What burns out young generations? Part I. Professional burnout among employees from generations Y and Z – problem analysis

The article updates the problem of professional burnout of teaching staff as a problem of modern educational institutions of the country in the conditions of a full-scale war. A detailed analysis of theoretical, applied, and practical scientific research devoted to the phenomenon of professional burnout as a psychological phenomenon that negatively affects the psychophysical health and efficiency of a specialist's work has been conducted. The essence of the professional burnout syndrome and its relationship with professional stress are revealed. Based on the theoretical analysis of approaches to the study of the problem of professional burnout, the meaning of the concept of "professional burnout syndrome of a teacher" is determined as a state of physical, mental and, above all, emotional exhaustion caused by a long stay in emotionally overloaded situations of communication and caring for someone. The main theoretical and practical approaches to the study of deterministic factors of professional burnout are disclosed. The peculiarities of the manifestations and factors causing the emergence of the syndrome of "professional burnout" among teachers are analyzed. It is noted that primary school teachers are the category of professionals most prone to burnout due to the specifics of professional activity. The conditions and peculiarities of the professional activity of education workers during the period of full-scale war are characterized. The direct and long-term negative effects of the education system as a result of the war are determined. Stressogenic factors in the activity of a primary school teacher in modern conditions are indicated. The need to improve the activities of psychologists and psychological services in the education system in relation to work with educators is emphasized, namely, the provision of appropriate psychological assistance in order to overcome negative psychological states by teaching staff and prevent/overcome professional and emotional burnout.

Introduction. Modern life in conditions of full-scale war makes people more and more vulnerable. The fast rhythm of life is an inevitable companion of any goal-oriented and prosperous person in his career. Intense work in wartime mode and constant time pressure, the desire to do as many things as possible at the same time, increasing time requirements, exhaust the capabilities of the nervous system, which are not unlimited. Issues of prevention and management of stress at work are becoming more and more relevant, since the socio-economic and political situation changes quite quickly in war conditions, the requirements for the efficiency of any professional activity increase, and the neuro-psychological and informational loads increase. As a result, a long-term stress reaction occurs due to the effect on a person of chronic professional stress, which today is considered as a syndrome of "professional burnout". In this regard, the syndrome of "professional burnout" should be considered as a factor that leads to the deformation of the personality of a professional.The hypothesis of the scientific research consists in the study of the problems of professional burnout of scientific and pedagogical workers of higher education institutions in the conditions of war and the development of recommendations on ways to solve them.The purpose of the study is to substantiate the peculiarities of professional burnout of scientific and pedagogical workers of higher education institutions in the conditions of war and ways of solving them.The methodology of scientific research is general scientific research methods: comparison, expert analysis, grouping method, systematic approach. One of the effective methods for preventing the syndrome of "professional burnout" in the field of "people-to-people" professions is a properly organized and content-filled educational environment of a higher education institution in wartime conditions.Conclusions and prospects for further research. The study defined the concept of "professional burnout". The main problems affecting the formation of the "professional burnout" syndrome of teachers of higher education institutions are characterized. The syndrome of "professional burnout" is revealed as a dynamic process and the stages of development are highlighted. The question of the influence of the peculiarities of the educational environment in the conditions of war and in general professional activity in the field of "person-to-person" professions on the development of professional burnout syndrome is highlighted. KEYWORDS: higher education institutions; scientific and pedagogical workers; prevention of professional burnout; stress; stress resistance; spiritual burnout; physical burnout; moral burnout; martial law; therapy.

