FORMATION OF EMOTIONAL RESISTANCE OF FUTURE TEACHERS TO WORK WITH STUDENTS WITH PEOPLE

Abstract

The article is devoted to the study of the problem of the formation of emotional stability, as an important personal and professional attribute of future teachers to work with students with special educational needs. The purpose of the article is a theoretical and empirical study of the psychological features of the emotional stability of the personality of future teachers – graduates of the Uman State Pedagogical University named after Pavel Tychyna. In the course of a theoretical study of the problem of emotional stability of future teachers to work with students of OOP, the main components of emotional stability were highlighted (self-awareness, emotional intelligence, stress resistance, ability to emotional regulation, self-support, empathy. The key principles and approaches in the organization of an inclusive educational environment were characterized (inclusion, individualization, differentiated approach, cooperation with parents, adaptation of the physical and psychological environment, promotion of social adaptation, support of the psychological state of students with special educational needs), "Five-factor personality questionnaire" (adapted by A. Khromov), "Coping behavior in stressful situations" (S. Norman, D. Endler, D. James, M. Parker adapted version of T.A. Kryukova), it was established that the emotional stability of students of higher education is at an average level of development. Among the components of emotional stability, the components of emotional responsiveness and empathic perception, the rational channel and the intuitive channel are identified as the most developed, which are professionally significant qualities for working with students with special needs. Among the components of emotional stability, the most developed are self-control, emotional stability and commitment. It has been established that achievers exhibit "solution-oriented" coping behavior.