Project: Prevention of emotional burnout of teachers of educational institutions.

Seminar-training for teachers of the preschool educational institution "Prevention of emotional burnout of the individual"

Over the past decades, the problem of maintaining the mental health of an educator in an educational institution has become especially acute. One of these problems is emotional burnout. By "emotional burnout" we mean a syndrome that develops against the background of chronic stress and leads to the depletion of emotional, energy and personal resources educator, resulting from the internal accumulation of negative emotions without a corresponding "discharge" or "liberation" from them. At people enthusiasm in work noticeably decreases, negativism and weariness grows. Burnout syndrome is a long-term stress reaction that occurs in connection with the specifics of professional activity. Many factors contribute to the development of burnout syndrome. These include professional pedagogical activity characterizing high emotional load and the presence a large number emotional factors that affect the work of the educator and can cause severe tension and stress. The need for empathy, sympathy, moral and moral responsibility for the life and health of the children entrusted to the teacher, contribute to the emergence of adverse emotional states and the formation of protective behavior.
Speaking of preschool educational institutions, calls are increasingly being made for the widespread use of health-saving technologies in working with children. And this, of course, is important, but we should not forget that in many respects the health of pupils of a preschool institution is determined by the teacher, his health - not only physical, but also mental and psychological. The demands on the part of society for the quality of education are increasing, and consequently for the personality of the teacher and his role in the educational process. Such a situation already potentially contains an increase in the psychological stress of a person. And also, any profession related to communication with people requires special interaction skills and is associated with the need to constantly monitor own words and deeds. In this regard, such work requires special efforts and causes emotional overstrain. The profession of a teacher is even more difficult, because in the process of work he interacts with children, parents, and colleagues. Moreover, sometimes communication with all these categories of people occurs at the same time, and the teacher experiences a triple cross-effect from the outside. And let's not forget that the professional work of a teacher-educator is characterized by significant loads on his psycho-emotional sphere. Most of his working time takes place in an emotionally intense environment: sensual richness of activity, constant concentration of attention, high responsibility for the life and health of children. Factors of this kind certainly affect the teacher: nervousness, irritability, fatigue, different kind ailments. And professional duty obliges teachers to make informed decisions, to overcome outbursts of anger, indignation, discontent, and despair. However, external restraint, and even worse suppression of emotions, when a violent emotional process takes place inside, does not lead to calm, but, on the contrary, increases emotional stress and negatively affects health. And, unfortunately, many representatives of the teaching profession cannot boast of their health, and meanwhile, the activity required from him, endurance, optimism, endurance and a number of other professionally important qualities are largely due to his physical, mental and psychological health.

Causes of EBS in teachers:
lack of a clear connection between the learning process and the result;
inconsistency of results with the expended forces;
limited time to achieve the set goals
inability to regulate their own emotional states;
heavy loads;
responsibility to superiors, parents;
lack of communication skills and the ability to get out of difficult situations of communication with children and their parents.
Situations affecting the occurrence of CMEA:
the beginning of pedagogical activity after holidays, courses (function-adaptation);
holding open events, for which a lot of effort and energy was expended, and as a result, appropriate satisfaction was not received;
ending school year.

Target: prevention of the syndrome of emotional burnout through the rallying of the teaching staff of the preschool educational institution and the removal of psycho-emotional stress.
Tasks:
Activation of the process of self-knowledge of mutual knowledge among teachers;
Creation of conditions for group cohesion;
Formation of adequate self-esteem professional qualities and level of claims;
Mastering ways to relieve emotional stress and ways to prevent it;
Encourage participants to analyze their personal and professional activities;
To form the skills of an objective assessment of real and desired relationships in the family and at work;
Removal of emotional stress;
Creation of favorable emotional mood contributing to the rallying of the teaching staff.
Training plan:
1. Lecture on the concept and phases of the burnout syndrome
The Parable of the Stonecutters
2. Exercise "Muscular Energy"
3. Exercise "Lemon"
4. Exercise "Ladder"
5. Exercise "Spread in order"
6. Exercise "Trash Bucket"
7. Exercise "Lawn of positive qualities"
8. Self-help table
9. Exercise "Pleasure"
10. Recommendations
11. Exercise "Source"
12. Reflection.
Equipment: Multimedia projector, presentation, tape recorder, soundtrack with the sounds of a waterfall, printed booklets with recommendations, sheets of paper, trash can, green leaf A3 format, cut out flowers.
Members: teaching staff of the preschool educational institution.
Time spending: 1-1.5 hours.

