Auswahl der wissenschaftlichen Literatur zum Thema „EMOTIONAL BURNOUT SYNDROME“

В обзоре рассматриваются психофизиологические аспекты эмоционального выгорания. В классической многофакторной теории выгорания Кристины Маслач были рассмотрены его компоненты. Обращено внимание на критический момент в появлении первых симптомов выгорания из несоответствия между персональным вкладом и полученным или ожидаемым вознаграждением в профессиональной деятельности. Психологический конструкт В. Бойко, включающий как симптомы эмоционального выгорания, так и показатели стресса, рассмо- трен в продолжении дискуссии о соотношении понятий «стресс» и «эмоциональное выгора- ние». Значение мотивации рассматривается через теорию самодетерминации, в соответствии с которой хроническая недостижимость базовых психологических потребностей приводит к развитию выгорания. Согласно «теории эмоционального диссонанса», выгорание связано с уменьшением эмоциональной регуляции. Возникающие трудности в идентификации соб- ственных эмоций указывают на алекситимию как независимый фактор риска выгорания. Ана- лиз индивидуально-типологических и личностных детерминант эмоционального выгорания указывает на следующие личностные черты, предопределяющие формирование выгорания: нейротизм, тревожность, низкое самосознание, эмоциональная неустойчивость. Определена зависимость эмоционального выгорания от особенностей мотивационной, смысловой и ком- муникативной сферы. Изучение нейрофизиологических механизмов находится на начальном этапе. Выявленные нейрофизиологические маркеры отражают нарушения в эмоциональной сфере, указывают на исключения эмоций из анализа информации. In this review, there are examined the psychophysiological aspects of burnout. In the classical multivariate theory of burnout by Christina Maslach, its components were considered. Attention is drawn to the critical moment in the appearance of the first symptoms of burnout from thediscrepancy between the personal contribution and the received or expected reward in professional activity. V. Boyko’s psychological construct, which includes both the symptoms of emotional burnout and stress indicators, is considered in continuation of the discussion on the relationship between the concepts of “stress” and “emotional burnout”. The meaning of motivation is viewed through the theory of self-determination, according to which the chronic inaccessibility of basic psychological needs leads to the development of burnout. According to the “Emotional Dissonance Theory”, burnout is associated with decreased emotional regulation. Difficulties in identifying one’s own emotions indicate alexithymia as an independent risk factor of burnout. The analysis of individual- typological and personal determinants of emotional burnout indicates the following personality traits that predetermine the formation of burnout: neuroticism, anxiety, low self-awareness, emotional instability. The dependence of emotional burnout on the characteristics of motivational, semantic, and communicative spheres is determined. The study of neurophysiological mechanisms is at the early stage. The revealed neurophysiological markers reflect disorders in the emotional sphere, indicate the exclusion of emotions from the analysis of information.

Organizational changes in the educational systems around the world during the period of pandemic and post-pandemic, imposed by the distance form of education, are related to changes in the psychosocial functioning of teachers. This article presents the study of the relationship between professional burnout and emotional intelligence in a Greek sample of teachers. Dimension of Personal Achievement was found to correlate positively with all dimensions of emotional intelligence: Regulation of emotion, Other’s emotion appraisal, Self emotion appraisal, and Use of emotions. Emotional exhaustion and depersonalization in the context of burnout are negatively related to the dimensions of emotional intelligence. High emotional intelligence is significantly associated with low emotional exhaustion and a low degree of depersonalization in teachers. This study supports the predictive role of emotional intelligence concerning burnout.

The problem of the development of emotional burnout syndrome in dentists is one of the most urgent problems of modern medicine. Currently, the authors do not have a single point of view on the essence of emotional burnout. Emotional burnout affects both the doctor and the patient. The solution to this problem requires further research. Objective. Based on the literature data, to identify the main factors of the development of emotional burnout of dentists, to analyze the existing strategies for overcoming stress and to determine which of them are applicable in the work of a dentist. Methods. The search for literature sources was carried out in three databases (e-library, PubMed, Web of Science) according to the keywords: “burnout syndrome in dentistry”, “burnout in dentistry”, “emotional stress in dentistry”, “strategies for overcoming stress in dentistry”, “coping strategies in dentistry”, “emotionally charged situations in dentistry”. 130 literary sources were analyzed. Criteria for inclusion: literature reviews, research, and articles on the personal point of view of specialists on the problem of emotional burnout, and on strategies for coping with stress in certified dentists. Exclusion criteria: articles on emotional burnout, stress, and depression in dental students. Results. Based on the analyzed literature on the topic of the development of emotional burnout syndrome in dentists, there is no single point of view on the essence of emotional burnout. Some authors consider it as a type of stress, othersthe result of the influence of stressful factors, against which pathological processes develop, such as: headache, problems of the cardiovascular system, exacerbation of chronic diseases, pain in the spine. The psychological state of burnout can adversely affect a person’s health, family relationships, and service interactions. Conclusion. This paper presents the main approaches to determining the essence of the burnout syndrome, a systematic analysis and generalization of materials on the problem in the professional activities of dentists. Emotional burnout affects both the doctor and the patient. The solution to this problem requires further research.

