Formation Of Emotional Stability Of Teachers-Defectologists: Program, Results

The study is relevant due to an increasing number of risk factors affecting mental and physical well-being of all educational agents engaged in a special remedial environment. An evidence-based contribution to the objective factors concerned relies on some crucial principles, including humanism, voluntariness, confidentiality, responsibility, competence, consistency, regularity, involvement in activities, etc. The foregoing serves as a fundamental basis for a psychological and pedagogical program designed to facilitate the development of emotional stability in teachers-defectologists (10 classes for 10 weeks were conducted once a week and lasted 45 minutes). The participants were tested before and after the implementation of the program, based on the two techniques: "A Study of Emotionality" by V.. Rusalov and "Characteristics of Emotionality" by E.P. Ilyin. The data were processed using the Wilcoxon T test (Temp fell into the rank of significance, hence, the hypothesis is accepted stating that the intensity of shifts towards an increase in the degree of emotional stability of teachers exceeds the intensity of shifts towards its decrease). The answers were obtained as to whether the level of competence exhibited by teachers-defectologists in relation to emotional stability has increased, whether emotional burnouts have reduced, whether self-regulation skills have been consolidated, and whether the level of psychological climate among the teaching staff has increased.