PROFESSIONAL STRESSES AND THEIR ROLE IN THE DEVELOPMENT OF MENTAL BURNOUT SYNDROME

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E. G. Ozhоgova,
Сandidate of Psychological Sciences, Associate Professor Department
of pedagogy, psychology of childhood, Omsk State Pedagogical University,
14 Naberezhnaya Tukhachevskogo, Omsk, 644099, Russian Federation ORCID ID: https://orcid.ord/0000-0002-5176-5965
T. V. Malyutina,
Сandidate of Psychological Sciences, Senior Lecturer,
Omsk State Medical University, 12 Lenin st., Omsk, 644099, Russian Federation ORCID ID: https://orcid.ord/0000-0001-8741-4684
L. V. Lonskaya,
Сandidate of Pedagogical Sciences, Associate Professor,
Omsk State Medical University, 12 Lenin st., Omsk, 644099, Russian Federation ORCID ID: https://orcid.ord/0000-0001-6467-8169
Yu. V. Lalov,
Candidate of Medical Sciences, Associate Professor, Department of neurology and neurosurgery,
Omsk State Medical University, 12 Lenin st., Omsk, 644099, Russian Federation ORCID ID: https://orcid.ord/0000-0002-0659-7413

PROFESSIONAL STRESSES AND THEIR ROLE IN  THE  DEVELOPMENT OF MENTAL BURNOUT SYNDROME

Introduction. A study on the problem of professional stress in the development of burnout syndrome is performed. On the basis of empirical research results generalization the role of the mental burnout syndrome in teacher activity is considered. The essence of the basic concepts is analyzed. The structural features of the burnout syndrome and the main professional stresses are studied empirically.

The methodology of the study is based on the correlation analysis used to establish the relationship between the “mental burnout” syndrome and various professional stresses.

The authors of the article draw conclusions and offer General recommendations for heads of educational institutions aimed at preventing the burnout syndrome development among teachers.

Keywords: burnout syndrome, emotional exhaustion, depersonalization, reduction of personal achievements, professional stress.

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