Keyword: «stress tolerance»

Due to the significance of the problem of employees’ psycho-emotional overload, the article attempts to reveal the essence of “stress” concept, to study the stages of stress development, some reasons for the occurrence of stressful situations in professional activity, and the ways to reduce the negative influence of stressful factors on the physical and psychological health of personnel. The author shows the necessity of taking into account individual psychological characteristics of an individual when choosing effective means of emotional-psychological relaxation. The article presents an example of solving the urgent for the transport company task of maintaining health and high performance of employees, whose work is connected with regular psycho-emotional overload, using a specially worked out method of psycho-regulatory training.

the article presents an experimental study of stress resistance of high school students in the pre-examination period. The importance of teaching schoolchildren to manage their mental activity and the need to develop emotional stability are emphasized. The results of testing the program for the development of stress resistance of high school students are presented.

In this article, the authors consider the stress resistance of adolescents in a general education institution. The study revealed that the stress level of high school teenagers is higher than that of middle school teenagers. Practical recommendations are given to parents on increasing the stress resistance of adolescents. The research will be interesting for parents, teachers, educational psychologists, and social educators.

The report is devoted to the importance of emotional liberation for teachers and parents as factors contributing to professional effectiveness, maintaining psychological health and harmonizing family relations. The main causes of emotional overload, its negative impact on personality and relationships, as well as methods of overcoming stress are considered.Special attention is paid to breathing practices, catharsis techniques and exercises to relieve emotional tension, which help restore vital energy and maintain internal balance. The described approaches are universal tools for managing emotions, allowing the teacher and the parent to maintain a resource state, inspire others and achieve personal goals.

The relevance of pedagogical prevention of emotional burnout among preservice teachers is due to the limited abilities of practicing teachers to independently overcome stress due to their lack of knowledge about their individual characteristics and the mechanism of professional emotional burnout. Our experience in the implementation of pedagogical prevention of emotional burnout of a preservice teacher has confirmed the real possibilities of its implementation in the framework of teaching disciplines of the psychological and pedagogical cycle. The aim of the study was to identify the pedagogical conditions for the prevention of emotional burnout of a student teacher. The main idea of our research was to identify opportunities to develop the student teacher's resistance to stressful situations in the process of pedagogical prevention, which is characterized through personal, cognitive and praxeological criteria, which allows for its diagnosis. The development of students' readiness to resist stress was carried out through the implementation of pedagogical conditions: a) organization of students' self-discovery, identification of predisposition to emotional burnout, informing students about the essence of burnout syndrome; b) updating the data of the diagnostic survey and determining the strategy of personal and professional development; c) identifying the causes of failure in the professional development of students and stimulating the development of a future professional; d) organizing measures to prevent and overcome emotional burnout of a preservice teacher. The analysis of the results of experimental work on the formation of students' readiness to overcome stress based on the implementation of pedagogical conditions allowed us to determine the dynamics of stress tolerance among preservice teachers in accordance with the assessment of its criteria, for example, the level of cognitive and praxeological criteria of students' readiness for stress resistance increased by 14%. The dependence of students' vulnerability to stress on personal anxiety, on the level of subjective control and the success of professional development was confirmed. An increase in the development of social communicative competence and a decrease in anxiety were recorded. The theoretical significance of the study is due to the identification of criteria for students' readiness to overcome stress and the pedagogical conditions of its development. The practical significance is confirmed by the experimental verification of the pedagogical conditions for the formation of preservice teachers' readiness to overcome stress based on the diagnosis of their individual characteristics.