Course of the training

The profession of a teacher is one of those where the syndrome of emotional burnout is quite common. Creating conditions for emotional comfort for children, taking care of their health, development and safety, we literally “burn out” at work, most often forgetting about our emotions, which “smolder” and gradually turn into a “flame” over time.
Emotional burnout is a syndrome that develops under the influence of chronic stress and constant stress and leads to the depletion of a person’s emotional, energy and personal resources. Emotional burnout occurs as a result of the accumulation of negative emotions, without "discharge" or "liberation" from them. This is a protective reaction of the body to stress, which occurs if there is no way to get rid of negative emotions.
concept "emotional burnout" introduced by the American psychiatrist H. Freidenberger in 1974 to characterize the mental state healthy people who communicate intensively with other people, are constantly in an emotionally overloaded atmosphere when providing professional assistance. These are people who work in the “man-to-man” system: doctors, teachers, psychologists, social workers, lawyers, psychiatrists, etc. As foreign and domestic researchers note, people in these professions constantly face the negative emotions of their patients, clients, pupils, and involuntarily are attracted to these experiences, because of which they experience increased emotional stress.
Viktor Vasilievich Boyko distinguishes three phases of the burnout syndrome:
1. Voltage- characterized by a feeling of emotional exhaustion, fatigue caused by one's own professional activities. It manifests itself in such symptoms:
experiencing psychotraumatic circumstances (a person perceives working conditions and professional interpersonal relationships as psychotraumatic);
dissatisfaction with oneself (dissatisfaction with one's own professional activity and oneself as a professional);
"driven into a dead end" - a feeling of hopelessness of the situation, a desire to change work or in general professional activity;
anxiety and depression - the development of anxiety in professional activities, increased nervousness, depressive moods.
2. "Resistance"- characterized by excessive emotional exhaustion, which provokes the development and occurrence of defensive reactions that make a person emotionally closed, detached, indifferent. Against this background, any emotional involvement in professional activities and communication causes a person to feel excessive overwork. It manifests itself in such symptoms:
Inadequate selective emotional response - uncontrolled influence of mood on professional relationships;
Emotional and moral disorientation - the development of indifference in professional relationships;
Expanding the sphere of saving emotions - emotional isolation, alienation, the desire to stop any communication;
Reduction professional duties curtailment of professional activity, the desire to spend as little time as possible on the performance of professional duties.
3. "Exhaustion"- characterized by psychophysical overwork of a person, emptiness, leveling of one's own professional achievements, violation of professional communications, the development of a cynical attitude towards those with whom one has to communicate, the development of psychosomatic disorders. It manifests itself in such symptoms:
Emotional deficit - the development of emotional insensitivity against the background of overwork, minimization of the emotional contribution to work, automatism and devastation of a person in the performance of professional duties;
Emotional alienation - the creation of a protective barrier in professional communications;
Personal alienation (depersonalization) - a violation of professional relations, the development of a cynical attitude towards those with whom one has to communicate;
Psychosomatic disorders - deterioration of physical well-being, the development of such psychosomatic disorders as sleep disorders, headache, pressure problems.
In general, burnout syndrome is characterized by the following symptoms:
fatigue, exhaustion;
dissatisfaction with oneself, unwillingness to work;
strengthening of somatic diseases;
sleep disturbance;
bad mood and various negative feelings and emotions: apathy, depression, hopelessness, cynicism, pessimism;
aggressive feelings (irritability, tension, anger, anxiety);
negative self-esteem;
neglect of one's duties;
decreased enthusiasm;
lack of job satisfaction;
negative attitude towards people, frequent conflicts;
the desire for solitude;
guilt;
the need for stimulants (coffee, alcohol, tobacco, etc.);
loss of appetite or overeating.
The presence of individual symptoms can be noted by each of us. But in order for them not to develop and, as a result, not lead to emotional exhaustion, it is necessary to know and adhere to the conditions for maintaining one's emotional health. We will also talk about them today.
When a person is faced with an unpleasant situation, he internally tenses up: the pressure goes off scale, the pulse quickens, the muscles tense up, preparing for action, but ... Action does not occur. And “unprocessed” emotions are imprinted in the body - so a person walks, complaining “on the heart”, on “hypertension”, and in the muscles, as a trace of unreacted emotions, areas of “frozen” tension, or increased muscle tone, are formed. Muscle cramps occur. And this can lead to: fatigue, low mood, irritability or apathy, sleep disturbances and sexual potency, psychosomatic diseases (hypertension, angina pectoris, stomach ulcers, bronchial asthma, diabetes, some skin diseases: eczema, neurodermatitis, psoriasis), colitis, etc.”
The ability to relieve muscle clamps allows you to relieve neuropsychic stress. They say they knock out a wedge with a wedge and we will do exactly the same. To achieve maximum relaxation, you need to strain as much as possible.
A number of exercises are suitable for this, such as "Muscle Energy" and "Lemon".

The Parable of the Stonecutters

Once a traveler was walking along a dusty road and around the bend, in the very sun, in the dust, he saw a man hewing a huge stone. A man hewed a stone and wept very bitterly ...
The traveler asked him why he was crying, and the man said that he was the most miserable person on earth and had the hardest job in the world. Every day he is forced to hew huge stones, earn miserable pennies, which are barely enough to feed himself. The traveler gave him a coin and went on.
And for next turn On the road I saw another man who was also hewing a huge stone, but did not cry, but was focused on work. And the traveler asked him what he was doing, and the stonecutter said that he was working. Every day he comes to this place and hews his stone. It is hard work, but he is happy with it, and the money that he is paid is enough to feed his family. The traveler praised him, gave him a coin and went on.
And around the next bend in the road I saw another stonemason, who, in the heat and dust, was hewing a huge stone and singing a joyful, cheerful song. The traveler was amazed. "What are you doing?!!" - he asked. The man raised his head, and the traveler saw his happy face. "Do not you see? I'm building a temple!"

Exercise "Muscular Energy"
Purpose: development of muscle control skills.
Bend and strain with all your might forefinger right hand. Check how muscle energy is distributed, where does tension go? In adjacent fingers. What else? Into the hand. And then goes? It goes to the elbow, to the shoulder, to the neck. And the left hand for some reason strains. Check it out!
Try to remove excess stress. Keep your finger tight, but loose your neck. Release the shoulder, then the elbow. The hand needs to move freely. And the finger is tense, as before! Remove excess stress from thumb. From the nameless ... And the index is still tense! Relieve tension.

Exercise "Lemon"
Purpose: to control the state of muscle tension and relaxation.
Sit comfortably: put your hands loosely on your knees (palms up), shoulders and head down, eyes closed. Mentally imagine what you have in right hand lies a lemon. Start squeezing it slowly until you feel that you have “squeezed out” all the juice. Relax. Remember your feelings. Now imagine that the lemon is in the left hand. Repeat the exercise. Relax again and remember your feelings. Then do the exercise with both hands at the same time. Relax. Enjoy the state of peace.

Exercise "Ladder"

Purpose: awareness of oneself as a person who is at a certain interval in his life path and professional activity.
Materials: sheets of paper with a schematic image of the stairs, pens.

All participants of the training are given leaflets with a schematic image of the stairs and are invited to carefully consider it and mark their location on the stairs today. As the exercise progresses, the facilitator asks the participants the following questions:
- Think and answer, do you go up or down?
- Are you satisfied with your location on the stairs?
- Are there any internal contradictions in this regard?
- What prevents you from being at the top?

Exercise "Spread in order"
Purpose: to convey to the participants of the training the importance of the ability to switch social roles to maintain mental health and creative activity; awareness of one's "I".
Materials: sheets of paper, pens.
Teachers are invited to sort in order (in order of importance, in their opinion) the following list:
children
Job
husband
I
friends, relatives
After some time, propose an option for the optimal distribution of the list: (slide 4)
1. I
2. Husband (wife)
3. Children
4. Work
5. Friends, relatives
Participants are then asked to reflect on their findings.