В обзоре рассматриваются психофизиологические аспекты эмоционального выгорания. Вклассической многофакторной теории выгорания Кристины Маслач были рассмотрены его компоненты. Обращено внимание на критический момент в появлении первых симптомов выгорания из несоответствия между персональным вкладом и полученным или ожидаемым вознаграждением в профессиональной деятельности. Психологический конструкт В. Бойко, включающий как симптомы эмоционального выгорания, так и показатели стресса, рассмотрен в продолжении дискуссии о соотношении понятий «стресс» и «эмоциональное выгорание». Значение мотивации рассматривается через теорию самодетерминации, в соответствии с которой хроническая недостижимость базовых психологических потребностей приводит к развитию выгорания. Согласно «теории эмоционального диссонанса» выгорание связано с уменьшением эмоциональной регуляции. Возникающие трудности в идентификации собственных эмоций указывают на алекситимию как независимый фактор риска выгорания. Анализ индивидуально-типологических и личностных детерминант эмоционального выгорания указывает на следующие личностные черты, предопределяющие формирование выгорания: нейротизм, тревожность, низкое самосознание, эмоциональная неустойчивость. Определена зависимость эмоционального выгорания от особенностей мотивационной, смысловой и коммуникативной сферы. Изучение нейрофизиологических механизмов находится на начальном этапе. Выявленные нейрофизиологические маркеры отражают нарушения в эмоциональной сфере, указывают на исключения эмоций из анализа информации. In this review, there are examined the psychophysiological aspects of burnout. In the classicalmultivariate theory of burnout by Christina Maslach, its components were considered. Attentionis drawn to the critical moment in the appearance of the first symptoms of burnout from thediscrepancy between the personal contribution and the received or expected reward in professionalactivity. V. Boyko’s psychological construct, which includes both the symptoms of emotional burnoutand stress indicators, is considered in continuation of the discussion on the relationship betweenthe concepts of “stress” and “emotional burnout”. The meaning of motivation is viewed through thetheory of self-determination, according to which the chronic inaccessibility of basic psychologicalneeds leads to the development of burnout. According to the “Emotional Dissonance Theory”,burnout is associated with decreased emotional regulation. Difficulties in identifying one’s ownemotions indicate alexithymia as an independent risk factor of burnout. The analysis of individualtypologicaland personal determinants of emotional burnout indicates the following personalitytraits that predetermine the formation of burnout: neuroticism, anxiety, low self-awareness,emotional instability. The dependence of emotional burnout on the characteristics of motivational,semantic, and communicative spheres is determined. The study of neurophysiological mechanismsis at the early stage. The revealed neurophysiological markers reflect disorders in the emotionalsphere, indicate the exclusion of emotions from the analysis of information.

Aim. To study the emotional burnout syndrome among dentists in relation to age, gender, work experience and specialization. Methods. Examined were 200 dentists enrolled for training at the Department of Dentistry and Maxillofacial Surgery of the Institute of Postgraduate Education of Bashkir State Medical University in 2010/2011 academic year. The test of V.V. Boiko «Methods of diagnosing the level of emotional burnout» was used. Results. Symptoms of emotional burnout were found in 53.8% of respondents. The magnitude of the phases of emotional burnout was independent of age, gender, length of service as a dentist (p 0.05). When accounting for occupational specialization differences were found in the entry «driven into a cage» (p=0.019). This symptom was most pronounced in dental therapists, followed by dental surgeons. Among dentists-orthopedists the symptom of «emotional detachment» was predominant (p=0.027). Conclusion. Emotional burnout syndrome develops in the course of professional activities of a dentist, professional specialization of the dentist affects the development of this syndrome.

The article is important because the problem of emotional burnout is particularly actual one for health professionals in Ukraine and around the world at the moment. The medical staffs of medical departments are exposed to excessive stress on a daily basis in the course of their professional activities due to constant and direct contact with patients who need urgent care or are in a critical psychological state. These circumstances in most cases cause negative emotions, excessive mental stress and physical fatigue. The article purpose was to study of the syndrome of “emotional burnout” and the peculiarities of its manifestation in health professionals depending on gender. The conducted empirical study was devoted to the psychological manifestations of medical workers’ emotional burnout among (depending on genders); it was organised in 2020. The special socio-psychological study included 60 medical workers (30 women-nurses and 30 male doctors) with 5 or more years of experience working in medical institutions in Kyiv. The following psychological techniques were used in the empirical study: V.V. Boyko’s method determining the level of "emotional burnout"; J. Greenberg’s method studying burnout; Maslach Burnout Inventory for “person – person” professions; S.A. Budassi’s method for self-assessment; Cattell 16PF Questionnaire. The study results allowed us to draw the following conclusions. Analyzing the link between gender and emotional burnout, we should say that women in a stressful situation are more prone to psychosomatic and psychovegetative disorders, and men are prone to personal alienation (depersonalization). In addition, women’s syndrome is manifested not only through “resistance” symptoms - inadequate selective emotional response and reduction of professional responsibilities, but also through experienced traumatic circumstances - a symptom of the "stress" phase, while men’s emotional burnout unfolds only via the “resistance” symptoms. Prospects for further research: to consider the problem of burnout factors appeared at medical workers’ professional path in a new perspective. Based on the obtained results, we can say that many of the studied health professionals needed specialized psychological care to overcome the emotional burnout syndrome.

The article shows that psychoemotional burnout is one of the most common syndromes, developing against the backdrop of continuous exposure to stressful situations, and it leads to intellectual, mental, and physical fatigue and exhaustion. The pedagogical activities of academics lead to burnout syndrome among most professionals of this occupation. The aim of the article is theoretical substantiation of the concept of burnout syndrome, experimental study of its symptoms characteristic of academics, and presentation of recommendations for its prevention. The study involved 59 academics of different ages and records of work. The analysis of literature sources allows stating that the study of the burnout syndrome among academics requires a further search for solutions. The academic profession is one of those for which burnout syndrome is the most common because the professional activity of academics is recognized as one of the most emotionally stressful. It was found that burnout is exhaustion, which manifests itself in emotional devastation and fatigue, and depersonalization, in particular, depersonalization of relationships with people. It is established that most teachers are characterized by inadequate emotional response, reduced interaction with colleagues, termination of professional responsibilities, the desire to stay alone, intensified emotional thriftiness. A pronounced feature for teachers is the reduction of personal achievements when they negatively assess themselves, their professional achievements and success, express professional integrity in a negative way, and limit their opportunities and responsibilities.

The The manner in which politicians express their emotions while interacting with the electorates determines how the electorates will perceive the ability of the politicians to fulfilltheir electoral promises if voted into power. This paper aims to investigate the relationship between politicians’ emotional labour and burnout syndrome. The sample consists of 400politicians spread around Four (4) Local Government Areas in Delta State, namely: Aniocha North, Aniocha South, Oshimili North, and Oshimili South Local Government Area of DeltaState, Nigeria, irrespective of their political party affiliations. Emotional Labour Scale developed by Diefendorff, Croyle, and Gosserand (2005), and the Maslach Burnout Inventory developed by Maslach and Jackson (1986) were used to collect data from the respondents. Data analysis was done using descriptive statistics, t-tests, Analysis of Variance (ANOVA) and regression analysis. Results indicate that the politicians exhibit a high level of surface acting in the discharge of their responsibilities. It also revealed that they show the least amount of genuine emotions in their work, while the level of deep acting is moderate.In terms of burnout, politicians experience a very high level of emotional exhaustion, a moderate level of both depersonalization and lack of personal accomplishment. Results of the regression analysis show that the three dimensions of emotional labour (surface acting,deep acting and genuine emotions) are very important predictors of burnout among politicians. Consequently, this present results offer a very crucial and innovative contribution to emotional labour literature and more studies are therefore required in order to expand the scope of this research to ensure a more adequategeneralization.