At the second half of the 20th century, psychologist H. J. Freudenberger (1974) was the first to study the phenomenon of professional burnout and revealed the connection between this syndrome and mental-physical exhaustion. The author investigated the personality factors of health care workers and their manifestations, paying great attention in his work to people's emotional exhaustion and loss of motivation to work. Next, one of the best-known researchers in this field - social psychologist Maslach (2003) - was interested in this phenomenon and developed personal research. The researcher's work was focused specifically on the emotional state of persons working in the service sphere. Moreover, this researcher, speaking about professional burnout, emphasized the prolonged reaction of the process itself to constantly recurring stressors of various types at work. In the literature, there are various definitions of the phenomenon of professional burnout. The burnout syndrome itself is relevant and very widely studied, although there is no unified description of this syndrome as a phenomenon in the scientific literature. However, there is unanimous agreement on the three components of the burnout syndrome, such as emotional exhaustion, depersonalization and a decrease in self-realization. In the context of changes in education, it is very important to understand and recognize the problems of the pedagogue in time, because the professional burnout syndrome begins imperceptibly and later causes serious consequences for the pedagogue himself/herself, the entire educational process and its management. Though the burnout of pedagogues in preschool education institutions is a relevant problem, still there is a lack of research that reveals how professional burnout affects the professional activities of preschool teachers and what influence it has on the management of the educational process in preschool education institutions. Research questions: 1. What are the manifestations of professional burnout and what are the reasons for its occurrence? 2. What do pre-school teachers experiencing professional burnout go through? 3. How does professional burnout affect the professional activities of preschool teachers? 4. How does the professional burnout of educators affect the management of the preschool education process? Research object - The impact of teachers' professional burnout on the management of the educational process. The purpose of the study is to evaluate the impact of the professional burnout syndrome of pedagogues on the management of the educational process. An analysis of scientific literature and a mixed research strategy were chosen for the research, including the collection, analysis and interpretation of quantitative and qualitative data. A mixed research strategy was used in this case to highlight a multifaceted approach to the phenomenon under study and to expand the results of the quantitative research while relying on the qualitative research results. During the research, it became clear that professional burnout is a complex phenomenon, manifested by increasing emotional and physical fatigue, depersonalization and reduced professional aspirations. A quantitative study revealed that the age, qualification category and working hours of educators have an impact on professional burnout. It was established that one in seven preschool teachers experience severe professional burnout. The relationship between emotional exhaustion and depersonalization has also been established, suggesting that emotional exhaustion can promote depersonalization. A qualitative study revealed that the causes of professional burnout of teachers working in a preschool education institution are usually associated with organizational factors, such as heavy workloads, conflicting professional relationships and a large number of children in groups. Burnout among preschool teachers has a direct impact on interactions with children, parents, colleagues, and administrators. Professional burnout not only reduces teachers' motivation to work and their ability to organize activities, but also urges them to give up their position in the organization. Professional burnout also affects the quality of the educational process, creating an unfavourable learning environment and increasing the workload of the remaining employees.

Purpose: the article deals with the actual problem of practical medicine — professional emotional burnout in nurses. The importance of prevention of emotional (professional) burnout in nurses increases due to the increase in the level of chronic non-communicable diseases that require long-term care of patients in hospitals. The activity of nurses is associated with intensiveworkloads, high returns required in solving labor problems, professional and legal responsibility for the results of actions. Material and methods: training on the method of Balint Groups to prevent professional burnout in nurses, implemented in GBUZ «Psychiatric hospital No 3. V.A. Gilyarovsky DZM». A questionnaire test «Attitude to work and professional burnout» was developed, containing 137 statements reflecting certain emotional reactions and styles of attitude to work of «helping» professionals in the process of burnout development. Are included in the group of 6–15 people (ideally 8–10), working in the same or different medical or mental institutions, but non-service-related or hierarchical relationships. Results: аs a result of work with the average medical staff of psychiatric profile by the method of Balint Group, improvement of perception and understanding of communication with the patient, awareness of the therapeutic importance of interpersonal relationships and their boundaries was noted, the repertoire of communicative stereotypes was expanded, personal professional growth was achieved. Nurses who have been trained on the method of work in the Balint Group, began to better control their workand psycho-emotional load. Discussion: the Syndrome of professional emotional burnout in medicine is considered as a factor negatively affecting the quality and effectiveness of the performance of professional duties of nurses and their relationships with patients and colleagues. The article provides justification and evidence of the effectiveness of the method of Balint Groups for the prevention of the syndrome of professional emotional burnout in a psychiatric clinic.

