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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: http://dx.doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

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Psychological Support for Teachers with Signs of Burnout: Base and Guidelines Reference 1592

Demyanchuk R.V., PhD in Psychology, first vice-rector, vice-rector for scientific work, Private Institution of Higher Education "Institute of Special Pedagogy and Psychology", St.Petersburg, Russia, rdconsult@yandex.ru
Abstract
Problems of research considered in present article, is the study of the bases and guidelines of the organization and the content of the psychological support to teachers with signs of burnout. With the method of burnout diagnosis of V.V. Boyko surveyed 502 teachers, 264 of them - work in special (correctional) educational institutions (average age 41,06 years), 238 - in general education (mean age 39,95 years). The symptoms of burnout and symptoms of its formation phase were analyezed (on the model of V. Boyko. Significant differences in the study groups of teachers are set on the basis of the experience of stressful circumstances, feeling "driven into the cage" and inadequate selective emotional response, as well as the frequency of occurrence of the parameter signs Resistance phase. On the basis of similarity of signs of dominance in the manifestations of burnout in teachers study groups concluded that there is basic opportunity of developing a single model of psychological assistance for teachers with signs of burnout, regardless of the type or kind of educational institution. A number of landmarks for the organization and content of the psychological work with the teachers were suggested, based on the creation of conditions for their psychological support and psychological support technology, built on the basis of the process approach.

Keywords: teacher, emotional burnout, psychological assistance, psychological support

Column: Empirical research

DOI: http://dx.doi.org/10.17759/cpse.2015040402

For Reference

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