Дисертація містить теоретичне обгрунтування синдрому “професійного вигорання”, його особливостей та чинників виникнення. Здійснено порівняльний аналіз “професійного вигорання” з феноменами різних теоретичних та терапевтичних систем.

Розроблено концептуально-методичну модель емпіричного дослідження психологічних засобів профілактики “професійного вигорання” вчителя.

Доведено гіпотезу про те, що профілактика “професійного вигорання” вчителів повинна базуватися на уявленні про його психологічні засоби як детерміновані соціокультурними формувальними впливами психотехнічні знаряддя та конгеніальні їх знаково-символічній природі внутрішньоособистісні ресурси-прийоми суб’єктного самовпливу.

Апробовано авторську програму навчально-практичного тренінгу-курсу профілактики синдрому “професійного вигорання” вчителів та здійснено комплексну кількісно-якісну оцінку її ефективності.

Ключові слова: “професійне вигорання”, профілактика, навчально-практичний тренінг-курс, засоби-прийоми, засоби-знаряддя, емоційне виснаження, деперсоналізація, редукція професійних обов’язків.

АННОТАЦИЯ

Назарук Н. В. Психологические средства профилактики “профессионального выгорания” учителя. ? Рукопись.

Диссертация на соискание ученой степени кандидата психологических наук по специальности 19.00.07 ? педагогическая и возрастная психология. ? Прикарпатский национальный университет имени Василия Стефаника, Ивано-Франковск, 2007.

Диссертация включает теоретическое обоснование синдрома “профессионального выгорания”, его особенностей и факторов возникновения. Осуществлен сравнительный анализ “профессионального выгорания” с феноменами различных теоретических и психотерапевтических систем.

Разработана концептуально-методическая модель эмпирического исследования психологических средств профилактики “профессионального выгорания” учителя.

Доказано гипотезу о том, что профилактика “профессионального выгорания” учителей должна базироваться на представлении о его психологических средствах как детерминированных социокультурными формирующими влияниями психотехнических орудиях и конгениальных их знаково-символической природе внутриличностных ресурсах-приемах субъектного самовлияния.

Апробирована авторская программа учебно-практического тренинга-курса профилактики синдрома “профессионального выгорания” учителей и осуществлена комплексная количественно-качественная ее оценка.

Ключевые слова: “профессиональное выгорание”, профилактика, учебно-практический тренинг-курс, средства-приемы, средства-орудия, эмоциональное истощение, деперсонализация, редукция профессиональных обязанностей.

SUMMARY

Nazaruk N. V. Psychological means of prophylactic measures of “professional burnout” of the teacher. ? Manuscript.

The dissertation on receiving of scientific degree of candidate of psychological sciences in speciality 19.00.07 ? Pedagogical and age psychology. ? Precarpathian national University named by Vasyl Stephanyk, Ivano-Frankivsk, 2007.

The dissertation describes the content of the syndrome of “professional burnout” as complicated multidimensional structure, the stress reaction of long duration, that arises because of influence on the personality of professional stresses in the professions such as “man-man”, which are connected with interpersonal communication, defense psychological mechanism, made up by the organism, which is shown in the form of partial or full expulsion of emotions in answer to psychotraumatized influences.

Generalized in this work are the results of domestic and foreign researches made into “professional burnout syndrome”.

The development of “professional burnout” embraces three stages (tension, resistance and exhaustion) interrelated in time by means of reason and consequence links and is described by three main manifestations: emotional exhaustion, depersonalization, professional duties reduction.

It has been established that “professional burnout” syndrome as a form of adaptation, non-adaptation of a personality to professional activity can be actualized by the launching mechanisms in any link of its structure.

“Professional burnout” is regarded as in this study as the transference of “I personal” while, on the contrary, a professional deformation is viewed as the displacement of “I professional” into “I personal”.

It has done the comparative analysis with the related phenomena-professional deformation, regression of the personality, psychological defense, metaneed and metapathology, existential vacuum, irrational persuasion narrowing of the structural system, vital positions and strategies of interpersonal communication, which are under investigation in the race of humanistic, psychoanalytic, cognitive, rational emotive psychotherapy, transactional analysis.

The hypothesis is proved that the prophylactic of “ professional burnout” should be based on the imagination about its psychological means as determined by sociocultural influences psychotechnical implements and intrapersonal resources-reception of the subjective self-influence corresponding to their sign and symbol nature. The conceptual and methodical model of the empiric investigation of psychological means of the prophylactic of “burnout” is worked out and realized.

It helped to show the significant representative interconnection of parametric peculiarities of “ professional burnout” with the strategies of overcoming of the stress situations and resources of personally and professional formation in the form of inherent preconditions of self-actualization of the personality, individual and typological differences as the accentuation of the corresponding traits of character and temperament, types of personal direction, harmony or conflict I-conception, and also the subjective evaluation of the work conditions and professionally important features of the teacher, and also differential influences of social and demographic, professional and qualification factors on the indices of “ professional burnout”. Laid into whose foundation was the idea of the availability of the natural interrelation between psychological means as “internal” resources-modes and as “external “signs-means.

It is proved that “ professional burnout” of the teachers is presented by the “reduction of the professional duties”, “widening of the sphere of economy”, “overcoming of psychotraumatized circumstances”, “psychosomatic and psychovegetative breaking”.

It has been cleared up that there exist statistically meaningful links between “professional burnout” and assertive actions, entering into social contact , search for social support, avoiding manipulative, non-social and aggressive actions; flexibility, spontaneity, perception of aggression and cognitive abilities; between demonstrative, excitable and hyperthymia, dysthymia and anxious, exalte types ? character and temperament accentuation directed to oneself, relations and tasks due.

Outlined here are also the directions of psychological and prophylaxis means of “professional burnout” of teachers: organizational and managerial restoration and rehabilitation and psychological and pedagogical.

Singled out in this study are psychological and prophylaxis programs of preventing “professional burnout”; local actual and operative psychoprophylaxis program and the program of “individual psychoprophylaxis”.

The complex attraction to the program of the educational and practical training-course of the prophylactic of “ professional burnout” of the teachers of the causal psychotechnical implements together with theological oriented and personal resources – reception of the subjective self-influence gave the possibility to level the risks of the above spoken phenomenon and optimize the self-control of the pedagogic activity to enhancing self-reliance, strengthening sociability and social adaptation alongside with weakening sensitivity, harmonizing I concept and accentuation smoothening in accordance with excitable type.

Key words: “professional burnout”, prophylactic, educational and practical training-course, means-reception, means-implements, emotional exhaustion, depersonalization, reduction of professional duties.