and specificity of manifestation of stress resistance of a person are determined by the
peculiarities: a) motivation and intentions; b) functional and operational resources;
c) personality traits and cognitive capabilities; d) emotional-volitional reactivity;
e) professional preparedness and disability [5, p. 312].
Individual resistance to stress is predetermined by a certain symptom complex of
personality traits that determine the peculiarities of individual ways of eliminating
(overcoming) stressful situations based on their subjective image [5]. Low resistance
to professional stress is combined with such negative manifestations in the teacher's
personality as shyness, irritability, aggressiveness, neuroticism and depression [6,
p. 12]. It is at their elimination or mitigation that psycho-correction work should be
directed. It is worth noting that the system of psychological effects, aimed at increasing
the stress resistance, should not have a universal, universal character, but be based on
individual characteristics.
The formation of the stressors of future teachers should be aimed, first of all, at
eliminating potential sources of stress in their inner world. Such work should include
prevention of stress; advisory assistance; psycho-correction of personality concerning
the overcoming of stressful states.
For the prevention of stress, it is important to teach methods of analysis,
interpretation and realistic assessment of stressful situations, skills of mental self-
regulation, the constructive overcoming of professional difficulties, mastery of
constructive coping strategies.
Consultative assistance should be directed at the psychodiagnostic of nervous-
psychic tension and stress resistance, the development of individual recommendations
for protection against professional stress. Psychocorrection of personality concerning
the overcoming of stress syndromes and stress states is associated with the optimization
of the existing imbalance between stress-related influences and personal resources [7,
p. 13].
Psycho-correction work should be carried out with the help of special training
programs and psycho-pedagogical pieces of training, which involve deep processing
of perception and ways to overcome stress. This will enable the student to know about
themselves, their individual features and opportunities, to review their attitude towards
themselves and assume responsibility for their professional health, to master the
technologies of maintaining professional health and self-diagnosis.
In the context of our study, the approach of O. Markovets [8], to prevent the
emergence of professional stress for future teachers, deserves attention. The theoretical
and methodological basis of this work on the prevention of professional stress is a
rational-emotional approach, according to which disorders in the emotional sphere are
the result of violations in the cognitive field. The main purpose of this approach is to
establish and eliminate the system of pathogenic interpretations that cause violations
- 275 -