No abstract

No abstract

Актуальность статьи обусловлена необходимостью комплексной профилактики синдрома эмоционального выгорания педагогов. Цель статьи заключается в выявлении личностных факторов эмоционального выгорания современных педагогов общеобразовательных организаций. В статье раскрываются особенности проявления синдрома эмоционального выгорания у современных педагогов, выделяются преобладающие симптомы, внутренние факторы их появления. Авторами проведен анализ исследований внутренних факторов эмоционального выгорания педагогов, выделены преобладающие личностные и мотивационные факторы данного феномена. На основе статистического анализа данных определено содержание психологического сопровождения профилактики эмоционального выгорания педагогов: осмысление профессиональной деятельности, развитие позитивного самоотношения, регуляции эмоциональных состояний, коммуникации, забота о своем психологическом здоровье, повышение уровня психологической грамотности, улучшение нравственно-психологического климата в коллективе. Статья предназначена для психологов и руководителей общеобразовательных организаций. The relevance of the article is due to the need for comprehensive prevention of the emotional burnout syndrome of teachers. The purpose of the article is to identify the personal factors of emotional burnout of modern teachers of general education organizations. The article reveals the features of the manifestation of emotional burnout syndrome in modern teachers, highlights the predominant symptoms, internal factors of their appearance. The authors analyzed the internal factors of emotional burnout of teachers, highlighted the prevailing personal and motivational factors of this phenomenon. On the basis of statistical analysis of data content of psychological support for prevention of emotional burnout of teachers is determined: understanding of professional activity, development of positive self-attitude, regulation of emotional states, communication, concern for their psychological health, improvement of psychological literacy level, improvement of moral and psychological climate in the team. The article is intended for psychologists and heads of general education organizations.

The work examines ideas about the peculiarities of empathy and strategies of behavior in conflict situations of young men 21-22 years old. It was found that at this age, the average level of empathy prevails, which is characterized by a selective attitude towards people, the ability to separate their and other people's emotions in communication, understand the experiences of the other and take them into account when interacting. A third of students show a high level of empathy, are distinguished by the ability to maintain friendships, easy understanding and empathy of other people's emotions. From the sample, significant gender differences in the manifestation of empathy in favor of girls were calculated. Also, students of a technical university have revealed values of the conflict coefficient above the average, although compromise, avoidance and cooperation are the predominant strategies for behavior in the conflict. It is determined that the average values of all strategies of behavior in conflict, except the strategy of adaptation, are in the range of the average level of development. We also proved that there are gender differences in the manifestation of behavior strategies in conflict and the level of development of empathy in late adolescence. Girls are dominated by compromise behavior, and guys are dominated by adaptive behavior in conflict.