Peculiarities of the relationship of mental burnout and social intelligence of mothers in the upbringing of hearing-impaired children It has been revealed that mothers raising children with hearing impairments and having mental burnout have not developed their ability to understand their mental states and feelings by non-verbal manifestations, the ability to grasp the meaning of their non-verbal communication reactions, anticipate further events and actions of children based on the analysis of real situations of communication, through verbal shades to capture their mood. They experience some difficulties in analyzing situations of interpersonal interaction, which could affect their adaptation to different systems of relationships. The empirically proven mutual determination of mental burnout of mothers and social intelligence. So the level of mental burnout of mothers determines the severity of their ability to understand the states, feelings, intentions of children with hearing impairment by nonverbal manifestations (postures, facial expressions, gestures), as well as the ability to capture the meaning of nonverbal communication reactions. In turn, the level of social intelligence of mothers determines the emotional exhaustion and reduction of their parental achievements, manifested in the loss of interest in their own child, in dissatisfaction with themselves and reduced competence in performing the parental role.

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Background. The need for psychological and pedagogical support for families in the upbringing of hearing-impaired children makes it imperative to develop innovative methods and an effective model of interaction between the family and a special needs educational institution, to improve parental competence. Objective. To study the psychological content of parental competence (its cognitive, value-motivational; emotional and behavioral components) and to evaluate parental competence through psychological and pedagogical support for families in the upbringing of hearing-impaired children. Design. Eighty-seven families with hearing-impaired children from a special needs educational institution in Kursk, Russian Federation, participated in the experimental study. The researchers took measurements at two time points, baseline and followup. At baseline, we made a diagnostic assessment of the psychological content of parental competence. At followup, we evaluated the development of parental competence resulting from the psychological and pedagogical support for these families. Results. The cognitive component was characterized by predominant unanimity between the parents in the upbringing of hearing-impaired children, and a partnership relationship in communicating with them. The emotional component was represented by the absence of difficulties in understanding the causes of the children's emotional state and an orientation towards the child's emotional state during interactions or physical contact. Terminal values (such as health, happy family life) and instrumental values (such as responsibility, honesty) were predominant in the value-motivational component. The behavioral component displayed a predominance of the authoritative style in upbringing, whereby parents realized their important role in the development of a child's personality and recognized the right of children to self-development. At the same time, the authoritarian style was still significant.

Among the numerous factors of the subject genesis of teachers, social intelligence plays an important role. Social intelligence is defined as a special quality of a person, her ability to understand, differentiate and predict the verbal and non-verbal behavior of other people and the consequences, quickly and easily come into contact with them, which determine the effectiveness of social interaction. The results of the relationship between social intelligence and mental burnout were obtained by researchers. The problem of the role of social intelligence in overcoming mental burnout is relevant and poorly researched. The teachers working at the Kursk boarding school for children with disabilities at the Kursk boarding school for children with disabilities (all participants are females; N = 50; professional experience up to 43 years) voluntarily took part in the study. Observation and conversation, as well as standardized techniques for diagnosing burnout and social intelligence, were used from a number of empirical methods. To process the research results, computer methods were used by the mathematics of statistical analysis. It has been empirically proven that the underdeveloped ability of teachers to understand the change in the meaning of similar verbal reactions of students, their parents, colleagues, administration (F=4,38; df=2,47; β =-0,412; р=0,019), as well as to logically generalize and highlight common and significant signs in their various non-verbal reactions (F=3,90; df=2,47; β = 0,364; p=0,030) increase the risk of mental burnout. On the contrary, well-developed abilities to foresee the consequences of the behavior of other people in a certain situation can be considered as a factor in overcoming psychosomatic and psycho-vegetative disorders (F = 136,66; β = -0,952; р =0,0000), irritability, resentment, harshness, rudeness, emotional and personal isolation (F = 115,17; β = -0,840; р = 0,0000), the feeling that it is emotionally impossible to help their wards (F = 115,33; β = -0,936; р = 0,0000).

The specifics of the activities of teachers working with children with special educational needs determines the nature of interpersonal relationships that develop between all subjects of the educational process. Experiencing teachers of the crisis of interpersonal relations contributes to the emergence of mental burnout as a special state of physical, emotional and mental exhaustion of the individual. There is a rather limited number of scientific works devoted to the study of the relationship between the styles of interpersonal relations of teachers working with children with special educational needs, and mental burnout. Teachers of the Regional state educational institution "Kursk boarding school for children with disabilities" took part in the study (50 people). Observation and conversation, as well as standardized methods for diagnosing teachers' burnout and styles of interpersonal relationships, were used to collect data. Methods of mathematical-statistical analysis were used to process the results. Teachers who work with children with special educational needs are adapted to the stressful effects of the traumatic circumstances of professional activity by limiting emotional return in interpersonal communication and selective response, lack of due attention to their wards, facilitation or reduction of job duties (the severity of the "Resistance" phase: Xm. ± σx = 56.80 ± 22.30; “Inadequate emotional selective response”: Xm. ± σx = 15.38 ± 6.94; “Emotional and moral disorientation”: Xm. ± σx = 11.66 ± 6, 32; "Expansion of the sphere of economy of emotions": Xav. ± σx = 15.48 ± 13.62; "Reduction of professional duties": Xav. ± σx = 14.28 ± 8.51). It has been empirically proven that straightforward-aggressive (β = 0.353 at p = 0.015) and dependent-obedient (β = 0.379 at p = 0.005) styles of interpersonal relations can act as factors in the emergence of manifestations of mental burnout of teachers, and the imperious-leading style (β = - 0.320 at p = 0.016) – a resource for overcoming it (F = 4.37; CMD = 0.57; df = 5.44).