Professional burnout syndrome is undoubtedly another civilisation disease that affects modern societies. In May 2021 professional burnout was included within the list of the WHO International Classification of Diseases, however, not as a disease, but as an occupational syndrome significantly affecting health of an employee. However, it is worth noting that it is only from 2022 that professional burnout will have become a disease which will need to be treated. The research presented below shows that there are many factors which cause this new disease, and stress is among the main ones. Working as a teacher, which is considered one of the professions of supportive nature, means being exposed to various stress factors. One of the most dangerous effects is professional burnout which can lead, among others, to many health disorders, subjective treatment of students, and ultimately, make teachers resign from their job.

The subject of the study is socio-economic and psychological relations in the process of labor activity and the human life support system, which affect the professional burnout of workers. The object of the study is the syndrome of professional burnout (preconditions, stages, forms of manifestation) of employees. The purpose of the study is to improve the results of work by identifying and then leveling professional burnout. The high importance of measures to level the syndrome of professional burnout required knowledge of the prerequisites for the occurrence of this problem, factors of influence, and methods of timely prevention, which emphasizes the relevance of the research topic. The scientific novelty lies in the grouping of currently used approaches to the concept of "professional burnout". It is shown that the accelerated introduction of the achievements of scientific and technological progress (including the Internet) in all spheres of public life, including labor, causes an increase in the level of anxiety about one’s place. in the environment and personal achievements, which results in the fear of missing out (FOMO), which negatively affects and leads to a breakdown in the emotional state and gradual burnout. The research methods are analysis, systematization, synthesis, induction, deduction, and modeling. To achieve this goal, the following results were obtained: consideration of the theoretical foundations of the problem of "professional burnout"; analysis of factors influencing the occurrence of the "professional burnout" syndrome; systematization of stages and signs of professional burnout; assessment of professional burnout level among company employees (on the example of employees of a state corporation); formulation of recommendations for preventing and reducing the consequences of professional burnout. On the basis of the theoretical substantiation of the concept of "professional burnout", the main conclusion and practical recommendations are made, the factors influencing the occurrence of this syndrome and the stages of manifestation are considered, examples of their occurrence are given, and the practical experience of companies is analyzed and measures to prevent this phenomenon are suggested.

Background. The article discusses the phenomenon of burnout in health professionals. The problem of emotional burnout in this professional group is relevant, since the work takes place in the "human-human" system. For this reason, a number of medical specialists leave the profession, exacerbating staff shortages. Individual psychological predictors of emotional burnout in this professional group are considered, which in the future will make it possible to carry out primary prevention of emotional burnout. Purpose. To identify individual psychological predictors of burnout in healthcare providers. Materials and methods. The study enrolled 134 healthcare professionals (physicians and residents) after excluding questionnaires with missing data, lack of clinical experience, and high social desirability scores on the Validity Index of the STQ-77 questionnaire. The gender distribution included 68% of women and 32% of men, with a median age of 25.6 years. To assess the severity of symptoms of emotional burnout, V.V. Boyko, "Diagnosis of the level of emotional burnout," was used, and individual psychological characteristics were assessed using the questionnaire "STQ-77" by I.N. Trofimova, based on the model of the functional temperament ensemble (FET). Data collection was carried out anonymously, in compliance with the principles of voluntary participation and research ethics. Data processing included descriptive methods, correlation and multiple regression analyses using IBM SPSS Statistics 27, at significance levels of p 0.05 and p 0.01. Results. The results of the study showed different severity of burnout symptoms by stages, with the dominance of the resistance phase. Three levels of expression are established for each phase: not formed, formed and formed. Correlation analysis revealed significant positive associations between burnout symptoms and impulsivity, as well as negative associations with social ergicity, physical endurance, and empathy. The constructed regression models for all three phases were statistically significant (explained variance from 19% to 35%). The main predictors are impulsivity (risk factor) and decreased social activity (vulnerability factor), while empathy, physical resilience and family support play a protective role. Sociodemographic variables demonstrated no meaningful contribution.

