20.500.12556/DKUM-22623 Sindrom adrenalne izgorelosti pedagoških strokovnih delavcev Adrenal burnout syndrom of pedagogical staff Izgorelost grozi vsakem poklicu, predvsem poklicem, povezanim z delom, kot so pomoč ljudem, delo v stiku z ljudmi, torej sem sodi tudi poučevanje. Pomembno je razlikovati pojem sindrom izgorelosti in sam proces izgorevanja s simptomi, stanje adrenalne izgorelosti, kot zadnjo stopnjo procesa izgorelosti od depresije in delovne oz. poklicne izčrpanosti s kroničnim stresom. Adrenalna izgorelost je kompleksnejša od kroničnega stresa na delovnem mestu ali od občutka frustriranosti, zajema inter- in intrapersonalne vidike. O izgorelosti in izgorevanju govorimo, ko nas naše notranje prisile ženejo v deloholizem in nato v preizčrpavanje (Pšeničny, 2008). V prvem teoretičnem delu predstavljamo pojem, različne razlage ter sam proces izgorevanja, temeljiteje predvsem zadnjo stopnjo izgorevanja, adrenalno izgorelost: stanje pred, sam akutni adrenalni zlom in stanje po zlomu. Predstavljamo vzroke (oblikovanje labilne, storilnostno pogojene samopodobe v razvoju predšolskega otroka vse bolj ambicioznih staršev in zahtev družbe ter nerecipročnost odnosov, ki se ujema z izhodiščem recipročnega modela izgorelosti), simptome (depresivni občutki in anksiozni simptomi, deloholizem in wornout, disfunkcija HHA-osi, storilnostno pogojena samopodoba), značilnosti (prepoznavne znake) in posledice sindroma adrenalne izgorelosti. Podrobneje smo se ustavili pri simptomih, predvsem zaradi napačnih predstav in sklepanj o samem sindromu. Kakšno je dejansko stanje adrenalne izgorelosti pedagoških delavcev/lavk, smo preverili med samimi učitelji/cami in vzgojitelji/cami s pomočjo anketnega vprašalnika, na osnovi katerega so učitelji/ce in vzgojitelji/ce ocenili stopnjo lastnega stresa (kroničnega stresa), osebnega zadovoljstva in samoučinkovitosti v izvajanju pedagoškega dela, kot tudi pogostost lastnih obolenj, težnjo po zamenjavi poklica ter ovrednotili posamezne trdite stanja lastne izgorelosti. Burnout can affect anyone regardless of their profession. Especially at risk are those who work in professions that require from the individual to help other people and be in contact with them. Among these professions is also teaching. It is important to distinguish the burnout syndrome, the burnout process with all of its symptoms, and the adrenal burnout syndrome as the last stage of the burnout process from depression and professional burnout with chronic stress. The adrenal burnout is more complex than chronic stress in the workplace or the feeling of frustration; it comprises inter- and intrapersonal aspects. We talk about burnout when we drive ourselves to workaholism and over exhaustion (Pšeničny, 2008). In the first, theoretical part we present the concept of burnout, different definitions, and the burnout process. We place particular emphasis on the last burnout stage – the adrenal burnout: the state leading to the breakdown, the acute adrenal breakdown itself, and the state after the breakdown. We present the causes (the formation of a labile self-esteem that depends upon the productivity of a preschool child whose parents are increasingly ambitious, the demands of society, and relationships that are not reciprocal and correspond to the starting point of the reciprocal burnout model), the symptoms (depression, symptoms of anxiety, workaholism, wornout, dysfunction of the HHA axis, self-esteem that depends on one's productivity), characteristics (signs), and the consequences of the adrenal burnout syndrome. We take a closer look at the symptoms due to the false ideas and conclusions about the syndrome. We asked teachers and childcare workers to fill out a questionnaire to find out if they suffer from adrenal burnout. They estimated their level of stress (chronic stress), personal happiness, self-efficiency during teaching, how often they fall ill, tendency to a career change, and several statements about the state of their burnout. Ključne besede: adrenalin anksioznost burnout sindrom (BS) depresija sindrom adrenalne izgorelosti (SAI) storilnostna samopodoba stres recipročni model izgorevanja (RMI) wornout kortizol self recipročnost motivacija HHA-os. adrenaline anxiety burnout syndrome (BS) depression adrenal burnout syndrome (ABS) self-esteem that depends on one's productivity stress reciprocal burnout model (RBM) wornout cortisol self reciprocity motivation hypothalamus-hypophysis-adrenal (HHA) axis true true false [N. Galer] Slovenski jezik Angleški jezik Diplomsko delo 2012-04-10 11:27:04 2012-06-11 14:30:16 2022-04-14 11:58:01 2023-12-30 03:28:46 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(043.2) 19183112 URN:SI:UM:DK:VGIUDYEC UNI_Galer_Natasa_2012.pdf UNI_Galer_Natasa_2012.pdf 1 7E71935D62F9F3E30756E21E609F1F8D 62aa8d9ace58a8e81a0d8f44e0f2eed2309d17bfe5dfad29dc468de740e7b986 8896cc3f-7c06-11eb-bb7a-00155d0001ca 20.500.12556/dkum/dacf56a1-31a5-42fd-8f68-fabb113316fc https://dk.um.si/Dokument.php?lang=slv&id=29281 Filozofska fakulteta 0 0 0