Prevention of emotional burnout of teachers of preschool institutions. training

Choigana Mongush
Training "Prevention of emotional burnout"

training« Prevention of emotional burnout»

Goals:

To train teachers in ways of regulation;

To form a favorable psychological microclimate in the teaching staff.

Tasks:

Introduction to the concept emotional burnout;

Level reduction emotional burnout of teachers.

Materials and equipment: presentation, board, papers, pens, sheets with the image of stairs, memos).

Lesson progress

I. Opening remarks: I am glad to welcome you all to training. Today I want to introduce you to the concept emotional burnout, and most importantly, ways of regulating psycho-emotional state.

II. Theoretical part.

Tell me, please, what associations does the word “work” evoke in you?

There has been a lot of talk and writing lately about the phenomenon of professional« burnout» .

Professional burnout is an adverse reaction of a person to stress received at work. state emotional burnout usually correspond to the following signs:

In the field of feeling, fatigue from everything appears;

- thoughts arise: about the injustice of actions against oneself;

In the field of action there is criticism of others and oneself, the desire to be noticed or, conversely, invisible, the desire to do everything very well or not try at all.

In humans, there is a marked decrease:

Enthusiasm at work;

The shine in the eyes disappears;

Negativity and fatigue are growing.

It happens when a talented teacher becomes professionally unsuitable for this reason. Sometimes these people change profession. At « burnout» there is a psycho-energetic emptiness” of a person.

What should be done to avoid emotional burnout?

Long sleep, delicious food, communication with nature and animals, massage, movement, dancing, music and much more - natural ways regulation.

Natural methods of regulation organism:

Laughter, smile, humor;

Reflections on the good, pleasant;

Various movements such as sipping, muscle relaxation;

Observation of the landscape outside the window;

Examination of indoor flowers in the room, photographs and other things that are pleasant or expensive for a person;

"bathing" (real or imagined) in the sun;

Reading poetry;

Expressing praise, compliments to someone just like that.

Of course, you need to be able to relax correctly, master the techniques of managing your own.

As a result of self-regulation, three main effect:

calming effect (elimination emotional tension) ;

Recovery effect (reducing symptoms of fatigue) ;

Activation effect (increased psychophysiological reactivity).

Listen please parable:

“There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Holding a butterfly in his hands, he asked: “Tell me, sage, what kind of butterfly do I have in hands: dead or alive? " And you thinks: "The living one will say - I will kill her, the dead one will say - I will release it." The sage thought answered: "All in your hands".

I didn't pick up this story by accident. It is in our hands to create an atmosphere in which you will feel comfortable.

Today I want to give you some techniques, ways to manage your psycho-emotional state raise your self esteem emotional mood. And so that the word work is associated with you only with joyful and happy moments.

III. Practical part.

1. Exercise "Pose of Napoleon".

Target: pick up the pace to work.

Participants are shown three movements: arms crossed on the chest, arms extended forward with open palms and hands clenched into fists. On command leading: "One two Three!", each participant at the same time with others must show one of three movements (whatever you like). The goal is for the whole group or most of the participants to show the same movement.

Comment: This exercise shows how ready you are to work. If the majority showed their palms, then they are ready for work and open enough. Fists show aggressiveness, Napoleon's posture - some closeness or unwillingness to work.

2. Let's do the exercise "Lemon" (in case the participants show closeness and unwillingness to work).

Target: control the state of muscle tension and relaxation.

Sit comfortably: put your hands freely on your knees (palms up, shoulders and head down. Mentally imagine what you have in right hand lies a lemon. Start slowly squeezing it until you feel that "squeezed out" all 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.

3. Exercise "Stairs".

Target: awareness of oneself as a person located at a certain interval life path and professional activity. All participants training leaflets with a schematic representation of the stairs are distributed, and it is proposed to carefully consider it and mark your location on the stairs today. As the exercise progresses, the facilitator asks the participants questions:

Think and answer, are you going up or going down?