Community Rehabilitation Centre for Addictive Diseases is a complex organization with a very wide range of working activities, where the activities themselves are complex and multifaceted. According to the long-term community rehabilitation methodology that uses the “12 Step” programme, addiction is considered to be a disease with aspects of biological, psychological, social and spiritual nature (Popova (Попова, 2017)). The activities and work of social workers, employed in the community centres for addictive diseases are based on intensive contact with groups of people and individuals with problems that require to be solved (Marc and Osvat, 2013; Gudžinskienė, 2012). Due to the specifics of the mentioned activity, social workers must be able to manage a considerable psychological load of communication and cooperation, must be empathetic and persevering, energetic and initiative-oriented, believe in the necessity and success of their work, try to achieve their aim, and devote all their energies to the work and activities. The following aspiration determines the complexity of working conditions of social workers, experience of strong emotions, and manifestation of stress. It causes a psychosocial phenomenon – the burnout syndrome in social workers. Research object: professional burnout syndrome. The aim of the article is to reveal manifestation of the professional burnout syndrome in social workers, employed in community rehabilitation centres for addictive diseases. Tasks: 1) to provide the definition of the professional burnout syndrome and its manifestations; 2) to reveal manifestation of professional burnout syndrome in social workers, employed in community rehabilitation centres based on the experience of social workers. Research methods: academic literature analysis, document analysis, qualitative research type was chosen for the study. In the study, the method of a semi-structured interviews quality (content) analysis, summarizing method was used. This article overviews problematic question of the study: What personal and institutional aspects determine a higher probability, risk of the professional burnout syndrome and what is the professional burnout experience of social workers, employed in community rehabilitation centres for addictive diseases? The following article analyses only the manifestation of professional burnout syndrome in social workers, employed in the community rehabilitation centres for addictive diseases. The sample of the research. A criteria-based sample was used in the study. The informants (social workers) were chosen according to the following criteria: 1) social workers who have a degree in the area of social work; 2) are engaged in social work with persons addicted to psychoactive substances (alcohol, drugs); 3) have less than 2-year experience related to work with persons addicted to psychoactive substances (addicted to alcohol, drugs); are employed in the community rehabilitation centres for addictive diseases. The study was conducted in the January – March of 2020 in the community rehab centres of addictive diseases. 7 social workers participated in the study. Each interview continues form 50 -140 minutes. The obtained data were analyzed by using the content analysis method. The qualitative content analysis was performed in the following sequence (Creswell, 2013): the repeated reading of the content of transcribed interview texts, the distinction of meaning elements in the text analysed, the grouping of the distinguished meaning elements into categories and sub-categories, integration of the categories/sub-categories into the context of the phenomenon analysed and the description of their analysis. Ethics of the research. Personal permission of the informants to take part in the research was sought. The researchers obliged themselves to the research participants not to divulge the information related to the organisation and the informant. The principles of anonymity, volunteerism and benevolence were followed. The social workers working with persons addicted to psychoactive substances (alcohol, drugs) were acquainted with the goal of the research, the interview questions, and the importance of a reasoned reflection on their experience. Professional burnout syndrome can be understood from different points of view that in total comprise a general concept and consist of the following aspects: emotional exhaustion, depersonalization, and decrease in self-realization. Results of the study. The research revealed that factors causing the occurrence of the professional burnout syndrome manifest themselves through organizational, interpersonal, individual and role conflicts, which have been long neglected or left without proper attention and caused the professional burnout syndrome. The analysis of the participants’ experiences of the professional burnout allowed to distinguish four categories: professional burnout syndrome related to the manifestation of negative emotions and behavioural changes; professional burnout syndrome related to physical-somatic features; dissociation from others; emergence of an unhealthy lifestyle. Empirical research revealed that manifestations of the professional burnout syndrome in social workers are associated with negative emotions and behavioural changes, which can be observed through hypersensitivity, irritability, decrease of self-realization, feelings that you are not needed, loss of motivation to act, and inability to concentrate on the activity one is engaged in. The professional burnout syndrome in social workers, working in the addiction rehabilitation community is also associated with physical-somatic features: somatic diseases, physical exhaustion. Social workers were tormented by insomnia, stomachand headaches, chest pain, panic attacks at night. The informants felt defeated, as if they were not masters of their situations, because they did not have strength not only to perform the assigned work tasks qualitatively, but also to organize their life after work. Due to psychological and emotional exhaustion, social workers, employed in the addiction rehabilitation community, wanted to be alone, isolated from other people, even from colleagues, clients, and family members; therefore, during the survey, they admitted to distancing from them. Moreover, study participants acknowledged a decline in the quality of time spent with their families. They choose an unhealthy lifestyle by themselves, which manifested through a lack of physical activity and eating disorders.

