THE PROBLEM OF PROFESSIONAL BURNOUT OF PRACTICAL PSYCHOLOGISTS IN EDUCATIONAL INSTITUTIONS
DOI:
https://doi.org/10.54662/veresen.4.2025.08Keywords:
burnout, education, emotional exhaustion, personal therapy, prevention, psychologists, self-regulation, supervision, supportAbstract
The research article addresses the problem of professional burnout of practical psychologists in educational institutions. The study clarifies the concept of «professional burnout of psychologists» as a complex psychophysiological phenomenon combining emotional, cognitive, and existential exhaustion that arises from chronic stress, excessive empathic involvement, and insufficient professional support. The burnout among psychologists differs from that of other helping professionals as it affects the main tool of their activity – the specialist’s personality, emotional sensitivity, empathy, and self-reflection. The analysis of psychologists’ perceptions showed that the most associated burnout is the one with chronic fatigue, emotional exhaustion, and loss of motivation and interest in work. The main risk factors include high workload, low pay, lack of supervision, socio-economic instability, and constant contact with problems of other people. The results indicate that psychologists tend to attribute burnout mainly to external causes while underestimating the role of internal resources and professional peer support. Specialists have been found to mostly use short-term preventive strategies – rest, physical activity, and hobbies. In fact, supervision, intervention, or personal therapy are rarely used. This indicates an underdeveloped culture of collegial interaction and the need for a systematic model of professional support. Maintaining the psychological health of educational psychologists requires a systemic approach combining personal resource development, professional community building, supervision practice, and organisational reforms to create a safe, supportive work environment – the key to their resilience and effectiveness in post-war recovery and further educational reform. The conclusion was made about the need for comprehensive prevention programs and further research using standardized methods.
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