Are you comfortable with your location on the stairs?

What's stopping you from being at the top?

Are you able to eliminate the reasons that prevent you from moving up?

4. And in order to get to know yourself better, I offer you an exercise "Choice".

You go to the bakery and buy a donut with marmalade. But when you come home and take a bite of it, you find that one essential ingredient is missing - the jam inside. What is your reaction to this small setback?

1. Take the defective donut back to the bakery and ask for a new one.

2. Talk to yourself: "It happens"- and eat an empty donut.

3. Eat something else.

4. Spread with butter or jam to make it tastier.

Comment: if you chose the first option, then you are a person who does not give in to panic, knowing that your advice is more often heeded. You rate yourself as a reasonable, organized person. As a rule, people who choose the first answer do not strive to become leaders, but if they are chosen for a command position, they try to justify the trust.

If you chose the second option, then you are a gentle, tolerant and flexible person. You are easy to get along with and colleagues can always find comfort and support from you. You do not like hustle and bustle, you are ready to give in to the main role and support the leader. You are always at the right time in right place. Sometimes you seem indecisive, but you are able to stand up for beliefs that you firmly believe in.

If you chose the third option, then you are able to make decisions quickly and quickly (though not always correct) act. You are an authoritarian person, ready to take on a major role in any business. In the preparation and holding of serious events, conflicts are possible, since in relations with colleagues you can be persistent and sharp, you require clarity and responsibility.

If you chose the fourth option, then you are a person capable of non-standard thinking, innovative ideas, and some eccentricity. You treat your colleagues as partners in the game and may be offended if they do not play by your rules. You are always ready to offer some original ideas to solve a particular problem.

5. Exercise "Five Kind Words".

Equipment: sheets of paper, pens

Work form: Participants are divided into subgroups of 6 people.

Exercise. Each of you should:

Circle your left hand on a piece of paper;

Write your name on the palm of your hand;

Then you pass your sheet to the neighbor on the right, and you yourself receive a drawing from the neighbor on the left.

In one of "fingers" received someone else's drawing, you write some attractive, in your opinion, the quality of its owner. Another person writes on another finger, and so on, until the sheet returns to its owner.

Discussion:

How did you feel when you read the inscriptions on your "hand"?

Were you aware of all your virtues that others wrote about?

IV. Final part.

And I want to end our meeting with you with a parable "The Parable of the Well".

Once a donkey fell into a well and began to scream loudly, calling for help. At his cries, the owner of the donkey ran up and spread his arms - after all, it was impossible to pull the donkey out of the well.

Then the owner decided So: "My donkey is already old, and he has not long left, but I still wanted to buy a new young donkey. This well has already completely dried up, and I have long wanted to fill it up and dig a new one. So why not kill two birds with one stone - I'll fill it up with I old well and I'll bury the donkey at the same time."

Without thinking twice, he invited his neighbors - all together took up shovels and began to throw earth into the well. The donkey immediately understood what was happening and began to yell loudly, but people did not pay attention to his cries and silently continued to throw earth into the well.

However, very soon the donkey fell silent. When the owner looked into the well, he saw the following picture - every piece of earth that fell on the donkey's back, he shook off and crushed with his feet. After a while, to everyone's surprise, the donkey was at the top and jumped out of the well! So…

Perhaps in your life there were many all sorts of troubles, and in the future life will send you more and more. And whenever another lump falls on you, remember that you can shake it off and it is thanks to this lump that you can rise a little higher. In this way, you will gradually be able to get out of the deepest well.

1. Free your heart from hatred - forgive everyone you have been offended by.

2. Free your heart from worries - most of them are useless.

3. Lead simple life and appreciate what you have.

4. Give more.

5. Expect less.

I wish you further creative success! Health! Joy!

Thank you for your work!

An exercise Feedback "Target".

And now put marks on the target on the number by which you evaluate our training.

