The current socio-economic situation, a lot of ongoing reforms in the field of education make new demands on the subjects of labor. The pace of professional activity is accelerating, demands for quality and scope of work are increasing, which disturbs emotional balance and leads to stress.
A special place in the development of stress is occupied by the pedagogical profession, which belongs to occupations with a predominance of subject-subject relations and, accordingly, is tense and stressful, requiring good self-control and self-control. Pedagogical activity makes high demands on the teacher's personality in connection with emotional, cognitive, communicative loading, personal responsibility for the results of work. Large workloads contribute to the development of negative mental conditions, adversely affecting the personality of the teacher, his students and the organization as a whole. Manifestations of stress in professional pedagogical activity are various: work overload, nervous and emotional tension, large volume of visual load, irregular working day, time deficit, destructive, conflicting behavior of colleagues and much more.
Manifestations of occupational stress are characterized by the following symptoms: feeling of fatigue, overstrain and exhaustion; decreased activity, curiosity, creativity, high irritability, unmotivated anger and aggression, anxiety and anxiety, negative attitude towards work; indifference to the results of activity, detachment in relation to colleagues and other participants in the interaction, low empathy.
That the listed symptoms did not appear and did not develop in the teacher, it is necessary to consider the possibilities of reducing professional stress by means of socio-psychological training with the predominant use of role-playing game. Such a form of realization of training sessions allows to expand or improve the role repertoire of a person, which will be used in situations of development of professional stress. In addition, in the classroom there is a rethinking of the value-semantic sphere of employees, and on this basis there are more positive communicative skills that increase cohesion in the team.
The implementation of the training sessions was conducted on the basis of a program to prevent occupational stress by creating a psychologically comfortable environment in the workplace. Socio-psychological training was developed in accordance with the following principles of participants' behavior: the principle of voluntariness, the principle of activity, the principle of sincerity, the principle of "here and now." The effectiveness of the training for each participant was determined by the degree of his personal involvement in all the events that occurred, in which various situations were modeled. 01.06.2018 with the teachers of the English language of the Department of Russian and English language was conducted training on the topic of stress and emotional burnout. In one hour of the training we managed to do 5 exercises.
Based on the results of the feedback questionnaire analysis, the staff liked the training and found it useful. And also, they asked to conduct such trainings more often.
Psychologist-sociologist: Assylbekova AM
Published on: 2018-06-04, 06:20 PM