Профилактика эмоционального выгорания и поддержка психического здоровья педагога
Work with teachers is a very important area of support of the educational process. Teachers need psychological support, since the introduction of any innovation for many teachers can be accompanied by stress, emotional and nervous overloads. This is due to the fact that it is difficult for teachers to adapt to new conditions that modern education dictates, especially for those who have quite a long work experience.
According to the work plan, psychologist Bulegenova N.E. training on the prevention of burnout syndrome of teachers of Kostanay construction college.
The purpose of the training was to create conditions for the prevention of burnout syndrome and mental health support for teachers.
- update the process of employee self-analysis;
- introduce the self-regulation techniques;
- optimize the self-esteem of teachers;
- remove emotional stress;
form a positive thinking of teachers (self-perception and perception of the surrounding reality).
It is known that an emotionally balanced teacher who copes with his tasks more correctly and fairly perceives his students, is more benevolent in communicating with them and their parents. A calm teacher is able to give knowledge according to the program; he is able, having organized the pedagogical space, to use in his practice methods, techniques and techniques of an individual personal approach in teaching each student. A teacher who does not experience emotional difficulties, work in pleasure, such a teacher creatively and lovingly performs his duties. The preservation of students’ mental health is impossible without working with teachers in this direction.
In the training methods and techniques were used, taking into account the representative system of teachers:
- Visual system – slide presentation, pictures, reflective cube, cards, memos, questionnaires.
- The audio system is a mini-lecture on the topic, relaxation music.
- inesthetic system – practical experience in exercises, visualization of text accompaniment.
The exercises “Frankly,” “Well done!”, “Galoshes of happiness”, “My affirmation,” helped to understand the problems of the teacher, verbalize them, rally a group of teachers; participants of the game, wearing “galoshes of happiness”, responded to the proposed situation in a positive way. Participants received an emotional discharge and a positive attitude.