Exercise "Trash Bucket"
Purpose: liberation from negative feelings and emotions.
Materials: sheets of paper, pens, a bucket for "garbage".
In the middle of the room, the psychologist places a symbolic trash can. Participants have the opportunity to reflect on why a person needs a trash can and why it needs to be emptied all the time. Psychologist: “Imagine life without such a bucket: when garbage gradually fills the room, it becomes impossible to breathe, move, people start to get sick. The same thing happens with feelings - each of us accumulates not always necessary, destructive feelings, for example, resentment, fear. I suggest everyone throw in the trash old unnecessary resentment, anger, fear. To do this, write down your negative feelings on sheets of paper: “I am offended by ...”, “I am angry at ...”, and the like.
After that, the teachers tear their papers into small pieces and throw them into a bucket, where they are all mixed up and put away.

Exercise "Lawn of positive qualities"
Purpose: to analyze and determine the strengths of your personality, your positive qualities, increase self-esteem and self-confidence.
Materials: a sheet of green A3 paper, stickers in the shape of a flower.
On the board hangs a sheet of green paper, which resembles a lawn. Teachers receive paper flowers on which they must write their most important positive qualities (at least three) as a professional and just a person. After that, everyone reads out their qualities and clings the flower to the board. All the rest can complement the positive qualities of the teacher, which they noticed while working with him in the same team (the psychologist, if necessary, can help).

Help yourself table
Materials: Brochure "Burnout Prevention", which contains data from the table below.
Incorrectly distributed energy and the inability to leave roles in time, the containment of negative emotions leads to psychosomatic manifestations.
Participants are offered a table of psychosomatic manifestations and a way of self-help - affirmations ( positive statements):

One of the common stereotypes of everyday mental hygiene is the idea that the best way rest and recovery are our hobbies, favorite activities, hobbies. Their number is usually limited, because most people have no more than 1-2 hobbies. Many of these activities require special conditions, time or the state of the person himself. However, there are many other opportunities to relax and rejuvenate.

Exercise "Pleasure"
Purpose: awareness of the resources available inside for recuperation.
Materials: sheets of paper, pens
Participants are given sheets of paper and asked to write down 10 daily activities that they enjoy. Then it is proposed to rank them according to the degree of pleasure. Then explain to teachers that this is a resource that can be used as “ ambulance» for recuperation.

1. Learn, if possible, to immediately dump negative emotions, and not to force them into psychosomatics. How can this be done in the conditions of work in kindergarten:
stand up abruptly and walk;
write or draw something quickly and sharply on a board or piece of paper;
grind a piece of paper, crumple and discard.
2. If you have sleep disorders, try to read poetry at night, not prose. According to research by scientists, poetry and prose differ in energy, poetry is closer to rhythm human body and have a calming effect.
3. Every evening, be sure to get under the shower and pronouncing the events of the past day, “wash off” them, because water has long been a powerful energy conductor.
4. Start recovering now, don't delay! (slide 7)
And the final stage of the training is proposed to conduct a relaxation exercise.

Exercise "Source"
Purpose: relaxation and removal of psycho-emotional stress.
Materials: phonogram "Water" (collection of melodies for relaxation).
All participants are invited to sit comfortably, relax, close their eyes. Under the soundtrack "Water", the presenter calmly and clearly pronounces the text:
“Imagine that you are walking along a path in the forest, enjoying the singing of birds. Through the singing of birds, your hearing is attracted by the sound of flowing water. You go to this sound and come out to the source, beating from the granite rock. You see how it pure water sparkles in the rays of the sun, hear its splash in the surrounding silence. You get the feeling of this special place, where everything is much cleaner and clearer than usual.
Start drinking water, feeling how its beneficial energy penetrates you, enlightening the senses.
Now stand under the spring, let the water pour down on you. Imagine that it is able to flow through every cell of yours. Imagine also that it flows through the myriad shades of your feelings and emotions, that it flows through your intellect.
Feel that the water washes out of you all that psychological rubbish that inevitably accumulates day after day - disappointments, sorrows, worries, all kinds of thoughts leave with the water.
Gradually, you feel how the purity of this source becomes your purity, and its energy becomes your energy.
Finally, imagine that you are this source, in which everything is possible, and whose life is constantly renewed.
Thanking the source, you return along the paths back to our kindergarten, to our music hall. Having saved the energy that you received from the source, return to our circle and gradually open your eyes.
At the end of the exercise, participants are asked to gradually open their eyes. It can be advised to use this exercise while taking a shower.
The facilitator thanks all the participants for their attention and participation in the training.

Reflection
Participants exchange impressions and opinions. The facilitator thanks all the participants for their attention and participation in the training.

List of used literature
1. Bachkov, I. V. Windows to the world of training. Methodological foundations of the subjective approach to group work/ I. V. Vachkov, S. D. Deryabo. - St. Petersburg: Speech, 2004.
2. Vachkov, I. V. Fundamentals of group training technology. Psychotechnics: tutorial/ I. V. Vachkov. - M.: Os-89, 2003.
3. Vodopyanova, N. E. Burnout syndrome: diagnosis and prevention / N. E. Vodopyanova, E. S. Starchenkova. - St. Petersburg: Peter, 2005.
4. Gregor, O. How to deal with stress. The stress of life. Understand and manage it / O. Gregor. - SPb., 1994.
5. Monina G.B., Lyutova-Roberts E.K. Communication training for teachers, psychologists, parents. St. Petersburg Rech 205
6. Roginskaya, T. I. Burnout syndrome in social professions / T. I. Roginskaya // Psychological journal. - 2002.
7. Rudestam K. Group psychotherapy. Psychocorrective groups: theory and practice. Moscow: Progress, 1990.
8. Semenova, E. M. Training of the teacher's emotional stability: study guide / E. M. Semenova. - M.: Publishing house of Inta psychotherapy, 2002.
9. Terpigor'eva S.V. Practical seminars for teachers. Issue. 2. Psychological competence of educators. Ed. Teacher 2011
10. Fopel K. Psychological groups. Working materials for the facilitator: A practical guide. M.: Genesis, 2000.
11. Shitova E.V. Practical seminars and trainings for teachers. - Issue. 1. Educator and child: effective interaction. Ed. Teacher 2009

Novelty and relevance of the project:
One of the frequent negative manifestations of the functional state among representatives of professions related to the upbringing and education of children is the state of "emotional burnout". This syndrome occurs in situations of intense professional communication under the influence of many external and internal causes and manifests itself as a "muting" of emotions, the disappearance of the sharpness of feelings and experiences, indifference to the experiences of another person, loss of faith in own forces. Anxiety, depression, emotional devastation - this is the price that the educator pays. An educator with "emotional burnout" has a distortion in the perception of pupils, which leads to a decrease in the effectiveness of educational work. The goals of education will largely lose their social and personal significance if the system harms the psychological health of pupils and educators.