Burnout syndrome is a complex phenomenon, of great magnitude, which occurs in extremely demanding professions emotionally and nervously, with deep echoes in the psychoaffective structure of individuals and making their mark on professional life and social life. In this context, the study presents the results of experimental research on burnout syndrome specific to medical staff: emotional exhaustion, depersonalization, physical symptoms and personal satisfaction. The study sample consisted of 210 health workers who were divided into 3 categories: (1) depending on the type of care: doctors, residents and nurses; (2) depending on the type of services provided; (3) depending on gender. The results indicate that burnout syndrome is found in larger sizes in resident physicians relative to physicians and nurses, holding the highest values at all four scales of the burnout syndrome study inventory. The present research highlighted the prevalence of emotional exhaustion, physical symptoms and personal satisfaction among the medical staff of the psychiatric hospital, and on a depersonalization scale belong to the medical staff of the children's hospital, showing that men are more vulnerable to the development of burnout to women.

The paper considers changes of the EEG parameters while viewing the emotionally accented TV messages depending the emotional burnout formation. We found that the character and degree of EEG changes during the perception of emotional stimuli significantly depend on the characteristics of a particular stimulus and the current level of emotional state of the viewers (emotional burnout, fatigue). The subjects with the phase of resistance of the emotional burnout syndrome at the stage of formation (“Burnout RP under development”) differ significantly from the groups with the unformed and formed Burnout Resistance Phase (“Burnout RP unformed”, “Burnout RP formed”) in the dynamics of changes of spectral power of the EEG subbands during the exposure to the emotional stimuli. The development of burnout is characterized by an increase in State Anxiety and fatigue, the desensitization to the emotionally accented information, an augmentation in social alienation and, eventually, manifests in changes in the brain response to emotional stimuli, which consist in the inhibition of high-frequency EEG components.

В попередніх публікаціях ми висвітлили актуальність досліджень в напрямку діагностики та психопрофілактики синдрому емоційного вигорання у медичних працівників задля збереження їх психічного і фізичного здоров’я та кадрового потенціалу медичної галузі в цілому. Одним з наслідків даного явища є звільнення до настання пенсійного віку, зміна сфери і роду діяльності людини.

Объект исследования: программисты с различным уровнем эмоционального выгорания. Предмет исследования: эмоциональное выгорание у программистов в контексте ценностно-смысловой сферы личности. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (53 источника, из которых 12 на иностранном языке) и приложений. Объем магистерской диссертации составляет 79 страниц, на которых размещены 4 рисунка и 7 таблиц. Во введении раскрываются актуальность и проблемы исследования, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотеза, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по темам исследования. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание методик и методов проведенного исследования и результатов, полученных по всем использованным методикам: «Диагностика эмоционального выгорания личности» (В.В. Бойко), «Диагностика профессионального выгорания» (К. Маслач, С. Джексон, в адаптации Н.Е. Водопьяновой), «Ценностные ориентации» (М. Рокич, в адаптации А. Гоштаутаса, А.А. Семенова и В.А. Ядова), «Тест смысложизненных ориентаций» (Д.А. Леонтьев). Также в главе представлены описательная статистика, сравнительный и корреляционный анализ результатов исследования. Выводы по второй главе включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
Object of research: programmers with varying levels of burnout. Subject of the research: emotional burnout among programmers in the context of the value-semantic sphere of the individual. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (53 sources, 12 of which are in a foreign language) and appendices. The volume of the master's thesis is 79 pages, which contain 4 figures and 7 tables. The introduction reveals the relevance and problems of the research, sets the goal and objectives of the research, defines the object and subject of the research, formulates a hypothesis, specifies the methods and empirical base, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the research topics The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the methods and methods of the study and the results obtained by all the methods used. Diagnostics of emotional burnout of personality" (V.V. Boyko), "Diagnostics of professional burnout" (K. Maslach, S. Jackson, in the adaptation of N.E. Vodopyanova), "Value orientations" (M. Rokich, adapted by A. Goshtautas, A.A. Semenov and V.A. Yadova), "Test of life-meaning orientations" (DA Leontiev). The chapter also presents: descriptive statistics, comparative and correlation analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for the further development of this problem are described.

