A joint analysis of the concepts of "emotional intelligence" and "burnout" allows finding new ways to protect against the adverse effects of chronic stress. It is known that emotional competencies are determined by gender and gender, but this aspect needs to be clarified. A longitudinal study was conducted in a female sample (575 students and 96 teachers from different regions of Ukraine) to determine the dynamics of burnout in calm and stressful periods and trace the correlation of symptoms with emotional abilities. The structural components of emotional intelligence (reflection, self-regulation, empathy, expressiveness, and acceptance of one's own emotions) and manifestations of burnout were measured; three diagnostic sections were made at the beginning of the academic year, after the winter and spring examination sessions. Significant growth of all burnout indicators during the annual training cycle (MANOVA) was recorded. The effect of the accumulation of fatigue (exhaustion) was robust in teachers and graduate students. At the same time, after the session, students grew a sense of self-efficacy, compensating for the resources spent. Comparison of means in six subsamples of students in grades 1-5 and teachers (ANOVA) showed that structural changes in emotional competencies describe the adaptive potential of a certain age period. The developed empathy and self-regulation are the main signs of women's emotional maturity after graduation. The structure of correlations between burnout parameters and emotional competencies differed in different groups. The most significant contribution to preventing burnout in students is made by reflection and self-regulation, in teachers — by self-regulation, empathy, and acceptance of one's feelings. The negative correlation between emotional abilities and symptoms of burnout is exacerbated during times of stress. It is concluded that there are two mechanisms of the protective influence of emotional intelligence: direct, which prevents exhaustion by controlling and regulating negative emotions, and indirect, through a sense of self-efficacy resulting from the successful overcoming of professional challenges.

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Factors of loneliness experienced by women from different social groups, identified with factor analysis, are considered. Six structural factors were identified: neuroticism, an individual’s position in relation to herself and others, sociability, interpersonal relationships, personal potential, behavioural types. Each of these factors has a direction, so determines a woman’s sociality or, vice versa, deepness of her loneliness. We have determined that personal qualities developed due to experienced negative emotions, including low self-esteem, too high demands toward themselves and others, depression, fear and anxiety, insecurity, or emotional instability, contribute to antisocial behaviour (social indifference) and loneliness. A woman’s aggressive-negative position is one of the factors influencing her maladaptation to society and making her feels lonely. We can also argue that destructive communications also contribute to the feeling of loneliness. We have found that harmony and comfort at interpersonal relationships and loneliness depends on a woman’s position in interpersonal relationships, their distance and valence. Women with a high personal potential are less likely to experience feelings of loneliness than women with low personal potential. Moreover, fear and aggression directly affect the development of women’s depressed-aggressive behaviour, which leads to social maladaptation; this fact allowed us to understand the causes for the fear of being alone and the mechanism forming women’s feeling of loneliness.

Background: The development of inclusive education involves the increasing participation of children and adolescents with intellectual disabilities in the general education process, which can be accompanied by several stressful and psychotraumatic situations that negatively affect the academic success of such adolescents. Objective: This study aimed to empirically test the probability that the emotional intelligence level of adolescents with intellectual disabilities impacts their academic performance. Methods: The study was conducted as a socio-psychological experiment involving experimental and control groups through pre-test and post-test measurements of the emotional intelligence level of adolescents with intellectual disabilities and their academic performance. The study involved students at comprehensive secondary schools aged 12-14 who studied in inclusive classes. Results: The Emotional Intelligence Development Programme also aimed to further the inclusion of adolescents in their school lives. The Programme involved a series of classes with a predominance of visual material adapted to the needs of adolescents with intellectual disabilities. The research was motivated by the improvement of inclusive education in Ukraine, which is at the stage of its formation. The Programme is based on applied developments of practical psychologists with the author's extensions. The study was carried out through the EmIn Test adapted by Lyusin to diagnose the level of emotional intelligence. Observations, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and comparison of means through student's t-test were used to analyze the data obtained. The Programme resulted in increased parameters for the emotional intelligence level in the experimental group compared to the control group and improved academic performance in Mathematics and Biology. The results obtained empirically confirmed the positive impact of emotional intelligence on the academic performance of children with intellectual disabilities. Conclusion: The primary value of the study was the integration of the author's approaches in the development of emotional intelligence of adolescents with intellectual disabilities. The practical result of the research is the methodological systematization of the experiment results with the aim of further implementation in the general educational process. Further research suggests monitoring the long-term effects of therapeutic intervention programs in working with adolescents with intellectual disabilities.