes”

Participants are asked to choose one of five geometric shapes: square, triangle, circle, rectangle, zigzag - and break into groups according to the chosen shape.

Presenter's comment

RECTANGLE: variability, inconsistency, uncertainty, excitement. Curiosity, positive attitude towards everything new, courage, low self-esteem, self-doubt, gullibility. Nervousness, rapid, sharp mood swings, avoidance of conflicts, forgetfulness, tendency to lose things, unpunctuality. New friends, imitation of other people's behavior, tendency to colds, injuries, road accidents.

TRIANGLE: leader, desire for power, ambition, determination to win. Pragmatism, focus on the essence of the problem, self-confidence, determination. Impulsiveness, strength of feelings, courage, indomitable energy, risk-taking. High efficiency, wild entertainment, impatience. Wit, wide social circle, narrow circle relatives and friends.

ZIGZAG: thirst for change, creativity, thirst for knowledge, excellent intuition. Obsession with your ideas, daydreaming, focus on the future. A positive attitude towards everything new, enthusiasm, enthusiasm, spontaneity. Impracticality, impulsiveness, instability of mood and behavior. The desire to work alone, aversion to paperwork, carelessness in financial matters. Wit, the life of the party.

SQUARE: organization, punctuality, strict adherence to instructions and rules. Analytical thinking, attention to detail, fact-oriented. Predilection for written speech, accuracy, cleanliness, rationality, caution, dryness, coldness. Practicality, economy, perseverance, perseverance, firmness in decisions, patience, hard work. Professional erudition, a narrow circle of friends and acquaintances.

CIRCLE: high need for communication, contact, goodwill, caring for others. Generosity, ability to empathize, good intuition. Calmness, tendency to self-blame and melancholy, emotional sensitivity. Gullibility, focus on the opinions of others, indecisiveness. Talkativeness, ability to persuade, convince others, sentimentality, craving for the past. A penchant for social work, a flexible daily routine, a wide circle of friends and acquaintances.

4. Exercise “Choice”

You go to a bakery and buy a donut with jam. But when you come home and bite into it, you discover that one essential ingredient is missing - the jam inside. What is your reaction to this minor setback?

1.​ Take the defective donut back to the bakery and ask for a new one in return.

2​. Tell yourself: “It happens” - and eat an empty donut.

3​. You eat something else.

4.​ Spread with butter or jam to make it tastier.

Presenter's comment

If you chose the first option, then you are a person who does not give in to panic, who knows that your advice is more often listened to. You see yourself as a reasonable, organized person. As a rule, people who choose the first answer are not eager to become leaders, but if they are chosen for a command position, they try to justify trust. Sometimes you treat your colleagues with a certain sense of superiority - you certainly won’t allow yourself to be caught off guard.

If you chose the second option, then you are a soft, tolerant and flexible person. You are easy to get along with and colleagues can always find comfort and support from you. You do not like noise and fuss, you are ready to give up the main role and support the leader. You always find yourself in right time V in the right place. You may seem indecisive at times, but you are able to stand up for beliefs in which you firmly believe.

If you chose the third option, then you know how to make quick decisions and act quickly (although not always correctly). You are an authoritarian person, ready to take on the main role in any matter. Conflicts are possible in the preparation and conduct of serious events, since in relations with colleagues you can be persistent and harsh, demanding clarity and responsibility.

If you chose the fourth option, then you are a person capable of unconventional thinking, innovative ideas, and some eccentricity. You treat your colleagues as playing partners and may be offended if they do not play by your rules. You are always ready to offer several original ideas to solve a particular problem.

5. Exercise “Staircase”

Goal: awareness of oneself as an individual located at a certain period of life and professional activity. All training participants are given a piece of paper with a schematic image of a staircase, and are asked to carefully examine it and mark their location on the staircase today. As the exercise progresses, the facilitator asks the participants questions:

- Think and answer, are you going up or going down?

— Are you satisfied with your location on the stairs?

— What prevents you from being at the top?

— Are you able to eliminate the reasons that prevent you from moving upward?

6. Exercise “Distribute in order”

Goal: to convey to training participants the importance of the ability to switch social roles to maintain mental health and creative activity; awareness of one's "I". Teachers are asked to rank in order (by degree of importance, in their opinion) the following list:

- children

- Job

- husband wife)

- I

- friends, relatives

After some time, propose an option for optimal distribution of the list:

1. I

2. Husband (wife)

3. Children

4. Work

5. Friends, relatives

Participants are then asked to reflect on their findings.

7. Exercise “Pleasure”

One of the common stereotypes of everyday mental hygiene is the idea that the best way rest and recovery are our hobbies, favorite activities, hobbies. Their number is usually limited, since most people have no more than 1-2 hobbies. Many of these activities require special conditions, time or the state of the person himself. However, there are many other opportunities to relax and recuperate. Training participants are given sheets of paper and asked to write down 5 types of daily activities that bring them pleasure. Then it is proposed to rank them according to the degree of pleasure. Then explain to teachers that this is a resource that can be used as " ambulance"to restore strength.

1. Learn, if possible, to immediately dump negative emotions, and not displace them into psychosomatics. How can this be done in working conditions? kindergarten:

- sing loudly;

- stand up quickly and walk around;

- quickly and sharply write or draw something on a board or piece of paper;

- scribble a piece of paper, crumple it and throw it away.

2. If you have sleep disorders, try to read poetry rather than prose at night. According to scientific research, poetry and prose differ in energy; poetry is closer to the rhythm of the human body and has a calming effect.

3. Every evening, be sure to get into the shower and, while talking through the events of the past day, “wash away” them, since water has long been a powerful energy conductor.

4. Start recovering now, don’t put it off until later!

And the final stage of the training is to conduct a relaxation session.

10. Exercise "Source"

All participants are asked to sit comfortably, relax, and close their eyes. To the soundtrack “Water,” the presenter calmly and clearly pronounces the text:

“Imagine that you are walking along a path in the forest, enjoying the singing of birds. Through the birdsong, your ears are attracted to the sound of flowing water. You follow this sound and come out to a source gushing out of a granite rock. You see how its clear water sparkles in the rays of the sun, hear its splash in the surrounding silence. You get the feeling of this special place, where everything is much cleaner and clearer than usual. Start drinking water, feeling how its beneficial energy penetrates you, enlightening your senses. Now stand under the source and let the water flow over you. Imagine that it is able to flow through every cell of yours. Imagine also that it flows through the countless shades of your feelings and emotions, that it flows through your intellect. Feel that the water is washing away from you all the psychological debris that inevitably accumulates day after day - disappointments, grief, worries, all kinds of thoughts. Gradually you feel how the purity of this source becomes your purity, and its energy becomes your energy. Finally, imagine that you are this source in which everything is possible, and whose life is constantly renewed. » At the end of the exercise, participants are asked to gradually open their eyes.

11. Reflection.

Participants exchange impressions and opinions. The presenter thanks all participants for their attention and participation in the training.