Introdução: Numa perspectiva psicodinâmica, o burnout tem sido explicado como: o resultado de um processo gradual de exaustão e o resultado da inibição de impulsos incompatíveis. Objetivos: A presente tese visa compreender que tipo de conflitos internos e nível de integração estrutural contribuem para o burnout, nos prestadores formais de cuidados a idosos doentes crónicos. Por outro lado, apreender qual das dimensões associadas ao burnout apresenta maior relevância, e qual a influência de fatores ambientais e relacionais no desenvolvimento desta síndrome. Método: Foram realizados três estudos, transversais, tendo-se utilizado: estudo 1, metodologia quantitativa e estudos 2 e 3, uma metodologia mista. No estudo 1: amostra composta por 265 participantes, sendo 94.3% do género feminino (n = 250). A média de idades situou-se nos 43.04 (SD = 10.2). Nos estudos 2 e 3 utilizou-se uma amostra de conveniência, 15 participantes, sendo 93.3% do género feminino. Selecionados de acordo: critérios de burnout (n = 7) e índices elevados de Exaustão Emocional (n = 8). A média de idades situou-se entre os 41.6 (DP = 8.9) e os 37.2 (DP = 11.5). O Inventário de Burnout de Maslach (MBI-HSS) foi aplicado para a avaliação quantitativa, a entrevista semiestruturada, para explorar indicações clínicas, problemas, aspetos satisfatórios e constrangimentos vividos no trabalho, e a entrevista clínica de investigação, para apreender os conflitos intrapsíquicos e estrutura mental. Foram analisadas por um investigador independente. A análise de conteúdo efetuou-se através da Análise Temática e Categorial (Bardin, 2011). As entrevistas clínicas foram analisadas de acordo com as diretrizes contempladas no manual do OPD-2. Resultados: Os dados quantitativos sugerem que 19.6% apresenta elevados índices de exaustão emocional, 4.9% elevada despersonalização e 2.6% baixa realização pessoal. Os dados qualitativos indiciam que a manifestação clínica do burnout mais relevante foi a Exaustão Emocional. Os fatores com maior influência foram as relações interpessoais, em particular entre profissionais e os utentes, e as vivências/significados associados ao trabalho, mais do que fatores organizacionais. Os modelos que melhor se adequam, na compreensão do burnout, no contexto em estudo foram: a dinâmica intrapessoal e relacional. Por outro lado, observa-se que o nível de integração estrutural moderado a baixo parece tornar os profissionais mais propensos a desenvolverem índices elevados de Exaustão Emocional e Burnout. Estes profissionais caracterizam-se por um Superego severo e externalizado, com um Ideal do Ego exagerado. Os conflitos situam-se ao nível interpessoal não sendo vividos intrapsíquicamente. Os conflitos com maior predominância são: necessidade de ser cuidado vs. autossuficiência e individuação vs. dependência. Revelam uma capacidade limitada para diferenciar os seus afetos. Pressupõe-se que a sua satisfação pessoal e a sua autoestima é obtida através do trabalho. Por outro lado, observa-se uma necessidade exagerada de independência emocional havendo a forte convicção de não precisar do Outro, o que remete para a despersonalização. Conclusão: O burnout parece mais associado aos conflitos: necessidade de ser cuidado vs. autossuficiência e individuação vs. dependência e, a níveis de estrutura moderado a baixo. A Exaustão Emocional é a dimensão mais significativa para a ocorrência de fenómenos de burnout em profissionais que cuidam de população idosa na amostra estudada. Este estudo constitui-se um importante contributo para o entendimento das dimensões psicodinâmicas na génese do Burnout permitindo, assim, elações diretivas para a prevenção e tratamento; For understanding phenomena burnout in care providers elderly chronically ill Abstract: Background: In a psychodynamic perspective, the origin of the burnout has been explained as: the result of a gradual process of exhaustion and the result of the inhibition of impulses incompatible. Aim: The current thesis aimed to understand what types of internal conflicts and level of structural integration contribute to burnout in formal caregivers of elderly chronically ill. On the other hand, to understand which of the dimensions associated with burnout has greater relevance and the influence of environmental and relational factors in the development of this syndrome. Method: Three studies were conducted, cross-sectional, have been used: study 1 quantitative methodology and study 2 and 3, a mixed methodology. In study 1: sample of 265 participants, 94.3% were female (n = 250). The average age was situated at 43.04 (SD = 10.2). In trials 2 and 3, we used convenience sample, 15 participants, with 93.3% of the female. Selected according: burnout criteria (n = 7) and high levels of emotional exhaustion (n = 8). The average age is located between 41.6 (SD = 8.92) and 37.2 (SD = 11.54). Maslach Burnout Inventory (MBI-HSS) was applied for quantitative assessment and semi-structured interview was used to explore clinical indications, indication of problems, satisfying aspects and the constraints experienced in their work, and the clinical interview research, in order to apprehend the intrapsychic conflicts and mental structure. Were analyzed by an independent investigator. The content analysis was carried out through thematic analysis and Categorical (Bardin, 2011). Clinical interviews were analyzed according to the guidelines included in the OPD-2 manual. Results: Quantitative data suggest that 19.6% have high levels of emotional exhaustion, 4.9% high depersonalization and 2.6% low personal accomplishment. Qualitative data suggest that the clinical manifestation of burnout with greater relevance was Emotional Exhaustion. The factors with greater influence were interpersonal relationships, particularly between professionals and users and the experiences/ meanings associated with the work, rather than organizational factors. Models that best suits the context: The intrapersonal and relational dynamics. On the other hand, it is observed that the level of structural integration moderate to low seems to make them more likely professionals to develop high levels of emotional exhaustion and burnout. These professionals are characterized by a severe and externalized Superego, with an exaggerated Ideal Ego. Conflicts are located in the interpersonal level not being lived intrapsychically. Conflicts with predominance are: Need for care vs. autarky and individuation vs. dependence. Show a limited ability to differentiate their affections. It is assumed that the personal satisfaction and self-esteem is achieved through the work. On the other hand, it is observed in some participants an exaggerated need for emotional independence having the strong belief of not needing the Other, which refers to depersonalization. Conclusions: Burnout seems most associated with conflict: the need for care vs autarky and individuation vs dependency and structure levels moderate to low. Emotional Exhaustion is the most significant dimension to the occurrence of phenomena of burnout in professionals who care for elderly people in the study sample. This study constitutes an important contribution, to the understanding of psychodynamic dimensions in the genesis of Burnout, thus allowing elations policies for prevention and treatment.