Problem:

The need to "be in shape", the impossibility of emotional discharge, psychological and organizational difficulties lead to a state of "emotional burnout".
^ Project Goal:
Minimizing the risk of "emotional burnout" of teachers of educational institutions

Project objectives:

Assessment of the level of "emotional burnout" among teachers

Development of a program for the prevention of "emotional burnout" of teachers

Implementation of the program under conditions educational environment

Planned result:

level up professional competence teachers on the issue of emotional comfort of teachers.

organization improvement educational process.

improvement of the moral and psychological climate in the staff of the educational institution

Activities:

^ Stage 1: Ascertaining.

At this stage, information was collected and analyzed on the problem of "emotional burnout" of teachers, the choice of diagnostic tools and methodological base, for the psychodiagnostic examination of teachers for the presence of "emotional burnout" syndrome.

^ Stage 2: Formative.

Carrying out measures to prevent "emotional burnout" and correct the state of psychological health of teachers of educational institutions. The work is carried out in the form of training "Emotions and the rules of getting rid of them."

^ Stage 3: Control.

At this stage, the state of teachers is diagnosed after passing the training "Emotions and the rules for getting rid of them", comparative analysis study data before and after psychological impact. The stage is being completed with the development of recommendations for teachers on optimizing the mental state in the conditions of the educational process, creating a favorable psychological climate in the institution.

^ Psychological exercises:

Exercise "I am at home, I am at work"

It is proposed to divide the sheet in half and make 2 lists of definitions "I am at home ...", "I am at work ...". As an option, you can offer to make lists of definitions "At home, I never ...", "At work, I never ...". Participants analyze the received lists. This exercise allows you to initially determine your attitude to the current situation, to note possible problem.

^ Exercise "Could be worse". Exercise helps you stay in shape during difficult times. life situations, effectively discard internal stress and calm down.

The exercise "Bad-good" is aimed at teaching group members the ability to see the bad in the good, "not to get stuck" on sad thoughts and difficult experiences.

^ Exercise "Balance Real and Desirable".

Teachers are invited to draw a circle, in it, focusing on internal psychological sensations, to mark with sectors, in what proportion are currently the work, homework And personal life. In the other circle - their ideal ratio. Are there any differences? What are they? Why did it happen? What can be done to bring one closer to the other? For what? Who or what does it depend on?

^ Exercise "My strengths and weaknesses", aimed at realizing the positive and negative traits of his character.

The exercise “I am real, I am ideal and I am in the future” allows the group members to understand what they are now, what they want to be in the future and what needs to be done for this.

7. Exercise: "I work as a teacher"

Teachers are asked to draw three pictures:
^ - the beginning of the labor path, - at the present time, - in 5 years. It is important that educators themselves be able to see possible differences in content, color scheme depicted. Summing up: ^ questionnaires that allow you to determine the current level of emotional burnout, a master class, seminars and conferences. Expected results of the project:
^ 1. Obtaining information about the prevalence of the phenomenon of emotional burnout among teachers of educational institutions.

2. Drawing up a program for the prevention of emotional burnout of a teacher.

^ 3. Improving the psychological literacy of teachers in the process of implementing a preventive program in the educational environment of the institution.

^ References

Baranov A.A. Professional burnout and types of low stress-resistant teachers / A.A. Baranov // Yearbook of the Russian Psychological Society: Materials of the 3rd All-Russian Congress of Psychologists. In 8 T. - St. Petersburg: Publishing House of St. Petersburg. University, 2003, Vol. 1, - S. 287-289

Baronina O.A. Psychological health of the modern teacher. // Yearbook of the Russian Psychological Society: Materials of the 3rd All-Russian Congress of Psychologists. In 8 T. - St. Petersburg: Publishing House of St. Petersburg. University, 2003, Vol.1.

Aleshina T.G. The problem of the relationship of individual-personal properties and features of the formation of the syndrome of emotional burnout among teachers // Psychotherapy. - 2007. - No. 7. - S. 35-38.

Senior teacher Zhukova Tatyana Nikolaevna MADOU "CRR-Kindergarten No. 21" Perm Territory, Lysva

The most valuable personnel for any educational institution is a teacher who is at the stage of professional mastery. For 15-20 years of work, such a teacher has learned to solve both simple and the most difficult problems; is already distinguished by some special qualities, skills, broad orientation in his field. During this time, the teacher acquires an individual, unique style of activity and has reason to consider himself irreplaceable in some way.

However, in the professional life of every person periodically there are critical moments, the so-called developmental crises. After several years of the same activity, the specialist begins "do not match" with his profession, i.e. outgrows the normatively approved ways of performing professional functions, as a result of which he loses interest in the profession. This condition is called professional burnout syndrome. This concept refers to a state of physical, emotional and mental exhaustion. It manifests itself in the professions of the social sphere, i.e. including teachers of preschool educational institutions.

Conventionally, we can say that burnout is very contagious and can quickly spread among employees. Those who are prone to burnout become cynics, negativists, and pessimists; and they, interacting at work with other people, can quickly turn the whole team into a collection of “burnouts”. Therefore, the prevention of professional emotional burnout should become an important direction in management activities head of an educational institution.

For our kindergarten the problem of professional emotional burnout at the time of project development became relevant. In observations of real work situations and conversations with teachers, one could increasingly see the manifestations of symptoms of professional emotional burnout:

emotional exhaustion (teachers experienced a feeling of emotional emptiness and fatigue caused by work);
depersonalization, cynical attitude towards work and its objects (often teachers perceived colleagues, parents and children not as living people with all their problems, but as "machine" , for which you need to work out the shift; hence the insensitive, sometimes inhumane attitude towards each other, parents, children);
reduction of professional achievements (teachers had a feeling of incompetence in their professional field, awareness of failure in it, there was a desire to change jobs).

The mission of the project was that a set of measures aimed at preventing burnout will allow:

qualitatively change the relationship of teachers in the team, with children, parents (relieve conflict, irritability, tension)
and will also allow developing the professional mobility of teachers, which would open up new opportunities for self-realization, increase their value, competitiveness.

The purpose of our work was to prevent the occurrence and correction of this syndrome in preschool teachers.

