RELATIONSHIP OF EMOTIONAL BURN OUT SYNDROME AND COPING - TEACHER BEHAVIOR
Tylnay Darya Sergeevna.
Belgorod National Research University,
student of the Faculty of Psychology, Belgorod, Russia
tylnay.d@gmail.com
Scientific : senior lecturer A.V.Markov (department of foreign languages Pedagogical Institute) NRU "BSU", Belgorod
E-mail: markov@bsu.edu.ru
Annotation: the work is devoted to the problem of the syndrome of emotional burnout and coping - the behavior of a teacher.The features of the teacher's behavior during emotional burnout are revealed.
Key words: emotional burnout, coping - behavior, stress, strategies, solving a situation, causes of burnout, tested teachers, levels of emotional burnout, types of strategies, styles of strategies.
The topic of research work is relevant since an increase in the pace of life, a heavy load at work, bad habits, a sedentary lifestyle, stressful situations affect the body of employees, as a result of which work efficiency decreases.A person needs to know what to do, how to behave in a stressful situation, so that the consequences are not dire.At this point in time, burnout syndrome has spread to a large number of specialties.In stressful situations, coping - the behavior of teachers is viewed as a negative attitude towards their work, and not a protective mechanism.
Burnout syndrome has consequences that arise in family relationships, in interpersonal relationships, in conflicts at work or in a tense team environment.The consequences of burnout lead to the development of negative attitudes towards their work, colleagues, family and others.You may feel dislike for your job.The end result of the wrong choice of coping behavior can lead to decreased performance and complete burnout of the employee.Psychophysiological consequences are reflected in insomnia, poor health, headaches, all these are psychosomatic disorders.
The study of coping behavior is relevant as it is a way of coping with stress due to human adaptation in the modern world.
In 1982, the phenomenon of emotional burnout was described by K. Maslach, E. Hartman, B. Pelman. The authors identified 3 main components of burnout:
1. Reduction of professional achievements. Decreased motivation for activity, as a result of which productivity decreases, a person is not satisfied with his results, as a result of which his self-esteem decreases, he is not satisfied with himself, is disappointed in his profession;2. Emotional exhaustion. The person feels tired, devastated, emotional tone is reduced.He loses interest in his activities and in communication.Feels unable to work as energetically as before;3. Depersonalization. Attitudes towards people become indifferent or negative.When collective problems are clarified, empathy disappears and irritation turns on, which can turn into anger at colleagues [1].
J. Greenberg argues that the process of emotional burnout consists of 5 stages:
1. An employee treats his work with enthusiasm. This stage passes quickly, as expectations are often not feasible. The first symptoms of stress appear at work;2. With psychoemotional stress, physiological stress appears.There are problems with sleep, a person cannot fall asleep or wake up, indifference appears, indifference to others.The forces are decreasing, the employee is making less and less effort to carry out his work;3. As a result of sleep disorders, immunity decreases and a person is able to get sick. Anger and irritability arises;4. Chronic diseases appear, while continuing to work the employee worsens his emotional state. Self-esteem goes down, the employee is dissatisfied with his work, life and himself; Здоровьечеловекаухудшаетсяиможетпривестиклетальномуисходу.С психической стороны проявляется депрессия и тревожность. Карьера находится под угрозой что приводит к эмоциональному переживанию [8].
A. Langle considers vital instability as one of the factors of burnout:
1. Low standard of living, uncertainty of the future; 2. High unemployment and lack of demand for professionals [7].
In 1974, according to J.L. Murphy, coping is an innate (instinct) or acquired (restraint, inclination) desire of an individual to solve a stressful situation [2].
Coping - behavior is understood as processes aimed at overcoming a stressful state, including human activity, a complex of overcoming a stressful state, permeating all types of interaction of a subject with problems that need to be avoided, solved or mitigated [9].
According to V.A. Bodrov, there are stages for overcoming stress such as:
1. Motivational - targeted; 2. Preliminary assessment of the situation; 3. Emotionally - strong-willed; 4. Realization of stress.
V.A. Bodrov argues that these stages are interrelated and represent a logical sequence for overcoming stress. He considers coping processes as a psychological system of people's activities to assess the situation [4].
V.A. Tashlykov identified such types of strategies as:
1. Cognitive - going into faith, correlating a given situation with a much more difficult one, submitting to this position;
2. Behavioral - giving all your strength to work, willingness to work for the benefit of others, but to the detriment of yourself, the emergence of new hobbies, interests;
3. Emotional - unloading one's difficult state by crying or screaming, vigorous and clear hope for the future, desires in communication, obedience, blaming oneself in difficult situations [3].
R. Lazarus and S. Folkman also highlight the main coping strategies:
1. Seek help from others;1. Seek help from others;
2. Planning a solution to the problem - trying to solve the problem in different ways;
3. Confrontational coping - unbalanced behavior in relation to others, an attempt to solve the problem in a non-risky way;
4. Self-control - regulation of your emotions and actions;
5. Escape - avoidance - the solution to the problem is only avoidance from it;
6. Positive overestimation - find the positive aspects of this situation;
7. Acceptance of responsibility - admission of one's guilt in a given situation;
8. Distancing - mental distance from the problem and not understanding what is happening [6].
In his research, E. Heim identified possible variations in coping behavior depending on the mental activity of the cognitive:
Cognitive coping strategies
1. Maintains composure, controls his behavior and does not show his condition to others; 2. Dissimulation. Autosuggests that nothing bad has happened, that it should be so; 3. Problem analysis. Analyzes the situation; 4. Ignoring. He believes that this situation is petty, there are more important problems [5].