Объект исследования: эмоциональное выгорание педагогов высшей школы. Предмет исследования: факторы влияющие на профессиональное выгорание педагогов высшей школы. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (62 источника) и приложений. Объем магистерской диссертации 82 страницы, на которых размещены 9 рисунков и 15 таблиц. Во введении раскрываются актуальность и проблемы исследования, ставятся цель, задачи исследования, определяются объект и предмет исследования, формулируются гипотеза, указываются методы, а также эмпирическая база, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по темам: профессионального и эмоционального выгорания, стресса, в том числе, организационного, тревожности, факторов выгорания педагогов высшей школы. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание методик и методов проведенного исследования и результатов, полученных по всем использованным методикам. Методика «Диагностика эмоционального выгорания личности» (В. В. Бойко). Методика диагностика профессионального «выгорания» (К. Маслач, С. Джексон, в адаптации Н.Е. Водопьяновой). Тест на выявление уровня личностной и ситуативной тревожности (Ч. Спилбергер, Ю. Ханин). Методика «Шкала организационного стресса» (Мак-Лина в адаптации Н. Е. Водопьяновой). Также в главе представлены: описательная статистика, исследование нормальности распределения, сравнительный и корреляционный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе.
Object of research: emotional burnout of higher school teachers. Subject of the study: factors influencing professional burnout of higher school teachers. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (62 sources) and appendices. The volume of the master's thesis is 82 pages, which contain 9 figures and 15 tables. The introduction reveals the relevance and problems of the research, sets the goal and objectives of the research, defines the object and subject of the research, formulates a hypothesis, specifies the methods and empirical base, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the following topics: professional and emotional burnout, stress, including organizational stress, anxiety, burnout factors for higher school teachers. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the methods and methods of the study and the results obtained by all the methods used. Methodology "Diagnostics of emotional burnout of the individual" (V. V. Boyko). Methods for diagnosing professional "burnout" (K. Maslach, S. Jackson, adapted by N. E. Vodopyanova). Test to identify the level of personal and situational anxiety (h. Spielberger, Yu. Khanin). The method "Scale of organizational stress" (McLean in the adaptation of N. E. Vodopyanova). The chapter also presents: descriptive statistics, the study of the normality of the distribution, comparative and correlation analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as the conclusions on the proposed hypothesis, are summarized.

Made available in DSpace on 2014-12-17T15:38:58Z (GMT). No. of bitstreams: 1 LucianaBSG.pdf: 735818 bytes, checksum: e5a198167f649374015a843155763cc1 (MD5) Previous issue date: 2004-09-10
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
Recognizing the importance the workplace has on mental health of the individual, the objective of this study was to investigate the relationship between the burnout syndrome and the sources of physical and emotional wear which permeate the work conditions of the urban public transport system of the city of Natal. Although existent in international literature, research on burnout in the professional transport category and studies directed to this category are not a tradition in Brazil. The research was carried out using 412 drivers and money-changers of two transport companies of Natal. To collect the data, two questionnaires and a semi-structured interview were used. The first instrument, developed and validated during the research, investigated the sources of wear and the second, the syndrome of burnout. As its main results, two sources of empirical wear were identified as follows: (1) the Conflict of Values and the Lack of Justice at the Workplace, (2) Union and Reward. Besides these, it was observed that there is an incidence of the syndrome of burnout among the drivers and money-changers of urban transport by bus, not only in the caring occupations studied before in Natal and Brazil and that this incidence is related to the sources of wear which permeate the work conditions of these professionals
Reconhecendo-se a import?ncia que o local de trabalho tem para a sa?de mental do indiv?duo, o objetivo do presente estudo foi investigar a rela??o entre a s?ndrome de burnout e as fontes de desgaste f?sico e emocional que permeiam ?s condi??es de trabalho do setor de transporte coletivo urbano da cidade de Natal. Embora exista na literatura internacional pesquisa sobre burnout, na categoria profissional de transporte, n?o ? tradi??o, no Brasil, estudos direcionados para essa categoria. A pesquisa foi realizada com 412 motoristas e cobradores de duas empresas de tranporte de Natal. Para realiza??o da coleta de dados foram utilizados dois question?rios e uma entrevista semi-estruturada. O primeiro instrumento, constru?do e validado durante a pesquisa, investigou as fontes de desgaste e o segundo a s?ndrome de burnout. Como principais resultados, foram identificadas duas fontes de desgaste emp?ricas a saber: (1) o Conflito de Valores e a Falta de Justi?a no Trabalho, (2) Uni?o e Recompensa. Al?m disso, observou-se que h? incid?ncia da s?ndrome de burnout entre os motoristas e cobradores de transporte urbano via ?nibus, tanto quanto nas ocupa??es de cuidado estudadas anteriormente em Natal e no Brasil e ainda que essa incid?ncia est? relacionada ?s fontes de desgaste que permeiam as condi??es de trabalho desses profissionais

People in Sweden are living longer than ever before, as research and improvements in medical care become progressively more advanced. Yet, absenteeism related to stress and clinical burnout has increased dramatically in the past decade. The purpose of this study is to investigate employers’ support functions regarding rehabilitation from clinical burnout, from the perspective of social workers. The research was conducted using qualitative, semi-structured interview sessions with 16 social workers that either have been or are suffering from clinical burnout. The main theory used was House’s theory on different types of social support, which classifies social support into four categories. The results show that the interviewees describe emotional support in ways that do not entirely correlate with House’s theory. The interviewees emphasised the importance of the support from family and friends, that they never stopped calling or texting. This especially entails the importance of someone recognizing the person’s needs without being asked to do so, being willing to listen, assisting in understanding and processing the anxiety, as well as offering a sense of emotional security and community. The majority of respondents stressed the crucial role of managers in their return to work, for example through continuous monitoring, follow-ups and adaptation of tasks. Relatedly, most respondents meant that they lacked a way of fully recovering. The absolute majority of those claiming to lack different kinds of support from managers. Roughly half of said respondents also experienced the lack of an insufficient sense of influence and autonomy in the process of returning to work. This study shows that emotional support from the employer has great positive effects on rehabilitation and the possibility for social workers to return to work following clinical burnout.
I Sverige idag så lever människor längre än tidigare, forskning och vård är så utvecklade att vi kan hjälpa och stötta människor bättre än någonsin. Trots detta har antalet sjukskrivningar på grund av stress och utmattningssyndrom ökat explosionsartat de senaste tio åren. Syftet med denna studie är att få ta del av socionomers egna upplevelser av vilken betydelse emotionellt stöd från arbetsgivaren har för rehabiliteringsprocessen från utmattningssyndrom. Genom en kvalitativ undersökning genomfördes semistrukturerade intervjuer med 16 socionomer som är eller har varit sjukskrivna.  Den teori som används är Houses teori om olika former av socialt stöd, den delar upp socialt stöd i fyra olika former. Resultatet visar att informanterna beskriver emotionellt stöd på flera olika sätt som inte helt stämmer överens med Houses uppdelning. Informanterna lyfter fram vikten av att familj och vänner fanns där, att de inte slutade att ringa eller skicka sms. Vikten av att någon ser vad som behöver göras och bara göra, att inte behöva be om hjälp. De flesta informanterna lyfte fram vikten av att bli lyssnad på samt att få hjälp och stöd med att bearbeta och kartlägga ångesten. Att öppna sig för någon och känna sig trygg, bli sedd och vara i ett sammanhang. De flesta informanterna svarade att chefen hade en avgörande roll för deras återgång i arbete efter utmattningssyndrom bland annat genom täta avstämningar och arbetsanpassningar. Samtidigt berättade mer än hälften av informanterna att de saknade något för att komma åter på bästa sätt. Nästan alla av de som saknade något saknade olika former av chefsstöd. Drygt hälften av de informanter som saknade något, saknade känslan av delaktighet och självbestämmande i processen för återgång i arbetet. Denna studie visar att emotionellt stöd från arbetsgivaren har stor positiv effekt på rehabiliteringsprocessen och möjligheten för socionomer att komma åter i arbete efter sjukskrivning på grund av utmattningssyndrom.