Abstract. The present article substantiates the topicality of the problem of preventing and overcoming the professional social workers’ burnout. The peculiarityof the work of social workers are determined by the increased emotional saturation and the complexity of interpersonal communication, the management of situations of different complexity levels, which require a specialist in significant psycho-emotional efforts and the ability to prevent the development of professional burnout syndrome. The aim of the article is to substantiate the peculiarities of prevention and overcoming the social workers’ professional burnout. The article used general scientific theoretical methods: analysis of scientific literature on the researched problem, synthesis, comparison and generalization.In the process of empirical research, the method of professional burnout diagnosis was used developed by N.Vodopianova, O.Starchenkova on the basis of the model of K.Maslach and S.Jackson and the method of diagnosing the level of emotional burnout developed by V. Boyko. The analysis revealed that the causes of the professional burnout syndrome are the loss of personal (internal) and social (external) resources; to prevent and overcome the burnout syndrome, it is important to create new or restore lost personal, social psychological and psycho-energy resources that help a worker to counteract the negative effects of stress. Social workers with signs of a burnout syndrome have a special cause-and-effect chain with the following components: emotional exhaustion, depersonalization and reduction of personal achievements. The impact of these components is intensified by the following factors: low awareness of the professional burnout problem, lack of theoretical knowledge and practical skills of self-diagnosis, the main signs of professional burnout in the early stages of the development of the syndrome and ways to overcome them. The conclusions show that the features of prevention and overcoming social workers’ professional burnout syndrome are reflected in the complex actions of the head of a social organization, which include: monitoring of the psychological state of the workers, clear explanation of job descriptions, organization of preventive discussion and stimulation of internal motivation, constructive communications, conducting various training sessions, creating a positive moral and psychological climate in the team.

The paper highlights the problem of professional burnout in higher education institutions, which is especially aggravated in the context of distance learning and quarantine restrictions. Because the professional burnout syndrome occurs in response to constant emotional stress. However, this process can be influenced. The purpose of the study was to determine the level of emotional burnout, factors and conditions that affect its occurrence and develop recommendations for its prevention. To diagnose the level of emotional burnout, a survey was conducted using the adapted methodology by V.V. Boyko. Three phases were considered: “tension”, “resistance”, “exhaustion”, and 12 symptoms of burnout were identified. Analysing the results of teachers of the Bukovinian State Medical University in the phase of «tension», the dominant symptom was «experiencing psycho-traumatic circumstances”; in the phase of “resistance” – “reduction of professional responsibilities”; in the “exhaustion” phase, the “personal detachment” prevailed. According to the study results, the majority of employees of the educational institution are in the “resistance” phase – 54%. According to gender characteristics, women are more likely to experience emotional burnout. At the age of 20-25, teachers are more susceptible to professional burnout syndrome due to their ambitions. Depending on the length of service, teachers with less than 5 years of experience have a predominant “tension” phase; among teachers with 5-10 and 20 years of experience, the “resistance” phase prevails. And teachers with more than 20 years of experience have an “exhaustion” phase. With this in mind, recommendations for the prevention of professional burnout have been developed. Namely: alternating work with rest, healthy sleep and walks in the fresh air, a variety of relaxation techniques and, certainly, spending time with family. The practical significance of identifying professional burnout among teachers of higher educational institutions is to conduct timely prevention and provide further recommendations for overcoming this syndrome, since the educational process and the atmosphere in the team directly depend on it