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 professions. social sphere, i.e. including preschool teachers 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 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 to form value attitude to professional activities, it 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 on this stage 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, improvement of his qualifications and competence, the goal was set at the second stage: development professional qualities, 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.). They also discussed the prospects for the development of preschool educational institutions with the current composition of young teaching staff.
A consultation was organized for young specialists "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 (collective trip to the Assumption Monastery, Nikiforovskaya Chapel; trip to nature on the banks of the Chusovaya River, a 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 school year a beautiful completion of the project "Prevention of professional emotional burnout of teachers" competition of pedagogical skills "Super Teacher" which was dedicated to the end of the academic year.

At this final stage, a final diagnosis was carried out in order to identify changes in the manifestation of the burnout level 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.

Appendix 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.
Recent times (or as usual) I am haunted by failures at work.
Some parties (facts) 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 burnout syndrome.

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, comparing 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 of the 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.

Appendix 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 the left palm on the forehead, then the 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 like kids!

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!

In 1981, A. Morrow proposed a vivid emotional image, reflecting, in his opinion, the internal state of an employee experiencing the distress of professional burnout: "The smell of burning psychological wiring." In 1981, A. Morrow proposed a vivid emotional image, reflecting, in his opinion, the internal state of an employee experiencing the distress of professional burnout: "The smell of burning psychological wiring." Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding "discharge" or "liberation" from them.

1. Physical symptoms Fatigue, exhaustion, exhaustion Reduced or increased weight Inadequate sleep, insomnia Poor general health (including sensations) Difficulty breathing, shortness of breath Nausea, dizziness, excessive sweating, trembling Hypertension ( high blood pressure) Ulcers, abscesses Heart disease

2. Emotional symptoms Lack of emotion, unemotionality Pessimism, cynicism and callousness in work and personal life Indifference and fatigue Feelings of frustration and helplessness, hopelessness Irritability, aggressiveness Anxiety, increased irrational anxiety, inability to concentrate Depression, guilt Nervous sobs. Tantrums. Mental suffering Loss of ideals or hopes or professional prospects Increased depersonalization of self or others. (People become faceless, like mannequins.) A sense of loneliness prevails

3. Behavioral symptoms Work time more than 45 hours a week (workaholism) During the working day there is fatigue and a desire to interrupt, relax Indifference to food; poor food, no frills Small exercise stress Making excuses for using tobacco, alcohol, drugs Accidents (e.g. injuries, falls, accidents, etc.) Impulsive emotional behavior

4. Intellectual state Decreased interest in new theories and ideas at work Decreased interest in alternative approaches to solving problems (e.g. at work) Increased boredom, anguish, apathy or lack of courage, taste and interest in life Increased preference for standard patterns, routine, rather than creativity Cynicism or indifference to innovations, innovations Little participation or refusal to participate in developmental experiments (trainings, education) Formal performance of work

5. Social symptoms No time or energy for social activities Decreased activity and interest in leisure activities, hobbies Social contacts are limited to work Poor relationships with others, both at home and at work Feeling isolated, misunderstood by others and others Feeling lack of support from family, friends , colleagues

Prevention of professional burnout requires psychological immunization, i.e. actualization personal resources, which are thus immunity against burnout and other problems of the personality of an adult. Deep psycho-prophylactic work allows you to teach a person psycho-hygienic behavioral skills, the ability to independently build the vector of their own life.