Bisherige Studien deuten an, dass Emotionale Intelligenz eine wichtige Rolle in der Lehrtätigkeit spielt. Sie hilft dem Lehrer bzw. der Lehrerin mit sich selbst, aber auch mit Schülern klarzukommen. Jedoch ist bislang noch weitgehend unklar, welche Mechanismen dem Zusammenhang zwischen Emotionaler Intelligenz und berufsnahen Kriterien zugrundeliegen. Zur Klärung dieser Frage soll die vorliegende Arbeit einen Beitrag leisten. Emotionale Intelligenz wird dabei in Anlehnung an Mayer und Salovey (1997) als Fähigkeit aufgefasst. Die vorliegende Arbeit umfasst drei Artikel. Der erste Artikel beschäftigt sich mit dem Zusammenhang zwischen wahrgenommener Emotionaler Intelligenz des Lehrers und Schülerverhalten im Klassenraum. Gefunden wurde, dass Lehrer über weniger unpassendes Verhalten ihrer Schüler berichten, wenn sie selbst über hohe emotionale Fähigkeiten verfügen. Hohe Emotionale Intelligenz scheint positiv verbunden zu sein mit der Tendenz, auf die Bedürfnisse der Schüler zu fokussieren, die wiederum weniger unpassendes Verhalten im Klassenraum zeigen. Im zweiten Artikel wird der Zusammenhang zwischen Emotionaler Intelligenz und Burnout untersucht. Proaktives Coping wurde als Mediator zwischen Emotionaler Intelligenz und Burnout angenommen. Daneben wurde geprüft, ob die wahrgenommene Unterstützung durch den Vorgesetzten den vermuteten Zusammenhang zwischen Emotionaler Intelligenz und Burnout und die Dimension moderiert. Die Ergebnisse deuten darauf hin, dass Lehrer mit hoher Emotionaler Intelligenz deshalb weniger Burnout-Symptome zeigen, weil sie dazu tendieren, proaktives Coping als Strategie der Stressbewältigung zu nutzen. Sie können ihre Kompetenzen und Ressourcen offensichtlich situationsangemessen einsetzen, um emotional anspruchsvolle Situationen am Arbeitsplatz zu meistern. Darüber hinaus zeigt sich, dass wahrgenommene Unterstützung durch den Vorgesetzten den Zusammenhang zwischen Emotionaler Intelligenz und Burnout moderiert: Für Lehrer, die angaben, von ihrem Vorgesetzten unterstützt zu werden, zeigte sich der indirekte Effekt von Emotional Intelligenz auf wahrgenommene Leistungsfähigkeit über proaktives Coping deutlicher. Die Beziehung zwischen positivem und negativem Affekt, Arbeitszufriedenheit und Burnout ist Inhalt des dritten Artikels. Gefunden wurde, dass Lehrer mit hohem positiven Affekt zufriedener mit ihrer Arbeit sind als Lehrer, die negativen Affekt im Zusammenhang mit ihrer Arbeit berichten. Darüber hinaus war Arbeitszufriedenheit negativ mit dem Level an Burnout verbunden. Die Ergebnisse der Mediationsanalyse zeigen, dass Arbeitszufriedenheit den Zusammenhang zwischen Affekt und Burnout vermittelt. Zusammenfassend lässt sich also sagen, dass Lehrer mit hoher wahrgenommener Emotionaler Intelligenz erfolgreicher und zufriedener im Beruf sind und zudem eine höhere psychische Gesundheit aufweisen. Schüler von Lehrern mit hohen emotionalen Fähigkeiten scheinen deshalb weniger unpassendes Verhalten im Klassenraum zu zeigen, weil auf sie mehr geachtet und ihre Probleme und Bedürfnisse besser erkannt werden. Emotional intelligente Lehrer versuchen, Problemen im Klassenraum schon bei deren Entstehung zu begegnen, was wiederum dazu führen könnte, dass sie weniger Belastung erleben und langfristig weniger Burnoutsymptome zeigen. Dieser Prozess kann durch die Unterstützung des Vorgesetzten positiv beeinflusst werden. Daneben zeigt sich auch, dass Lehrer, die positiven Affekt gegenüber ihrer Arbeit erfahren, zufriedener mit ihrer Arbeitstätigkeit sind, was wiederum damit verbunden ist, dass jene Lehrer Burnout-Symptome in geringem Maße erleben. Daher scheint es gewinnbringend, in die Personalauswahl Emotionale Intelligenz als ein wichtiges Entscheidungskriterium einzubeziehen. Bestehende Qualifizierungsprogramme sollten zusätzlich auf eine Verbesserung der emotionalen Fähigkeiten abzielen. Weiteres Potential zur Intervention von Burnout besteht im Aufbau oder der Stabilisierung kooperativer Beziehungen zwischen Lehrer und Vorgesetztem
Many teachers experience high levels of stress from their work, but not all of them suffer from burnout. Why are some teachers less likely to succumb to burnout than others? How can teachers avoid suffering from burnout and continue to have a good influence on the behavior of their students? One reason that some teachers are able to avoid burnout might be that these teachers embody personality characteristics such as emotional intelligence and proactive coping, and these characteristics may act as resources that counteract burnout. Another reason might be that they experience feelings of positive affect from their work and feel satisfied with their jobs. Perhaps this occurs because emotional intelligence helps teachers to understand the emotions of their students and to interact with them. Or perhaps these teachers are engaged in their jobs, and this might reduce the risk of burnout. Proactive coping helps teachers to use their resources to overcome their difficulties and to manage the demands they face, which aids in preventing burnout. Emotional intelligence can help teachers to control their emotions and be able to think effectively and use active strategies to find solutions to their problems. In my thesis, I expected that emotional intelligence would have a direct negative effect on burnout and an indirect effect on it through proactive coping. Furthermore, proactive coping was expected to be positively related to emotional intelligence and negatively related to burnout. Perceived supervisor support in the form of information, advice, and feedback provided by supervisors may help teachers to more actively deal with stressors. I assumed that perceived support from supervisors would moderate the influence of emotional intelligence on reduced personal accomplishment through proactive coping. However, teachers with positive affect tend to derive enjoyment from their work and to find their jobs interesting in spite of many difficulties. They are satisfied with their jobs, and this may prevent them from experiencing burnout. Positive affect is considered to be a stable personality variable, whereas job satisfaction is a temporal attitude toward one’s job; therefore, positive affect was expected to predict job satisfaction and to be positively related to it. Burnout is more of a job outcome that results from having excessive stress for a long time, whereas job satisfaction is an evaluative response to one’s job. Job satisfaction also means that a person enjoys his or her career and is engaged in it; people who are satisfied tend to feel energized and competent and are protected from being at risk of burnout. Thus, job satisfaction was expected to contribute to the prediction of burnout by being negatively linked to it. In addition, teachers who experience positive emotions while working as teachers tend to want to keep working as teachers despite any setbacks that they experience. They have positive attitudes about their jobs and are thus satisfied with them. Therefore, it was expected that positive affect would predict job satisfaction and would be positively related to it. Having positive emotions in the workplace can help teachers to like their work and to find pleasure in it. They then probably exhibit good job performance and this prevents them from suffering from burnout. Therefore, I assumed that job satisfaction would mediate the relation between positive affect and burnout. Little attention has been given to the relation between teachers’ emotional intelligence and student misconduct in the literature, but these factors may be linked. Emotionally intelligent teachers are aware of their own emotions; thus, they can regulate their own negative emotions so they can act as a role model for the students and influence the behavior of their students. Emotional intelligence also helps teachers to understand their students’ emotions, to address their students’ emotions in a positive fashion, and to establish warm relationships with their students. Emotionally intelligent teachers can understand their students and motivates these students so the teachers can focus on helping their students to accomplish their goals. These factors strengthen the relationships between the teachers and their students and have a positive impact on the behavior of the students. This thesis consists of three studies.The aim of the first study was to investigate the link between emotional intelligence and student misconduct through attention to student needs. The findings showed that attention to student needs mediates the emotional intelligence- student misconduct relation. Identifying the factors that are related to burnout is important as this can help to reduce the risk of such negative outcomes. Although many studies have been conducted on the resources that protect teachers from burnout, few studies have examined the relation between burnout and personal resources such as emotional intelligence and proactive coping. Therefore, I tested how these factors are related to burnout in direct and indirect ways. The role of perceived supervisor support has also been neglected. Thus, I tested the relation between emotional intelligence and burnout through proactive coping in the second study. In addition, I tested the moderating role of perceived supervisor support on the link between emotional intelligence and reduced personal accomplishment through proactive coping. The results showed that proactive coping mediated the impact of emotional intelligence on burnout, and perceived supervisor support moderated the influence of emotional intelligence on reduced personal accomplishment through proactive coping. Emotions in the work environment play an essential role in job satisfaction and seem to protect teachers from experiencing burnout. The purpose of the third study was to examine the relations between positive affect, job satisfaction, and burnout and to determine whether job satisfaction would mediate the association between positive affect and burnout. The results indicated that positive affect was positively related to job satisfaction and negatively related to burnout, and job satisfaction functioned as a mediator between positive affect and burnout