We solved the following tasks:

Formation of a positive attitude towards work among teachers.
Increasing the level of scientific and methodological creativity among teachers.
Harmonization of relationships between colleagues.
Increasing motivation for professional activities.
Corrective work with teachers with this syndrome.

At the first stage, the purpose of which was the formation of a value attitude to professional activity, the following was carried out:

diagnostics according to the Boyko method . Here I want to note that, to my regret, the preliminary conclusions based on the results of observations of teachers and work situations were confirmed: as a result of the diagnosis, 1 teacher was identified with the presence of an already formed syndrome, 2 teachers with syndromes in various stages of formation.
Also at this stage, a discussion was organized "Pros and cons of the profession" Teacher " , in which, in comparison with other professions (namely, with the professions of a doctor, accountant, salesman, and even the head of a large firm) all the pros and cons of the profession were highlighted "Preschool teacher" . I was glad that there were still more pluses.
There was also a training “My profession is a teacher!” , where educators and specialists developed self-confidence as teachers through comic exercises, games, as well as solving real problem situations.

Since the most common means of preventing emotional burnout is continuous education, self-education of the teacher, improving his qualifications and competence, the goal was set at the second stage: the development of professional qualities, the improvement of socio-psychological culture.

At this stage, the following were carried out:

Consultation "The role of the personality of the educator in the mental development of the child" , which examined in detail the classifications of different authors of types of teachers, as well as the styles of pedagogical communication.
A round table was held for trainee teachers "We are professionals" . Here, teachers with more than 20 years of experience exchanged views on how to effectively transfer their experience to young people. (namely: through peer reviews of classes, individual consultations, private conversations, assistance in preparing for various events, assistance in the form of methodological support, etc.). We also discussed the prospect development of preschool with the current composition of young teaching staff.
A consultation was organized for young professionals "We are the future professionals" . It highlighted the problems that are often found in young professionals (lack of experience, time; "desire to embrace the immensity" communication with colleagues, parents; low wage; career), as well as teachers expressed their wishes to the trainees.
Also at this stage, a workshop on body-oriented therapy was held, at which methods and exercises aimed at preventing stress and relaxation were demonstrated and tested by teachers. Non-traditional methods were chosen for the workshop, namely work with the body, the effect was high: all participants restored their energy balance, rested, experienced a resource state.
There was also a training "Conflict-Free Communication" where teachers got acquainted with the structure of conflicts, with the possible causes of their occurrence. And also saw how you can get out of conflict situation with minimal harm to yourself and others.
At the end of the second stage of the project implementation, a consultation was held "Professional image of a kindergarten teacher" , on which the components of the image, its characteristics, the principle of its construction, various classifications were considered in detail.

Also, in order to unite the team, a number of recreational and recreational activities were held. (collective trip to the Assumption Monastery, Nikiforovskaya Chapel; trip to nature on the banks of the Chusovaya River, visit to the Belogorsky Monastery, corporate holidays dedicated to Teacher's Day, New Year and March 8).

In order to reduce the level of manifestation of the syndrome, weekly autogenic training, reflection of activity and relaxation were carried out with teachers with the presence of the syndrome. And also in the methodical office a stand was designed "I am an educator" , which contained information from different advice and recommendations for the prevention of stress, depression, business communication.

At the third stage, at the round table, the teachers reflected, answering the following questions for themselves: “What has changed in me? What did I get? What failed? How to make it even better?

At the end of the academic year, a beautiful completion of the project implementation took place. "Prevention of professional emotional burnout of teachers" competition of pedagogical skills "Super Teacher" which was dedicated to the end of the academic year.

On this final stage final diagnostics was carried out in order to identify changes in the manifestation of the level of burnout of teachers. The diagnostic results turned out to be even more than good: none of the teachers had the syndrome.

With the end of the project, work on the prevention of burnout did not stop. We plan to improve the obtained results. For this, part of the activities from the project will again take place in the preschool educational institution (autogenic training, reflection of activity, psychological shower and some others (psychological shower is the performance of a specific complex of morning exercises, which includes physical movements and words of autogenic training)).

In conclusion, I would like to note that emotional professional burnout is a rather insidious process, since a person prone to this syndrome is often little aware of its symptoms. He cannot see himself from the outside and understand what is happening to him. Therefore, he needs support and attention, not confrontation and blame. On the part of the administration, preventive steps must be taken that can prevent, weaken or eliminate the occurrence of this syndrome, as was done in our kindergarten.

Attachment 1.

Methodology V.V. Boyko "Burnout Research"

Personal questionnaire designed to diagnose such a psychological phenomenon as "burnout syndrome" that occurs in a person in the process of performing various kinds activities associated with long-term exposure to a number of adverse stress factors. Designed by V.V. Boyko

According to the author, emotional burnout is a mechanism developed by a person. psychological protection in the form of complete or partial exclusion of emotions in response to selected psychotraumatic effects. "Burnout" partly a functional stereotype, since it allows a person to dose and economically spend energy resources. At the same time, its dysfunctional consequences may occur when "burnout" negatively affects the performance of professional activities and relationships with partners.

The stimulus material of the test consists of 8 statements, to which the subject must express his attitude in the form of unambiguous answers. "Yes" or "No" . The technique allows to distinguish the following 3 phases of stress development: "voltage" , "resistance" , "exhaustion" .

For each of these phases, the leading symptoms are identified. "burnout" , developed a method for quantitative determination of the degree of their severity. Below is a list of detectable symptoms at different stages of development "emotional burnout" .

"Voltage" .

Experience of psychotraumatic circumstances;
dissatisfaction with oneself;
"Caged in a cage" ;
Anxiety and depression.

"Resistance" .

Inadequate emotional selective response;
Emotional and moral disorientation;
Expansion of the sphere of economy of emotions;
Reduction of professional duties.

"Exhaustion" .

emotional deficit;
emotional detachment;
Personal detachment (depersonalization);
Psychosomatic and psychovegetative disorders.

Instruction:

Test yourself. If you are a professional in any area of interaction with people, you will be interested to see to what extent you have developed psychological protection in the form of emotional burnout. Read the comments and answer "Yes" or "No" . Please note that if the wording of the questionnaire refers to partners, then the subjects of your professional activity are meant - patients, clients, viewers, customers, students and other people with whom you work daily.

stimulus material.

