Abstract
The article presents a study of the peculiarities of the attitude to a stressful situation among secondary school teachers working with children with mental retardation. Based on the analysis of scientific works of domestic and foreign authors, the concepts of stress, stressful situation and strategies of behavior in stressful situations are analyzed. An empirical study was conducted on the test of self-assessment of stress resistance by S. Cohen and G. Willianson and the method “Indicator of coping strategiesˮ by D. Amirkhan. The authors conclude that teachers with a high level of stress tolerance working with children with ASD possess constructive strategies of behavior in stressful situations, choosing a strategy of “problem resolutionˮ, use a strategy of avoiding problems to a lesser extent, and at the same time turn to the search for social support. Teachers with a low level of stress tolerance possess destructive strategies of behavior in stressful situations, choosing the strategy of “avoiding problemsˮ, to a lesser extent use the strategy of solving problems, and just as often turn to the search for social support.
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