Abstract
Burnout-syndrome is a state of physical, motivational and, above all, emotional exhaustion, which is characterized by impaired productivity/education, the presence of severe fatigue, insomnia and increased susceptibility to the formation of somatic diseases, as well as the use of psychoactive substances, in order to obtain temporary relief, which has a pronounced tendency to develop psychological or physiological dependence and the formation of suicidal behavior. The purpose of the work is to determine the leading indicators of emotional burnout of pupils aged 15-17 years and to establish the features of their dynamic changes during education in a modern school. The research using Boyko's personal questionnaire was conducted on the basis of a number of secondary schools located in Vinnytsia, during which 309 pupils (158 young women and 151 young men) at the age of 15-17 years old were supervised. The analysis of the obtained data involved the application of descriptive statistics procedures based on the use of the standard package of statistical analysis applications “Statistica 6.1” (licensed № AXX910A374605FA). The obtained data testify to the fact that the syndrome of emotional burnout is most often observed among pupils at the aged 15 and 17, and in terms of age and sex, mainly among young men compared to young women. The differences between the rates of young women and young men are probably to be explained by their greater emotional openness and greater resistance of the organism to the action of stressors in comparison with young men. On the other hand, high levels of emotional burnout among young men compared to young women testify to their inability to spend their emotions economically, to effectively resist the actions of traumatic environmental factors and social living conditions. It is determined that the level of emotional burnout of schoolchildren is high among young women – due to the high level of expression of the phase of resistance, which indicates the development of resistance to emotional stress, among young men – due to phases of stress and exhaustion, which indicates significant depletion of adaptation mechanisms. The identified trends determine the need to develop conceptual frameworks for overcoming the leading manifestations of emotional burnout, which involve the use of personality-oriented approaches to improve the individual's ability to cope with stress due to changing stereotypes of their own behavior, relationships and relationships with others. mastering stress management skills, learning relaxation techniques, introduction of psychohygienic correction measures to pupils’ daily activities.
Highlights
Only among 16-yearold and 17-year-old young women, stress was defined as an unformed phase, while in other comparison groups it should be interpreted as a developing stage
It is interesting to note that the level of emotional burnout of high school pupils was too high: in young women - due to the high level of expression of the resistance phase, which indicates the development of resistance to emotional stress, in young men - due to phases of stress and exhaustion. which indicates a significant depletion of adaptation mechanisms
These data indicate the fact that the syndrome of emotional burnout is most common among pupils aged 15 and 17 years, as well as in terms of age and sex among young men compared to young women
Summary
That is why it is extremely important to use modern psychodiagnostic techniques and psychohygienic techniques to determine the level of emotional burnout In this context, it should be noted that a thorough assessment of psychophysiological functions and personality traits inherent in different contingents, in particular for pupils and students should aim to determine in detail the functional mechanisms of occurrence and features of the combination of major structural components of emotional burnout. This approach allows the subject to pay timely attention to the depth of expression of the leading manifestations of emotional burnout and, if necessary, to mobilize internal resources, a p p ly p re ve n t ive (e sp ec ia lly psychophysiological and, especially, psychohygienic) methods, to study themselves, to continue, despite existing problems, personal and professional development [1, 3, 4, 15, 18, 19, 23, 26, 27].
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