Diagnostics of the level of emotional burnout 1. Is your work efficiency decreasing? 2. Have you lost some initiative at work? 3. Have you lost interest in work? 4. Has your stress increased at work? 5. Do you feel tired or slow down at work? 6. Do you often have a headache? 7. Do you often have stomach pains? 8. Have you lost weight, is your weight overweight? 9. Do you have trouble sleeping? 10. Has your breathing become irregular? 11. Do you often change mood? 12. Do you get angry easily? 13. Are you easily frustrated? 14. Have you become more suspicious than usual? 15. Do you feel more helpless than ever? 16. Do you take too many mood-altering drugs (tranquilizers, alcohol, etc.)? 17. Have you become less flexible? 18. Have you become more critical of your own competence and the competence of others? 19. Do you work more but feel you have done less? 20. Have you partially lost your sense of humor? Less than 10 points - You do not have a syndrome of emotional burnout points - an emerging burnout syndrome 15 or more - the presence of a syndrome

Test "State of your nervous system" No rarely yes often Do you often get irritated, nervous, feel anxious? Do you often have a rapid pulse and heartbeat? Do you often get tired quickly? Do you suffer from hypersensitivity to noise, rustle or light? Do you have sudden mood swings, a feeling of dissatisfaction? Do you sleep restlessly, wake up frequently? Do you suffer from insomnia? Do you suffer from involuntary sweating? Are your muscles numb? Do you feel unusual tickling, twitching in your joints? Do you suffer from forgetfulness, often poorly able to concentrate? Do you suffer from unexplained anxiety? Do you need to always be “on top” in your work? Are you often in a bad mood? Do you lose your temper quickly? Do you keep trouble in yourself? Do you feel dissatisfied with yourself and the world around you? Do you smoke? Do you suffer from fears? Do you have a lack of being able to move in the fresh air? Do you lack the ability to discharge, find peace of mind?

Check yourself 0-25 points: this amount may not bother you. However, still pay attention to the signals of your body, try to eliminate the weak points of the points: there is no reason for concern in this situation. However, don't ignore the warning signs. Think about what you can do for yourself points: your nervous system weakened. Health requires a lifestyle change. Analyze questions and answers. This way you will find the direction of the necessary changes. Over 60 points: Your nerves are severely depleted. Urgent action is needed. Be sure to see a doctor.

Physiological self-regulation "Diseases of the soul are inseparable from diseases of the body" The companion of stress is a muscle clamp. Muscle clamp is a residual phenomenon of tension that has appeared due to negative emotions and unfulfilled desires. "muscle shell". It is formed in people who do not know how to relax, that is, relieve stress.

Breathing exercises 1. Breathing exercises with a calming effect. Exercise Rest. Starting position standing, straighten up, put your feet shoulder-width apart. Inhale. As you exhale, bend over, relaxing your neck and shoulders so that your head and arms hang freely to the floor. Breathe deeply, watch your breath. Stay in this position for 1-2 minutes. Then slowly straighten up.

Exercise Respite. Usually, when we are upset about something, we begin to hold our breath. Releasing the breath is one way to relax. Breathe slowly, calmly and deeply for three minutes. You can even close your eyes. Enjoy this deep, leisurely breathing, imagine that all your troubles disappear.

2. Breathing exercises with a tonic effect: Exercise Mobilizing breathing. Starting position standing, sitting (back straight). Exhale the air from the lungs, then inhale, hold the breath for 2 seconds, exhale the same duration as the inhale. Then gradually increase the inhalation phase. Below is a digital recording of a possible implementation of this exercise. The first digit indicates the duration of inspiration, a pause (holding the breath) is enclosed in brackets, then the exhalation phase: 4 (2) 4, 5 (2) 4; 6(3)4; 7(3)4; 8 (4) 4; 8 (4) 4, 8 (4) 5; 8 (4) 6; 8 (4) 7; 8 (4) 8; 8 (4) 8; 8 (4) 7; 7(3)6; 6(3)5; 5(2)4.

Exercise "Sound gymnastics". Before starting sound gymnastics, the presenter talks about the rules of application: a calm, relaxed state, standing, with a straight back. First, take a deep breath in through your nose, and as you exhale, pronounce the sound loudly and energetically. And it has a beneficial effect on the entire body; E affects the thyroid gland; And affects the brain, eyes, nose, ears; O affects the heart, lungs; Y affects the organs located in the abdomen; I affects the work of the whole organism; M affects the work of the whole organism; X helps cleanse the body; HA helps to improve mood.