The thesis deals with the concept of stress and emotional intelligence. First, it discusses the major theories of stress, coping strategies and resilience. Furthermore, they are presented and described in more detail methods for identifying coping strategies. The next chapter describes the burnout syndrome and its causes. Chapter emotional intelligence deals with theoretical inputs of these issues and, as with stress are also presented in this chapter methods of detecting emotional intelligence. The last chapter focuses on the personality of the prison warden and qualification requirements for the profession. The empirical part deals with the research of emotional intelligence and coping strategies among prison guards. Subsequently outputs are evaluated quantitatively processed results of these two variables and the correlation between them.

Застука С. В. Особливості професійного вигорання спеціалістів системи людина-знак : кваліфікаційна робота магістра спеціальності 053 «Психологія» / наук. керівник Г. О. Горбань. Запоріжжя : ЗНУ, 2020. 77 с.
UA : Робота викладена на 77 сторінки, 13 таблиць, 8 рисунків. Перелік посилань включає 57 джерел. Об’єкт дослідження – професійне вигорання. На сучасному етапі розвитку суспільства в умовах соціально-економічної нестабільності, конкурентної боротьби на ринку праці, громадських стресів, підвищується рівень вимог, що пред’являється до професіоналізму особистості. Разом з тим далеко не кожен має можливість пристосуватися, продуктивно виконувати свою професійну діяльність і соціальну роль, і завдяки цьому збільшується ймовірність формування негативних психічних станів. Професійна діяльність людини обумовлює формування особливостей його свідомості, психічних процесів і властивостей, особистісних якостей і рис. Вона може сприяти розвитку людини, бути передумовою для формування творчих здібностей і, отже, індивідуального стилю діяльності. Але за певних обставинах, може викликати зворотний ефект, тобто блокування особистісного зростання робітника. Наукова новизна полягає в визначенні психологічних особливостей синдрому професійного вигорання бухгалтерів; вивченні динаміки і рівня розвитку синдрому професійного вигорання і соціально-психологічних детермінант його виникнення, розробці пропозицій щодо профілактики вигорання у бухгалтерів.
EN : The work is presented on 77 pages, 13 tables, 8 figures. The list of links includes 57 sources. The object of research is professional burnout. At the present stage of development of society in conditions of socio-economic instability, competition in the labor market, social stress, the level of requirements for the professionalism of the individual increases. However, not everyone has the opportunity to adapt, productively perform their professional activities and social role, and this increases the likelihood of the formation of negative mental states. Professional activity of the person causes formation of features of its consciousness, mental processes and properties, personal qualities and features. It can promote human development, be a prerequisite for the formation of creative abilities and, consequently, individual style of activity. But under certain circumstances, it can cause the opposite effect, ie blocking the personal growth of the worker. The scientific novelty is to determine the psychological characteristics of the syndrome of professional burnout of accountants; study of the dynamics and level of development of the burnout syndrome and socio-psychological determinants of its occurrence, development of proposals for the prevention of burnout in accountants.

