PROFESSIONAL BURNOUT OF CHILD PSYCHOLOGISTS AND EDUCATORS OF CEI

Abstract

The article considers the problem of professional burnout and its connection with the working atmosphere of child psychologists and educators of CEI. The professional range of work of child psychologists and educators of CEI is revealed and compared. Professional burnout is shown in the context of the employee’s interaction with the co-workers and its impact on the quality of work. The comparison revealed the phase of the burnout syndrome at the stage of the formation, which means that workers are in the state of stress, which depends on external influences. It was justified that the professional burnout of psychologists and educators of CEI is manifested mostly in the following phenomena: depersonalization, apathy, depression, pessimism, nervous breakdowns and the fear of not coping with their responsibilities. Organizational and methodological aspects of the research are described. Probationers in this study were women of different ages, child psychologists and educators of CEI. Empirical study of the influence of the syndrome of their burnout was conducted in various development centers and children’s educational institutions. In winter 2020, 18 persons were interviewed and 22 persons took part in a study during the spring quarantine, caused by COVID-19, in conditions of self-isolation. In particular, the level of professional burnout was determined by using the method of V.V.Boyko “Diagnosis of the level of emotional burnout” (Boyko, 2009). To highlight the psychological factors of burnout and study the impact of working atmosphere on burnout of psychologists and educators of CEI, the method of assessing organizational culture K. Cameron, R. Quinn (Kim S. Cameron, Robert E. Quinn, 2011), the method PsyCapQuestionnaire (PCQ) Luthans, F., Avolio, B., Avey, J., & Norman, S. (F Luthans, B. J. Avolio, J. B. Avey, and S. M. Norman, 2007), “Attitude to work” (Trofimov, Milutina, 2020) and “Communicative Tolerance” (Boyko, 1998) was used.