II. Methods related to the control of muscle tone, movement Sit comfortably, if possible, close your eyes; - breathe deeply and slowly; - walk with your inner gaze throughout your body, starting from the top of your head to the tips of your toes (or in reverse order) and find the places of greatest tension (often these are the mouth, lips, jaws, neck, nape, shoulders, stomach); - try to tighten the clamps even more (until the muscles tremble), do it while inhaling; - feel this tension; - sharply relieve tension, do it on the exhale; - Do this several times. In a well-relaxed muscle, you will feel the appearance of warmth and pleasant heaviness. If the clamp cannot be removed, especially on the face, try to smooth it out with a light self-massage in a circular motion fingers (you can make grimaces of surprise, joy, etc.).

III. Methods related to the use of images Specially remember situations, events in which you felt comfortable, relaxed, calm, these are your resource situations. – Do it in the three main modalities inherent in man. To do this, remember: 1) visual images of the event (what you see: clouds, flowers, forest); 2) auditory images (what sounds do you hear: birds singing, stream murmur, rain noise, music); 3) sensations in the body (what you feel: the warmth of the sun on your face, splashing water, the smell of flowering apple trees, the taste of strawberries).

"Emotional Dictionary". Within three minutes, write down the words, expressions, turns of speech (any) that allow you to accurately express feelings. Write them down in two columns: positive negative. Having done this, pay attention to the number of words: more than 30 words, your vocabulary is quite capable of expressing your feelings, you can count on the fact that your emotional experiences will be understood by others; 20 - 30 words you can express your feelings in various ways, but training will not hurt you; less than 10 words you need training in expressing feelings. Pay attention also to what emotions you have more positive or negative? It characterizes your personality, your attitude to life.

"Inner Beam". This exercise is aimed at relieving fatigue, finding inner peace. Imagine that inside your head, in its upper part, a light beam appears, which slowly and consistently moves from top to bottom and illuminates from the inside all the details of the face, neck, shoulders, hands with a warm and even, relaxing light. As the beam moves, wrinkles are smoothed out, tension in the back of the head disappears, the crease on the forehead is smoothed out, the eyes “cool down”, the shoulders drop, the neck and chest are released. The inner ray, as it were, forms a new appearance of a person, calm and satisfied with himself, his life, profession and students.

Methods associated with the influence of the word Formulations of self-hypnosis are built in the form of simple and short statements, with a positive orientation (without the “not” particle). A self-order is a short, curt order given to oneself. Use a self-order when you are convinced that you need to behave in a certain way, but are having trouble doing it. Self-approval (self-encouragement). People often do not receive a positive assessment of their behavior from the outside. Especially in situations of increased neuropsychic stress, this is one of the reasons for the increase in nervousness and irritation. Therefore, it is important to encourage yourself. Find an opportunity to praise yourself during the working day at least 3-5 times.

Compliments exercise. All group members form two circles (inner and outer). Participants stand facing each other and form a pair. The first partner gives a sincere sign of attention to the partner standing opposite. He tells him something pleasant, related to his personal qualities that are relevant in his professional activities. He replies: “Yes, of course, but, besides, I also ...” (names what he values \u200b\u200bin himself and believes that he deserves attention for this). Then the partners change roles, after which they take a step to the left and thus form new pairs. Everything is repeated until a full circle is made. After completing the exercise, the group members discuss what feelings they experienced, what signs of attention they and their partners showed to them.