Clinicians involved in the provision of palliative care constantly confront professional, emotional, and organizational challenges. These challenges can make clinicians vulnerable to experiencing one or more of three well-described interrelated syndromes-burnout, compassion fatigue, and moral distress-each of which can lower the threshold for the development of the others. Burnout results from stresses that arise from the clinician’s interaction with the work environment, compassion fatigue evolves specifically from the relationship between the clinician and the patient, and moral distress is related to situation in which clinicians are asked to carry our acts that run contrary to their moral compass. Clinicians who care for dying patients are at risk of all of these and it is vital that palliative care clinicians are aware of these potential problems and with strategies to mitigate risks and to manage them when they present either in their own individual lives or in the work environment.

In the context of the increasing level of requirements, new re-forms and standards in the modern educational system, teachers experience a significant emotional burden. The professional activity of a university lecturer is accompanied by increased moral responsibility and, consequently, is characterized by a high level of emotional, and in the future, professional burnout. Some socio-psychological and professional features, as well as risk factors for professional burnout of higher school teachers, are noted. The results of the study of the diagnosis of professional burnout of medical university lecturers are presented. It is noted that in specialists who are lecturers and doctors at the same time, professional burnout is more pronounced than in lecturers who are engaged only in pedagogical activities. The factors that mostly cause the process of burnout of teachers are identified: work experience, age, dissatisfaction with work, stress resistance. The recommendations on the implementation of the skills of self-regulation of the emotional state, aimed at preventing the syndrome of professional burnout, are given.

The state of mental tension arises when a person performs productive activity in difficult conditions and has a strong impact on his or her performance. The nature of this influence is determined by the situation itself, as well as the characteristics of the individual, his or her motivation and so on. In general, the importance of a component in the overall structure of tension, the dynamics of its changes is determined by what place it occupies in the structure of a particular activity. In the process of certain activity, various relationships, which include people and events, there are internal properties of the individual, which become his or her stable formations and begin to participate in the regulation of mental states and behavior in difficult conditions. Based on the concept of «tension» as a mental state, we talk about emotional tension in the professional activity of teachers as a state that is expressed in the characteristics of experiences and behavior and is objectively caused by such difficulties that cannot be overcome. The syndrome or phenomenon of «burnout» is manifested as a state of physical and mental exhaustion caused by emotional stress, which in turn leads to stress when working with people. Emotional burnout is a mechanism of psychological protection developed by a person in the form of complete or partial exclusion of emotions in response to traumatic influences. The results allowed us to develop guidelines for the prevention of emotional burnout of teachers in an inclusive educational environment in order to prevent and assist teachers who are prone to «emotional burnout». The presented methodical recommendations are only the first step in the further in-depth study of the problem of emotional burnout of teachers in professional activity.

This chapter presents a study performed in a private university in the state of Puebla, Mexico to analyze the effects of remote work on the health and well-being of faculty during the third trimester of 2020 that could lead to burnout. The study includes working conditions, psychosomatic factors, and emotional exhaustion. Results have been analyzed based on gender differences. The university authorities decided to take on the challenge of identifying and tackling increasing well-being issues, especially considering two official regulations in the country that deal with psychosocial risks and remote work. Different activities and webinars were developed to help faculty and staff make self-care part of their daily routine during social distancing, thus reducing added stress and burnout.

Abstract. There are presented materials concerning psychological features of professional "burnout" syndrome in teachers of correctional schools working with children with intellectual disabilities, as well as the results of the conducted psychorehabilitation measures. Were examined 55 special educational needs teachers, aged 30 - 40 years with work experience from 6 to 12 years with the formed syndrome of professional «burnout». All examined were given a course of psychocorrection. To assess the effectiveness of rehabilitation measures, the MBI test technique before and after psychocorrection was used. A high level of professional "burnout" has been revealed with a predominance in its structure of emotional exhaustion and reduction of professional achievements. The results of the retest indicate the effectiveness of psychocorrectional interventions.

Abstract. Introduction. University professors’ occupational activity is affected by a large number of stress factors prolonged exposure to which can contribute to the development of burnout syndrome, which is absolutely necessary to prevent. Purpose: assessment of occupational burnout syndrome as an indicator of professional maladjustment of a university professor The objects and research methods. Female professors (68 people) of 3 age categories (up to 30 years old, from 30 to 49 years old, 50 years old and older). Questionnaire, psychophysiological, statistical methods. Results. The analysis of the OBS phases formed in the university professors has shown that the Tension phase has the minimal severity (11.4 ± 0.04%). The Resistance phase is more pronounced (22.9 ± 0.05%). The Depletion phase is second in severity (11.4 ± 0.04%). A post-symptom analysis of the OBS phases formed has shown a predominance in the Resistance phase characterized, firstly, by the "curtailment" of professional activity, due to the reduction of duties requiring emotional costs (P4. Reduction of professional duties); secondly, the uncontrollable influence of mood on professional relations (P1. Inadequate emotional response); thirdly, when a professor feels that both working conditions and professional interpersonal relationships are traumatic (H1. Traumatic experiences). Regarding the age aspect, the burnout effect is not unambiguous. Thus, the formed Resistance phase predominates in the third group (50 years and older); the Resistance phase at the stage of formation (forming) is prevalent in the first age group (up to 30 years old). Conclusion. University professors’ occupational activity causes the development of OBS and can be considered a work-related disease which entails disability i.e., inability of an employee to perform their professional duties in a qualified manner.