THe state of emotional burnout in professional and non-professional environments: a subjectogenesis perspective

Relevance. The relevance of the study is обусловлен by the scientific need for an in-depth examination of the mechanisms underlying the development of an individual’s subjectivity under conditions of emotional burnout, as well as by the practical demand for data that will form the basis for developing targeted psychoprophylaxis programs for emotional burnout in professional and non-professional environments. Emotional burnout syndrome remains one of the most significant problems in occupational psychology and clinical psychology, as its prevalence among professionals in “helping” professions and parents raising children with special needs is taking on the character of an epidemic.

The purpose of the study is to provide a theoretical justification and empirical verification of the criteria for subjectogenesis in professional and non-professional environments as factors in overcoming emotional burnout in individuals.

Materials and methods. Theoretical methods: bibliometric analysis, conceptual-categorical analysis. "Empirical methods"complex of psychodiagnostic techniques (V.V. Boyko's "Emotional Burnout" questionnaire, I.N. Efimova's "Parental Burnout" questionnaire, D.V. Lyusin's "EmIn test", Guilford's "Social Intelligence" methodology adapted by E.S. Mikhailova, Schwartz's values test adapted by O.A. Tikhomaditskaya, questionnaire "Strategies for coping with stressful situations" S. Hobfall in the adaptation of N.E. Vodopyanova, E.S. Starchenkova, questionnaire "Loss and acquisition of personal resources" by N.E. Vodopyanova, M. Stein). Statistical processing: descriptive statistics, comparative analysis (Mann–Whitney U-test, Kruskal–Wallis H-test), correlation analysis (Spearman’s r), multiple regression analysis (Forward stepwise method), structural-psychological analysis (A. V. Karpov). Sample: 360 faculty members of medical universities aged 24 to 55; 116 teachers from individual educational organizations aged 22 to 71; 88 mothers raising children with hearing impairments, aged 24 to 65.

Results. The correlation, comparative, and structural-psychological analyses revealed significant differences in the level of motivation, self-efficacy, job satisfaction, subjective well-being, reflexivity, and social and emotional intelligence among teachers and mothers with different levels of subjectogenesis develop-ment. It was established that external motives for professional activity predominate; significant correlations were found between indicators of success and job satisfaction, as well as cyclical patterns of reflexivity depending on professional and job status. It has been empirically proven that socio-psychological competence acts as a psychological mechanism for regulating emotional burnout.

Conclusions. Subjectogenesis in professional and non-professional environments is a step-by-step process that includes motivational-incentive, reflexive-semantic, and evaluative-productive stages. A competence-based model for preventing emotional burnout has been substantiated; it takes into account the stages of subjectogenesis and professional and job-related differentiation. General and specific structural-functional and integrative patterns of socio-psychological competence as a factor in overcoming emo-tional burnout have been identified.

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