Organizational shortcomings at work constantly make me nervous, worried, tense.
Today I am satisfied with my profession no less than at the beginning of my career.
I made a mistake in choosing a profession or profile of activity (I take my place).
What worries me is that I have become worse at work (less productive, high quality, slower).
The warmth of interaction with partners is very dependent on my mood - good or bad.
The well-being of partners depends little on me as a professional.
When I come home from work, for a while (hours 2-3) I want to be alone so that no one talks to me.
When I feel tired or stressed, I try to solve my partner's problems as soon as possible. (collapse interaction).
It seems to me that emotionally I cannot give my partners what professional duty requires.
My work dulls the emotions.
I'm frankly tired of the human problems you have to deal with at work.
Sometimes I don't sleep well (sleep) due to work-related stress.
Interaction with partners requires a lot of stress from me.
Working with people brings less and less satisfaction.
I would change jobs if given the opportunity.
I am often frustrated that I cannot properly provide professional support, service, help to a partner.
I always manage to prevent the influence of a bad mood on business contacts.
It makes me very sad if something goes wrong in a relationship with a business partner.
I get so tired at work that at home I try to communicate as little as possible.
Due to lack of time, fatigue or stress, I often pay less attention to my partner than I should.
Sometimes the most ordinary situations of communication at work cause irritation.
I calmly accept the justified claims of partners.
Communication with partners prompted me to avoid people.
When I think about some work colleagues or partners, my mood spoils.
Conflicts or disagreements with colleagues take a lot of energy and emotions.
I find it increasingly difficult to establish or maintain contacts with business partners.
The situation at work seems to me very difficult, difficult.
I often have anxious expectations, saints with work: something must happen, how not to make a mistake, whether I can do everything right, whether they will be laid off, etc.
If a partner is unpleasant to me, I try to limit the time of communication with him or pay less attention to him.
In communication at work, I adhere to the principle: "do not do good to people, you will not get evil" .
I like to tell my family about my work.
There are days when my emotional state is bad for the results of work (I do less, quality goes down, conflicts happen).
Sometimes I feel that I need to show emotional responsiveness to my partner, but I can’t.
I am very concerned about my work.
You give attention and care to your work partners more than you receive gratitude from them.
When I think about work, I usually feel uneasy: it starts to prick in the heart area, blood pressure rises, and a headache appears.
I have good (quite satisfactory) relationship with the immediate supervisor.
I often rejoice when I see that my work benefits people.
Lately (or as usual) I am haunted by failures at work.
Some parties (data) my work cause deep disappointment, plunge into despondency.
There are days when contacts with partners are worse than usual.
I share business partners (subjects of activity) worse than usual.
Fatigue from work leads to the fact that I try to reduce communication with friends and acquaintances.
I usually take an interest in the partner's personality outside of the business.
Usually I come to work rested, refreshed, in a good mood.
I sometimes find myself working with partners, without a soul.
At work, you meet such unpleasant people that you involuntarily wish them something bad.
After communicating with unpleasant partners, I sometimes have a deterioration in physical or mental well-being.
At work, I experience constant physical or psychological overload.
Success at work inspires me.
The situation at work in which I find myself seems hopeless (almost hopeless).
I lost my temper due to work.
For last year there was a complaint (there were complaints) to me from a partner (s).
I manage to save my nerves due to the fact that I don’t take much of what happens with my partners to heart.
I often bring home negative emotions from work.
I often work by force.
Before, I was more responsive and attentive to partners than now.
In working with people, I am guided by the principle: do not waste your nerves, take care of your health.
Sometimes I go to work with a heavy feeling: I’m tired of everything, I wouldn’t see or hear anyone.
After a busy day at work, I feel unwell.
The contingent of partners I work with is very difficult.
Sometimes it seems to me that the results of my work are not worth the effort that I spend.
If I had luck with my job, I would be happier.
I am frustrated because I have serious problems at work.
Sometimes I do things to my partners that I would not like to be treated.
I condemn partners who count on special indulgence, attention.
Most of the time I don't have the energy to do household chores after a day at work.
Usually I hurry time: I wish the working day would end soon.
Conditions, requests, needs of partners usually genuinely concern me.
When working with people, I usually put up a screen that protects from other people's suffering and negative emotions.
Work with people (partners) disappointed me a lot.
To restore my strength, I often take medication.
As a rule, my working day passes calmly and easily.
My requirements for the work performed are higher than what I achieve due to circumstances.
My career has been successful.
I am very nervous about everything related to work.
Some of my regular partners I would not like to see and hear.
I approve of colleagues who devote themselves entirely to people (partners) forgetting about their own interests.
My fatigue at work usually has little effect (no effect) communicating with family and friends.
If given the opportunity, I give my partner less attention but without him noticing.
I am often let down by nerves in dealing with people at work.
To all (almost everything) what is happening at work, I have lost interest, a lively feeling.
Working with people had a bad effect on me as a professional - it pissed me off, made me nervous, dulled my emotions.
Working with people is clearly undermining my health.

Data processing.

In accordance with "key" the following calculations are made:

The sum of points is determined separately for each of the 12 symptoms "burnout" , taking into account the coefficient indicated in brackets. So, for example, for the first symptom, a positive answer to question No. 13 is estimated at 3 points, and a negative answer to question No. 73 is estimated at 5 points, etc. the number of points is summed up and a quantitative indicator of the severity of the symptom is determined.
The sum of symptom scores is calculated for each of the 3 phases of formation "burnout" .
The final indicator of the syndrome is found "emotional burnout" - the sum of the indicators of all 12 symptoms.

"Voltage"

1. Experience of traumatic circumstances:

1 (2) , +13 (3) , +25 (2) , -37 (3) , +49 (10) , +61 (5) , -73 (5) .

2. Satisfaction with oneself:

2 (3) , +14 (2) , +26 (2) , -38 (10) , -50 (5) , +62 (5) , +74 (3) .

3. “Caged”:

3 (10) , +15 (5) , +27 (2) , +39 (2) , +51 (5) , +63 (1) , -75 (5) .

4. Anxiety and depression:

4 (2) , +16 (3) , +28 (5) , +40 (5) , +52 (10) , +64 (2) , +76 (3) .

"Resistance"

5 (5) , –17 (3) , +29 (10) , +41 (2) , +53 (2) , +65 (3) , +77 (5) .

2. Emotional and moral disorientation:

6 (10) , -18 (3) , +30 (3) , +42 (5, +54 (2) , +66 (2) , -78 (5) .