Exercises for the development of positive self-perception, for awareness of the features of self-perception and self-perception by others. Exercise Kinoproba (to develop a sense of self-worth). 1. List five things in your life that you are proud of. 2. Choose one achievement from your list that you are most proud of. 3. Stand up and say, addressing everyone: I do not want to brag, but ..., and complete the phrase with words about your achievement. Discussion questions: How did you feel sharing your accomplishments? Do you think that at the time of your speech, others experienced the same thing as you? Why?
Exercise "Smile". A Japanese proverb says: "The strongest is the one who smiles." Smiling is an effective tool for positively influencing yourself and others. If the muscles of the face "work for a smile", much more happens than you can imagine: the muscles activate the nerves located in them, and thus a positive signal is "sent" to the brain. You can check it right now. Smile (it doesn't matter if you get a grimace, the whole point is that the right muscles are working). Maintain this position for approximately 30 seconds. If you honestly do this experiment, you will be able to unambiguously state: something is still “happening”. It would be nice if you could describe your impressions without delay. If you have done this exercise for the first time, now you know that after it you always feel better.

Smile training. The essence of the training is that you learn several times a day to “keep a smile on your face” for about 1 minute. This exercise can be done anywhere, anywhere: in the car, on a walk, in front of the TV. The next effect that occurs during this training is interesting. In the first seconds, instead of a smile, you may get a grimace, especially if you are in an irritated state. But after about 10 seconds, you start to sound funny to yourself. This means that your grimace is already transforming into a smile. Then you start to slowly tease yourself. You ask if you really need to get annoyed in this situation. A few seconds later, you notice that there is relief. And from that moment on, everything will go for the better.

Joy Calendar. The psyche needs energy, like all living things. Without proper food, our soul "starves". The soul needs to be nourished as carefully as the body, to “buy” “products” for it, good impressions, attention, Fresh air and much more. Today we will take the first step to our “spiritual kitchen”, learn how to “cook” JOY. In life, wonderful and happy moments happen every day, kind people meet, noble deeds are performed. A person who feels all this is calm and confident, Everything works out for him. Everyone loves him. But we usually do the opposite: we notice the anxious and sad more often, we open up to bad feelings and suppress the good ones. Because of this, the mood deteriorates, quarrels and failures occur. To be happy, you must see bright sides your soul, to feel the harmony of life. The Calendar of Joy will help us with this. Open a blank notebook and try to remember all the joyful things that happened today. It could be new thought who visited you, or a kind word that you heard or said, or maybe a little luck, or music, or a dream!

Take care of your mental health, folks. Do not bring the level of mental stress to critical values. Do not get into the "long-term credit" of your internal reserves and capabilities. Do not forget that not only your wards, but you yourself, no less need help, care and attention to protect and preserve your health and psycho-emotional resource.

“If we talk about established professionals, they have experienced a burnout crisis more than once. A mature specialist must have such periods in his professional biography. They are the messengers of the fact that a person is ripe for growth, for development, that changes are asked for in his life and work. V.V. Makarov, Selected Lectures on Psychotherapy, 1999.

Exercise "Suitcase of wishes." Participants of the training are invited to say wishes to everyone. These wishes should be related to professional activities and addressed to a specific person. All participants of the training write down the expressed wishes addressed to them, and at the end they rank them according to the degree of importance for themselves. At the end of the lesson, a survey is conducted in which everyone expresses their opinion about the training. Exercise "Applause"

Thank you for your attention! May the most unrealistic dreams and the most unrealistic desires come true this year! Let the calendar sheets change, leaving in memory the bright events of the year! Let the candles that you lit on the festive evening support the fire of pleasant emotions all 365 days of the year, and their warmth warms hearts and souls, giving smiles day after day! All the best to you and yours...

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 the emotional-energetic and personal resources of the 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 influence the teacher: nervousness, irritability, fatigue, and various kinds of ailments appear. 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 teaching profession they 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;
end of the academic 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 an adequate self-assessment of professional qualities and the 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" was introduced by the American psychiatrist H. Freudenberger in 1974 to characterize the mental state of healthy people who, while intensively communicating 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 of professional duties - the curtailment of professional activities, 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, development of a cynical attitude towards those with whom one has to communicate, 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 left hand somehow tense. 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 that you have a lemon in your right hand. 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 strengths their personality, their 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 our hobbies, favorite activities, hobbies are the best way to relax and recover. 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: textbook / IV 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

Project Emotional Burnout

Problem being solved

The organization of work to preserve the mental health of teachers is one of the most urgent tasks of the modern education system, and the problem of emotional self-regulation is one of the most important psychological and pedagogical problems relevant to personal and professional development modern teacher.

