FACTORS OF THE “EMOTIONAL BURNOUT” SYNDROME OF SPECIALIZED HIGHER EDUCATIONAL INSTITUTIONS CADETS OF THE MIA OF UKRAINE

Authors

  • Pjankivska Ljudmyla Volodymyrivna П’янківська Людмила Володимирівна

Abstract

Article clarifies the key aspects of “emotional burnout” syndrome revealed among the cadets of specialized MoI educational establishments. Mechanism of “emotional burnout” symptoms triggering in the course of service and training is described. It is identified that the abovementioned phenomenon development is mostly stimulated by the peculiar conditions of social environment, participation in public order operations, training practice etc. Level of future professional productivity shaped by theoretical background, acquired competencies and extreme conditions and collateral risks of “emotional burnout” are analyzed.

Key factors facilitating of the “emotional burnout” syndrome development are analyzed. It is proved that proficient psychological testing as a part of selection procedure is a foundation of future successful performance.

Кeywords:emotional burnoutsyndrome, professional activity, extreme conditions, autopsychological and professional competence, components of efficient professional activity, “emotional burnoutfactors

Accepted: 12.06.2017

Reviewed: 21.06.2017

Published: 29.06.2017

Author Biography

Pjankivska Ljudmyla Volodymyrivna П’янківська Людмила Володимирівна

здобувач Національного університету оборони України імені Івана Черняховського, асистент кафедри педагогіки, психології медичного та фармацевтичного права Національної медичної академії післядипломної освіти імені П.Л. Шупика.

Published

2017-06-29

How to Cite

П’янківська Людмила Володимирівна P. L. V. (2017). FACTORS OF THE “EMOTIONAL BURNOUT” SYNDROME OF SPECIALIZED HIGHER EDUCATIONAL INSTITUTIONS CADETS OF THE MIA OF UKRAINE. TECHNOLOGIES OF INTELLECT DEVELOPMENT, 2(6(17). Retrieved from https://psytir.org.ua/index.php/technology_intellect_develop/article/view/302

Issue

Section

Development's Problems in Different Departments of Psychology
ISSN: 2223-0521