3. Expanding the scope of saving emotions:

7 (2) , +19 (10) , -31 (2) , +43 (5) , +55 (3) , +67 (3) , -79 (5) .

4. Reduction of professional duties:

8 (5) , +20 (5) , +32 (2) , -44 (2) , +56 (3) , +68 (3) , +80 (10) .

"Exhaustion"

1. Emotional deficit:

9 (3) , +21 (2) , +33 (5) , -45 (5) , +57 (3) , -69 (10) , +81 (2) .

2. Emotional detachment:

10 (2) , +22 (3) , -34 (2) , +46 (3) , +58 (5) , +70 (5) , +82 (10) .

3. Personal detachment (depersonalization):

11 (5) , +23 (3) , +35 (3) , +47 (5) , +59 (5) , +72 (2) , +83 (10) .

4. Psychosomatic and psychovegetative disorders:

12 (3) , +24 (2) , +36 (5) , +48 (3) , +60 (2) , +72 (10) , +84 (5) .

Interpretation of results.

The proposed technique gives a detailed picture of the syndrome "emotional burnout" . First of all, you need to pay attention to individual symptoms. The severity index of each symptom ranges from 0 to 30 points: 9 or less points - not developed symptom, 10-15 points - developing symptom, 16 -20 points - developed symptom. 20 or more points - symptoms with such indicators are dominant in the phase or in the entire syndrome of emotional burnout.

The next step in interpreting the results of the survey is understanding the indicators of the phases of stress development - "voltage" , "resistance" And "exhaustion" . In each of them, the assessment is possible in the range from 0 to 120 points. However, the comparison of the scores obtained for the phases is not valid, because it does not indicate their relative role or contribution to the syndrome. The point is that the measured

phenomena are significantly different: the reaction to external and internal factors, methods of psychological protection, the state nervous system. By quantitative indicators, it is legitimate to judge only how much each phase has formed, which phase has formed to a greater or lesser extent: 36 or less points - the phase has not formed;  37-60 points - phase in the formation stage; 61 or more points - formed phase.  In the psychodiagnostic conclusion, the following questions are covered: what symptoms dominate; what prevailing and dominant symptoms accompanied by "exhaustion" ; is it explainable "exhaustion" (if found) factors of professional activity included in the symptoms "burnout" , or subjective factors; what symptom (what symptoms) most of all burden the emotional state of the individual; in what directions it is necessary to influence the situation in a professional team in order to reduce nervous tension;

what signs and aspects of the behavior of the personality itself are subject to correction so that the emotional "burnout" did not harm her, professional activities and partners.

Annex 2

A set of exercises that help increase energy potential

It is known that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange for himself "psychic shower" which will help him relieve excessive emotional stress.

Standing, bring the shoulder blades together, smile, wink with the right eye, then with the left. Repeat: “I am very proud of myself, I am good for a lot” .
Putting your hand on your chest: "I'm the smartest in the world" , arms above head: "I am brave in the world"
bouncing on different legs in turn: “I am cheerful and energetic, and things are going great!”
Rubbing palm on palm, repeat: "I lure luck, every day I get richer"
Standing on tiptoe, close your hands above your head in a ring, repeat: “I am warmed by a ray of sunshine, I deserve the best!”
Putting on the forehead left palm, then right, repeat: “I solve any problems, love and luck are always with me”
Hands on hips. While tilting the torso back and forth, repeat: “The situation is under my control. The world is beautiful and I am beautiful"
Hands on the waist, doing left and right, repeat: “I always keep a calm and a smile, and everyone will help me, and I will help”
Inhale: "The universe smiles at me" , exhale: "And everything works out for me"
Any rotation by hand: “There is no barrier, everything turns out as it should!”

Autogenic training

I am beautiful and slim!

I am charming and charming!

I am unique and direct!

I am smart and strong!

I am confident and successful!

I am an educator!

I am a great educator!

I love my job!

I enjoy going to work every day!

I enjoy working all day!

I'm always in a good mood!

I work with a great team!

I love children!

I love the parents of my children!

I love my colleagues!

Everyone loves and respects me!

I have a happy family!

I believe in kind and good people!

I'm sure everything will be fine!

Project: Prevention of emotional burnout of teachers of educational institutions

project team

Owl Julia Igorevna
Sokolov Alexander Sergeevich
Tregubova Angelina Igorevna

Project relevance

Among the many difficulties of teaching and pedagogical work that aggravate psychological health, its high mental tension stands out. The consequence of this may be a weakening of the stability of mental functions, partial loss of working capacity and even somatic diseases (L.A. Kitaev-Smyk, R.O. Serebryakova, etc.), which leads to a decrease in psychological adaptability, a violation of the integrity of the teacher's personality. As a result of this, one of the frequent negative manifestations of the functional state among representatives of this profession is the state of "emotional burnout". This syndrome occurs in situations of intense professional communication under the influence of many external and internal causes and manifests itself as a "muting" of emotions, the disappearance of the sharpness of feelings and experiences, an increase in the number of conflicts with communication partners, indifference to the experiences of another person, loss of a sense of the value of life, loss of faith in their own strength. It has been established that "emotional burnout" also occurs in young professionals, more often in the third year of work, and then during periods of professional crises. Anxiety, depression, emotional rigidity and emotional devastation are the price of responsibility that the teacher pays. Questions arise: who teaches and educates our children? Can a person burdened with such suffering successfully influence the rising generation? The technology of knowledge transfer recedes into the background compared to the atmosphere that the teacher creates for the development of the student's personality. A teacher with emotional burnout has a distortion in the perception of students, which leads to inertia in educational work. The goals of education will largely lose their social and personal significance, meaning, if the system harms the health of students and teachers.

Target audience of the project

Teachers of educational institutions of preschool, secondary, higher education
Teachers-psychologists of educational institutions
Administration of educational institutions

The purpose and objectives of the project

Purpose: minimizing the risk of emotional burnout of teachers of educational institutions

1. assessment of the level of emotional burnout among teachers
2. development of a program for the prevention of emotional burnout of teachers
3. implementation of the preventive program in the educational environment
4. development of recommendations for teachers to reduce "burnout" and the administration of educational institutions in order to improve the adaptation of employees

What will participation in the project give to its participants?

increasing the level of professional competence of teachers on the issue of maintaining psychological health and preventing emotional burnout
improving the organization of the educational process
improvement of the moral and psychological climate in the staff of the educational institution
translation of professional experience on the problem of emotional burnout among educational psychologists of the Tambov region

Project Implementation Plan

Stage 1: Ascertaining.