Why is this problem important to discuss and solve?

 To form the ability to adequately assess problem situations and resolve life problems, manage oneself and change oneself, the ability to accept and provide psychological and social support to those around them, developing strategies and behavioral skills that lead to health and prevent emotional burnout.

Target group

administration, teachers, psychologists

What participation in the project will give its participants

1. Development of the competence of teachers on the problem of preventing emotional burnout. 2. Formation of a positive professional image of a teacher. 3. Independent provision of psychoprophylactic care that positively affects the mental health of teachers and pupils. 4. Obtaining knowledge, skills and abilities for teachers to maintain their health and mastering health-saving technologies. 5. Improving the psychological climate in the team.

Project idea

Providing and creating conditions for open, trusting communication, perception of information, creative work atmosphere.

Objective of the project

Creating conditions for the prevention of emotional burnout among teachers.

Project description

Burnout syndrome develops gradually. It goes through three stages. It begins with a muting of emotions, smoothing out the sharpness of feelings and the freshness of experiences. Positive emotions disappear, a state of anxiety arises.

Then there are misunderstandings with clients, the professional in the circle of his colleagues begins to speak with disdain about some of them, hostility begins to gradually manifest itself in the presence of clients - at first it is hard to contain antipathy, and then outbursts of irritation. Such behavior of a professional is an unconscious manifestation of a sense of self-preservation during communication that exceeds a level that is safe for the body. Determination of the strategy of behavior during emotional burnout. Training seminars, consultations for administration and teachers are organized and conducted. Recommendations are given.

Project stages

Preparatory stage - creation of a project team, development of components and directions preventive work, selection of the necessary information and methodological base, deploying the project page on the website, conducting an advertising campaign to inform teachers about the possibilities of cooperation.

Main stage - practical work using Internet resources.

The final stage is summing up the results of the project implementation.

Expected results of the project

The blog "Emotional burnout" has been created on the site, which will allow creating a network community of teachers and using information technologies with the greatest success.

How the results will be evaluated and discussed

To assess the effectiveness of the project, it is necessary to conduct regular psychological studies.

Conducting surveys and surveys.

Organization of methodological associations for educational psychologists.

Project Implementation Plan

Preparatory stage: April 2010

Final stage: March 2011

How participants are involved in the project

Organization of psychological support in an educational institution, using training seminars and consultations for teachers.

What are the risks of the project and how to minimize them

Risks: lack of Internet access, low computer literacy of teachers.

Minimization - through the implementation of personal contacts, the creation of a "support group" from among the psychologists of educational institutions that can work in parallel, through the organization of "hot lines" on the phone, the use of printed materials.

What you need to be able to and know in order to achieve goals

First, work in the field of education should be carried out only by specially trained personnel from among the employees of the educational institution within the framework of comprehensive programs based on prevention programs.

Secondly, educational work should be carried out throughout the school year at school.

Thirdly, in the course of the work, accurate and sufficient information should be provided about the problem of emotional burnout and its impact on the mental, psychological, social and emotional development of the teacher.

Fourth, information must be provided in an audience-specific way.

Which external specialists and experts can be consulted

Educational psychologist - Internet resources

Social services that are planned to be used in the work on the project and the purpose of their use Spreadsheets in Google www.gmail.com .. Questionnaires in Google www.gmail.com ..revealing queries Calendar in Google www.gmail.com ..informing about events Google Document Collaboration.. Wiki.. Blogs.. Bookmarks in BobrDobr