PROFESSIONAL BURNOUT OF CHILD PSYCHOLOGISTS AND EDUCATORS OF CEI
The article considers the problem of professional burnout and its connection with the working atmosphere of child psychologists and educators of CEI. The professional range of work of child psychologists and educators of CEI is revealed and compared. Professional burnout is shown in the context of the employee’s interaction with the co-workers and its impact on the quality of work. The comparison revealed the phase of the burnout syndrome at the stage of the formation, which means that workers are in the state of stress, which depends on external influences.
It was justified that the professional burnout of psychologists and educators of CEI is manifested mostly in the following phenomena: depersonalization, apathy, depression, pessimism, nervous breakdowns and the fear of not coping with their responsibilities. Organizational and methodological aspects of the research are described. Probationers in this study were women of different ages, child psychologists and educators of CEI. Empirical study of the influence of the syndrome of their burnout was conducted in various development centers and children’s educational institutions. In winter 2020, 18 persons were interviewed and 22 persons took part in a study during the spring quarantine, caused by COVID-19, in conditions of self-isolation. In particular, the level of professional burnout was determined by using the method of V.V.Boyko “Diagnosis of the level of emotional burnout” (Boyko, 2009). To highlightthe psychological factors of burnout and study the impact of working atmosphere onburnout of psychologists and educators of CEI, the method of assessing organizationalculture K. Cameron, R. Quinn (Kim S. Cameron, Robert E. Quinn, 2011), the methodPsyCapQuestionnaire (PCQ) Luthans, F., Avolio, B., Avey, J., & Norman, S. (FLuthans, B. J. Avolio, J. B. Avey, and S. M. Norman, 2007), “Attitude to work”(Trofimov, Milutina, 2020) and “Communicative Tolerance” (Boyko, 1998) was used.
The study did not reveal the formed phases of the burnout syndrome; relations in the team between co-workers are satisfied, the assumption that a significant impact on the syndrome of “professional burnout” has a working atmosphere was not confirmed. In this regard, we assume that a possible obstacle to confirm the previous assumption about the influence of the working atmosphere on burnout was that the major part of the probationers was already self-isolated due to COVID-19.
Bearse J.L., McMinn, M. R., Seegobin, W., & Free, K. (2013). Barriers to psychologists seeking mental health care. Professional Psychology: Research and Practice, 44 (3), 150-157. https://doi.org/10.1037/a0031182
Boyko V.V. (1999) Syndrome of "emotional burnout" in professional communication.
Bulatevich NM (2005). Emotional burnout syndrome: the role of individual and organizational factors. Bulletin of the Taras Shevchenko National University of Kyiv. Sociology series. Psychology. Pedagogy. Vip. 22-23. P.47-50.
Van Droogenbroeck F., Spruyt B., & Vanroelen C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99-109. https://doi.org/10.1016/j.tate.2014.07.005
Dziuba K. (2013) Prevention of burnout: a set of exercises for emotional stability. Psychologist. № 8. pp. 24-25
Freudenberger, H. J. (1975). The staff burn-out syndrome in alternative institutions. Psychotherapy: Theory, Research & Practice, 12(1), 73-82. https://doi.org/10.1037/h0086411
Kitaev-Smyk L.A (Ed.) (2015). Consciousness and stress: Creativity. Mastery. Burnout. Neurosis M.: Meaning.
Koocher GP, Keith-Spiegel P. (2008). Ethics in Psychology and the Mental Health Professions: Standards and Cases (3rd e d.). New York: Oxford University Press. Reviewed by Eric K.Willmarth, PhD, Saybrook Graduate School and Research Center, San Francisco, CA. and Western Michigan University, Kalamazoo, MI
Kotlyarenko I.O. (2019). Determinants of professional burnout of kindergarten teachers. Current problems of psychology. T.12. Psychology of creativity. Issue 19. P.37-45.
Maksimenko S.D., Karamushka LM, Zaychikova T.V. (2006). Professional burnout and professional careers of educational organizations: gender aspects. K .: Millennium.
Malinowski A. J. (2013). Malinowski, A. J.(2013). Characteristics of jobburnout and humor amongpsychotherapists. Humor: International Journal of HumorResearch, 26(1), 117–133.https://doi.org/10.1515/humor-2013-0007
Maslach, C., Schaufeli, W. B., & Leiter, M.P. (2001). Job burnout. AnnualReview of Psychology, 52, 397–422.https://doi.org/10.1146/annurev.psych.52.1.397
Milyutina K.L, Trofimov A.Yu. (2020). Psychology of modern business. Kyiv: Lira.
Molokoedov A.V., Udovik S.V., Slobodchikov I.M. (2016) Emotional burnout in professional activities. Moscow: Lev.
Nekiz T.A. Prevention of emotional burnout of a psychologist in the process of working with deviant adolescents. Current problems of psychology. Volume XI. Issue 13. P.171-177.
On the question of the decline in the professional activity of teachers and its tides. Socio-pedagogical problems of professional and social activity of teachers / ed. Lviv Yu. L. M.: ANP SSSR.1988
Rean A.A., Baranov A.A. (1997). Factors of teachers'stressresistance. /Questions of psychology. № 1.P.46-54.
Rupert PA, Stevanovic P. & Hunley HA (2009). Work-family conflict and burnout among practicing psychologists. ProfessionalPsychology: Research and Practice, 40(1), 54–61.https://doi.org/10.1037/a0012538
Vodopyanova N.E. (2001). The "burnout" syndrome in the professions of the "man-man" system. SPb.: Press.
Zaychikova T.V., Kovalchuk O.S., Fedosova G.L., Filatova O.F., Phil O.A. (Ed.) (2004). Research of the syndrome of "professional burnout" of teachers. K.: Millennium.