In the context of military confrontation in Ukraine, an important issue in contemporary psychology is the problem of professional burnout among employees of the State Emergency Service of Ukraine (SES) and its components. The psychological well-being of SES employees, their ability to perform their duties, and even their physical health depend on the risks of professional burnout. At the state level, programs for the prevention of professional burnout are being actively implemented, as the risks are significantly higher in conditions of increased danger. Empirical research into the components of professional burnout will contribute to a deeper understanding of the specifics of professional burnout and will facilitate the possibility of further forecasting and developing prevention and psychocorrection programs. According to the scientific concepts of O. Vavryniv, O. Miroshnychenko, S. Jackson, R. Lazarus, and N. Onishchenko, burnout syndrome is a complex psychophysiological process that involves emotional, psychological, mental, and physical exhaustion due to prolonged emotional stress. Professional burnout syndrome can be interpreted as a stress reaction resulting from prolonged professional stress of moderate intensity. To study the components of professional burnout among employees of the State Emergency Service of Ukraine, a psychodiagnostic complex of research methods was compiled, which included: K. Rogers and R. Diamond's method for diagnosing social and psychological adaptation, L. Thurstone's temperament scale, and V. Stephenson's “Q-Sorting” method. Diagnosis of leading behavioral trends in a real group and self-perceptions, G. Schubert's diagnosis of risk readiness, R. Schwarzer and M. Jerusalem's self-efficacy scale, C.S. Spielberger's scale for assessing reactive and personal anxiety, A. T. Beck, Questionnaire by A.Buss and A.Durkee, Research on Professional Burnout Syndrome Test by J. Greenberg, Resilience Scale. Based on the results of empirical research, the factor structure of measurable indicators in SES employees has been identified. Identified: a reflexive-adaptive component consisting of indicators of “adaptation,” “internality,” “self-acceptance,” “emotional comfort,” and “acceptance of others”; a resilience and self-efficacy component consisting of the elements of “personal anxiety,” “reactive anxiety,” “self-efficacy,” and “resilience”; aggressive-burnout component consisting of indicators of “aggressiveness,” “hostility,” “burnout,” “balance,” and “depressiveness”; the communicative-active component consists of indicators of “sociability,” impulsiveness, “leadership,” and “physical activity.” In other words, a four-component structure of burnout has been identified, which includes three adaptive components (reflective-adaptive, resilience and self-efficacy, communicative-active) and one maladaptive component – aggressive-burnout. It has been established that professional burnout is associated with experiencing negative emotional states (aggression, hostility, imbalance, and depression), i.e., a psychocorrectional program can be directed at psychocorrection of negative emotional states and the development of resilience, reflexivity, self-efficacy, and communicativeness.

The article presents a study of the process of self-education as a factor in preventing professional burnout of teachers of educational institutions. The relevance of the topic is due to the dangerous consequences of professional burnout for both the employee in the field of education and the objects of his/her activity, since the emotional state of the teacher affects the quality of the entire educational process. Prevention of professional burnout of teachers in educational institutions can be carried out in various ways and measures, but an effective solution to this problem depends on the efforts of the specialist’s personality and his/her ability to self-education. The purpose of the study is to substantiate the essence of the concept of professional burnout syndrome and highlight its structural components; explain the factors that determine the development of professional burnout syndrome; characterise the symptoms characteristic of professional burnout; analyse the causes and features of professional burnout of teachers of educational institutions and ways to prevent it; substantiate the role of self-education in preventing professional burnout of teachers of educational institutions. The study reflects different approaches to the interpretation of the concept of ‘professional burnout’, highlights the peculiarities of its prevention in teachers of educational institutions, reveals the content of the concept of ‘self-education’ as a factor in preventing professional burnout of teachers of educational institutions, and provides specific recommendations for preventing professional burnout syndrome. The study concludes with a number of risk factors for professional burnout and emphasises the importance of self-education in preventing professional burnout in teachers of educational institutions.