At this stage, the collection and analysis of information on the problem of emotional burnout of teachers (September 2009), the choice of diagnostic tools and methodological framework for the implementation of preventive measures (October-November 2009), a psychodiagnostic examination of teachers for the presence of an emotional burnout syndrome were carried out. burnout, the data were systematized and interpreted (December 2009).

Stage 2: Formative.

The formative stage involves taking measures to prevent emotional burnout and correct the state of psychological health of teachers in educational institutions. Classes were held in the form of training (training "How to maintain my professional health"), work was carried out with teachers at pedagogical councils, staff meetings.

Stage 3: Control.

At this stage, the diagnosis of the state of teachers after passing the training "How to maintain my professional health", a comparative analysis of the research data before and after the psychological impact is carried out. The stage is being completed with the development of recommendations for teachers on optimizing the mental state in the conditions of the educational process and the preparation of instructions for the administration of educational institutions on the psychological support of the professional activities of teachers, the adaptation of employees, and the creation of a favorable psychological climate in the institution.

Project stages

Ascertaining stage: September-December 2010
Formative stage: January-November 2011
Milestone: December 2011

Project idea

The idea of the project is to ensure a high level of psychological and professional health of modern teachers. Emotional burnout leads to professional deformation of the personality, violates the harmony of relationships between teachers and close people and subjects of the educational process. Preventive measures reduce the risk of emotional burnout, provide high level efficiency and performance of teachers, allow to achieve high results at work. The project includes both diagnostics of the present level of emotional burnout and preventive measures. At the final stage, instructions are drawn up for directors of educational institutions to optimize the educational process and leadership style, teachers receive recommendations on maintaining and strengthening their professional health.

Methodological basis of the study. In our work, we relied on the principle of activity (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, etc.), the principle of development, activity and self-regulation of activity (L.I. Antsyferova, K.A. Abulkhanova -Slavskaya, O.A. Konopkin, V.I. Morosanova and others).

Theoretical basis of the study. We used theories of researchers in the field of health psychology (M.F. Sekach, V.A. Ananiev, G.S. Nikiforov, etc.), emotional burnout (V.V. Boyko, etc.) and professional personality deformation (M. Sh. Magomed-Eminov and others)

Methodical methods. At the formative stage, we used training exercises aimed at optimizing emotional state teachers, arming them with ways of self-regulation of their mental states, ways of effective interaction with students and their parents, colleagues, relatives and close people.

Training objectives:

Acquaintance with the concept of emotional burnout, its characteristics;
Analysis of the manifestation of signs of burnout;
Determination of one's attitude to the profession, identification of sources of dissatisfaction with professional activities;
Analysis of own sources of negative experiences at work, identification of professional activity resources, directions personal growth in the profession;
Training in stress relief techniques, methods of self-regulation of mental states.

An example of the exercises used:

Exercise "Balance real and desirable"

Teachers are invited to draw a circle, in which, focusing on internal psychological sensations, mark the sectors in what proportion are currently work (professional life), housework and personal life (travel, leisure, hobbies). In another circle - their ideal ratio. Are there any differences? What are they? Why did it happen? What can be done to bring one closer to the other? For what? Who or what does it depend on?

Exercise "I am at home, I am at work"

We propose to divide the sheet in half and make 2 lists of definitions (as many as possible) “I am at home ...”, “I am at work ...”. As an option, you can offer to make lists of definitions "At home, I never ...", "At work, I never ...". This will allow reaching the existing stereotypes of behavior and thinking. The participants analyze the received lists. These exercises allow participants to look at their relationship with the profession, as if from the outside, to initially determine their attitude to the current situation, to note possible problems, “distortions” in the distribution of mental energy.

Mini-discussion: "What are you working for?"

Activity: Three drawings "I work as a teacher"

The beginning of the labor path - now - in 5 years Those present share, first of all, their own feelings from their drawings. It is important that they themselves be able to see possible differences in the content, elaboration, color scheme of the depicted.

Methodological materials for project implementation

List of references for in-depth study of this topic

Resource support of the project

Human Resources

Teacher-psychologist, educators and teachers of educational institutions, administration

Temporary Resources

Project implementation period - 1 year

Informational resources

Social Services	Purposes of use
Spreadsheets at Google www.gmail.com	..
Questionnaires in Google www.gmail.com	..
Google calendar www.gmail.com	..
Collaborate on Google Docs	..
Wiki	..
Blogs	..
Bookmarks in BobrDobr http://www.bobrdobr.ru, in Google Notepad www.gmail.com	..
video services on youtube http://youtube.com, Social saga, vlog	..
Photo services in Flickr http://Flickr.com , Pikasa, Fotodia http://www.fotodia.ru	..

Project risk management

Some teachers do not have knowledge on the issue of emotional burnout in the course of their professional activities. Participation in psychodiagnostic research scares them, and training is not considered appropriate. Education on the issue of burnout can solve this problem and reduce the risks of negative results in the implementation of the project.

Expected results of the project

1. Obtaining information about the prevalence of the phenomenon of emotional burnout among teachers of educational institutions
2. Drawing up a program for the prevention of emotional burnout of teachers
3. Increasing the psychological literacy of project participants in the process of implementing a preventive program in an educational environment
4. Development of recommendations for teachers to reduce the risk of "burnout"
5. Development of instructions for the administration of educational institutions in order to improve the adaptation of employees

How will participants be involved in the project?

Attracting participants to the project is carried out through the organization of work round tables, speeches at pedagogical councils, posting information about the syndrome of emotional burnout on the websites of educational institutions, in social networks that are in special demand among teachers.

Which external specialists and experts can be consulted

Consultations can be obtained at TOGUDPO "Institute for Advanced Studies of the Tambov Region", MOU Secondary School No. 34, MOU "Gymnasium No. 12 named after G.R. Derzhavin", MDOU "Crystal Slipper", Academy of Social and educational technology Tambov state university named after G.R. Derzhavin.

Further development of the project

In the future, the project will develop in the direction of psychodiagnostics. Convenient questionnaires will be developed for teachers to determine the current level of emotional burnout. In the direction of psychoprophylaxis, our project will be supplemented by new forms of work with teachers: conducting trainings, master classes, seminars and conferences. Information on the effectiveness of preventive measures will be presented in collections of scientific papers, on the Internet.