Research of the emotional state of young tutors working with children with autism spectrum disorders

Abstract

Introduction. The work of specialists involved in psychological, medical and pedagogical support of children with autism spectrum disorders (ASD) has an impact on the emotional state of educators, often causing professional burnout. It is widely discussed in the literature among educators with a long work experience. The authors consider it relevant to isolate and investigate the initial symptoms of burnout. Materials and methods. The study involved 14 tutors, women aged 24 to 30 years, working in resource classes for children with ASD and 14 teachers of inclusive classes. Research methods: questionnaire survey, psychological testing. The authors used the “Methodology for diagnosing the level of emotional burnout” (Boyko, 1998), “Scale of psychological well-being” by K. Riffe in adaptation of T.D. Shevelenkova, T.P. Fesenko (2005), Clinical questionnaire for identifying neurotic states by K.K. Yakhin, D.M. Mendelevich (1998). Statistical processing was performed using IBM SPSS Statistics 26 program. The nonparametric Mann-Whitney criterion (p≤0,05) was used to compare indicators. Results. All tutors noted significant fatigue after the working day, half of them also experienced psychological discomfort, difficulties in communication, less optimistic assessment of their abilities. According to V.V. Boyko’s test, the phase of tension is formed in three tutors, it is in the stage of formation in eleven; the phase of resistance – in three, and it is in the stage of formation in nine; the phase of exhaustion – in one tutor, it is in the stage of formation in four. The most pronounced symptoms are “Dissatisfaction” and “Emotional disorientation” – in 71.4%. Eight teachers (57.1%) felt the presence of problems hindering their psychological well-being and emotional comfort. Eight out of fourteen revealed painful symptoms on the scales of vegetative disorders, neurotic depression, and anxiety. Comparison of indicators in the groups of tutors and teachers of inclusive classes showed reliable differences in many parameters (p≤0.05), but the tutors of inclusive classes also showed forming symptoms of tension and vegetative disorders. Conclusion. The results obtained in the study of tutors with less than three years experience of work with children with ASD indicated the presence or formation of their suboptimal functional state of the body, which requires timely detection and correction with the participation of psychological and medical specialists.