When processing the obtained data, we used the method of primary descriptive statistics, checked the data for normal distribution.We used non-parametric mathematical methods for further statistical data processing (Kruskal-Wallis).We tested the hypothesis whether there is a connection between the level of emotional burnout and coping behavior.
According to the results of the study, teachers with a high level of exhaustion differ in the level of statistical tendency p≤0.01 in the style of coping - behavior "Confrontational coping" (N = 14.566), "Seeking social support" (N = 15.092), "Taking responsibility" this means that the subjects are active, impulsive, trying to somehow influence the situation, there is no action plan, they are persistent, there is no flexibility, aggressiveness, anger, annoyance prevail.They actively interact with other people, are captured by the problem, actively collect information, feel the need for protection. The subjects are guilty of conscience, depressed, their actions are inconsistent, there is no clear plan, they self-accuse themselves and endlessly replay what happened in their minds.
Subjects with a very high level of emotional burnout use coping - the behavior "Escape - avoidance" (N = 9.371) has a significant level of statistical significance p≤0.05, which means that servicemen of different levels of emotional exhaustion prefer to avoid problems and not notice them.And also the subjects use the styles of behavior "Distance" (N = 14.236), "Self-control" (N = 13.699) at the level of the statistical tendency p≤0.01, which means that teachers maintain their usual behavior in difficult stressful situations, and also control their actions.They suppress their emotions, increase attention to incoming information, increase caution, and maintain clear and consistent action under stress.
A low level of emotional burnout chooses such a style of behavior as "Planning a solution to a problem" (N = 15,680) and differ by levels of statistical tendency r≤0.01, which means that teachers with a low level of burnout actively interact with the situation, with people and the information received, trying to maintain composure, all efforts are directed to a way to solve the problem.
In order to identify correlations between indicators of coping behavior and emotional exhaustion, we applied correlation analysis using the nonparametric mathematical method of Spearman's correlation coefficient.
We identified 2 levels of emotional exhaustion (high, very high), between the value orientation of the personality "Confrontational coping" (r = 0.462; p≥0.01) and "Taking responsibility" (r = 0.391; p≥0.01) indicator self-actualization "Emotional exhaustion" revealed a high correlation, which indicates that servicemen with a high level of emotional burnout tend to always fall into a state of helplessness, try to induce tolerance, a depressed, desperate emotional state.There is self-accusation, a replay of the situation in the mind.
There is a strong correlation between the indicator of personal value orientation “Escape - avoidance” and the indicator of self-actualization “Emotional exhaustion” (r = 0.542; p≥0.01), which tells us that it is natural for subjects with a very high level of emotional exhaustion to choose this style of coping behavior.
Teachers relieve their stress with the help of alcohol and tobacco, sleep. They are characterized by emotional stress, retaining hope for an improvement in the situation.
Thus, our hypothesis about the existence of a connection between emotional burnout and coping behavior, namely “confrontational coping”, “taking responsibility”, “escape-avoidance”, is associated with the level of emotional burnout.
Bibliography:
Cherednichenko T.A. The ratio of “individual” and “interactive” in the structure of values and coping behavior among the older generation. Cherednichenko // Activity and responsibility of the individual in the context of life: materials of the II All-Russian scientific and practical conference with international participation, dedicated to the 300th anniversary, Omsk, October 06-07, 2016 - Omks, 2016. - P. 188-190.
Dementy L.I. Theoretical foundations and diagnostics of personality coping behavior / L.I. Dementiy, A.Yu. Malenova. - Omsk. : Om.Gos.un-ta, 2016 .-- 104 p.
Isaeva E.R. Coping - behavior and psychological protection of the individual in conditions of health and illness: monograph. - SPb .: SPbMU, 2009 .-- 136 p.
Maysak N.V. Psychological features of personality deformations of cadre officers / N.V. Maysak // Actual questions of psychology and pedagogy. - 2011. - No. 1 (33). - S. 242-247.
Nazarova E.A. Burnout syndrome of lawyers of the state civil service and police / E.A. Nazarova // Mass communications at the present stage of development of world civilization: materials of the All-Russian scientific conference with international participation. Kraskovo, April 23, 2015 - Kraskovo: Educational private institution of higher education "Humanitarian - Social Institute", 2015. - pp. 388-393.
Novikova S.S. Coping strategies - behavior and resilience of the unemployed depending on the experience of unemployment / S.S. Novyikova, I.B. Shuvanov // Education Science and Psychology - 2016. - №3 (40). - S. 3-7.
Steblovskaya A.V. Theoretical representation of the concept of "Emotional burnout syndrome" in psychological and pedagogical literature / A.V. Steblovskaya // Historical and social - educational thought. - 2017.- 140-146.
Veselkov A.V. Social and psychological characteristics of coping behavior of employees of the state fire service of the EMERCOM of Russia.
Vodopyanova N.Y. Psychodiagnostics of stress / N.E. Vodopyanova. - SPb .: Peter, 2009 .-- 218 p.
.png)