Burnout in the disciplines of medical radiation science: A systematic review

The article presents a theoretical analysis of the problem of professional burnout among social workers in the postmodern society. The concept of the “emotional burnout” and the “professional burnout” is generalized as a common state of exhaustion in the physical and mental sense, which is caused by intense and steady stress. It is noted that burnout syndrome manifests itself in a depressed state, accompanied by feelings of fatigue and devastation, feeling of futility of his professional activity, rejection of activity both professional and domestic. To achieve the goal, a general scientific method of theoretical analysis of philosophical, sociological, psychological and pedagogical scientific literature was used in the study. To achieve the goal, the study used the general scientific method of theoretical analysis of philosophical, sociological, psychological and pedagogical scientific literature. The realities and prospects of implementation of strategic objectives of the Communication Strategy of the Ministry of Education and Science for 2023-2030 (On approval of the Communication Strategy of the Ministry of Education and Science of Ukraine for 2023-2030, 2022) were substantiated, which should undoubtedly correlate with the effectiveness of the work of a socio-pedagogical worker, to prevent the strengthening of the trend of professional burnout, in particular: the formation and implementation of public policy to ensure decent working conditions of the specialist of socio-pedagogical sphere to ensure the sustainable functioning of the areas of education and social work during wartime; implementation of updated digital educational environment; development of digital competencies to ensure stable communication in the context of socio-pedagogical interaction. In the context of the theoretical study of professional burnout among social workers, causing a syndrome of professional burnout. It is expressed in a reduction to a minimum of self-control, rejection of oneself as a professional, dysfunctional dynamics of the workplace, extreme activity, degradation in social and personal communication, feeling of loneliness both at work and outside of it. The analysis of methods of professional burnout is presented and the diagnosis of professional burnout among social workers is considered: the methodology of Agapova (2004) (based on the diagnosis of emotional burnout level according to Boyko) (enables systemic and detail analysis of the degree of severity of twelve symptoms of burnout syndrome, taking into account the components that they relate to); the methodology “Psychological burnout” in the work of the system “human – human” (developed by Vodopyanova, Starchenkova, 2008). Guided by the development of K. Maslach and S. Jackson, it allows to investigate the main components of a psychological burnout syndrome, such as: exhaustion emotionally, loss of personality, leveling of professional abilities.

The article is devoted to «emotional burnout syndrome» and «professional burnout syndrome». The similarities and differences between these concepts are considered. The author presents models of professional burnout caused by stress and overwork, emotional burnout caused by stress and overwork, and imbalance in the employee’s personal life. Two groups of emotional and professional burnout symptoms are described – physical and behavioral. Attention is paid to the characterization of behavioral manifestations in the presence of two syndromes, under the influence of the depressive triad (low mood, inhibited intellectual activity, motor inhibition). In particular, the manifestations of incorrect, erroneous thinking in personnel (maximalism, overgeneralization, unfounded conclusions, selective perception, conclusions based on emotions, exaggerated sense of responsibility, personalization) are characterized. The author identifies and describes the dynamics of burnout, which includes six stages, according to G. Freudenberger’s research, whose views are shared by modern researchers on this problem. The desire to be liked and to join the team forces the employee to push himself in order to increase personal effectiveness; then he begins to feel external pressure on himself; then the employee begins to ignore his own needs and loses touch with himself; the employee worries fails and forces himself to work even harder and more, but physically and psychologically is no longer capable of practical work, so he begins to blame himself. Accordingly, the types of employees who have experienced professional burnout are characterized: «The Overachiever,» «The Taskmaster,» «The Perfectionist,» «The Micromanager,» «The Competitor,» «The People Pleaser,» «The Ruminator.» An attempt has been made to outline measures to prevent professional burnout by the company’s management and employees. Among the means of preventing and combating professional burnout on the part of the employer are moderate deadlines and indicators of planned productivity; resource support for the implementation of tasks; formation and maintenance of a favorable moral and psychological microclimate in the team; material and moral incentives, according to individual results, etc. The means of preventing and counteracting professional burnout at the employee level include self-knowledge and self-determination, horizontal career, etc. Keywords: emotional burnout, professional burnout, behavior, stress, staff, depressive triad, employee type.