Digitalization for In Groups Integrative Training - international network for support, connection, innovation and know-how share in digital vocational education

Erasmus+ Cooperation

Project code 2021 -1-RO01-KA220-VET-000032924

 

Methodology and recommendations how to teach online with focus on emotional management not to burnout because of distance teaching/learning what is important for teachers and students now

 

 

 

 

 

 

 

 

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 

Content

1.     Introduction………………………………………………………………………………………3

2.     Lesson 1 - Introduction to the burnout problems………………………………5

3.     Lesson 2 - Emotional management and mental health…………………….10

4.     Lesson 3 – Methods for the burnout prevention………………………………15

5.     Recommendation……………………………………………………………………………..19

6.     Evaluation………………………………………………………………………………..……….23

7.     Bibliography and sources………………………………………………………………….24

 

 

 

Introduction

This output (IO6) is about methodology and recommendations how to teach online with focus on emotional management not to burnout because of distance teaching/learning what is important for teachers and students now. The leading organisation for this output is EESTI PEOPLE TO PEOPLE (Estonia).

The general need of schools’ development for digital education, internationalization and eliminating gaps and differences in learning access and learning quality for disadvantaged learners in needs were analysed by project partners in autumn of 2020. The difficulties that interviewed students and teachers encountered were because of their low digital skills but also because of the lack of attention from the students participating in digital education and because of general burnout syndrome caused by the long confinement.

 

The study showed that 56% of teachers suffered of burnout during the online teaching. Important problem for the teachers in these new conditions of including in digital training students with special educational needs are stress management, prevention of emotional distress, use of emotional intelligence in learning process in cases of teaching for complex groups of learners that may include disadvantaged persons.

 

General goal of this output is to equip educators with the necessary knowledge and skills to facilitate and raise awareness on burnout prevention. Methodology includes few educational concepts and practices which educators can use individually, in peers and groups. They can learn what is stress confidentiality and how to find own strengths and weaknesses and prevent burnout.

 

The important part is self-assessment methods. Expected outcomes are

Knowledge:

• educators will know what are burnout symptoms;

• what is emotional management and mental health;

• know the key skills for the emotional management;

• learn about the main principles of prevention.

 

Skills:

• educators will be able to apply evidence-based approach;

• identify best methods for the support, including mentors, tutors, peers, etc.;

• reflect on own emotions and learn strategies for their control;

• empowerment.

 

Educators get generated ready‐to‐use materials and methods to improve situations, make a strategy/plan for the efficient support for the burnout prevention.

 

There are three lessons in this output:

Lesson 1 - Introduction to the burnout problems.

Lesson 2 - Emotional management and mental health.

Lesson 3 – Methods for the burnout prevention.

 

There is also part with recommendation and evaluation of learning achievements. All materials are presented for two options: offline and online learning. Project partners can adapt texts and practical exercises for both options and own needs.

 

Lesson 1 - Introduction to the burnout problems

 

Burnout translates into "physical, emotional and mental exhaustion resulting from prolonged investment in emotionally demanding work or study situations". It is an erosion of the human soul. Burnout was conceptualized for the first time by the American psychiatrist Herbert J. Freudenberger in 1974.

 

Distance teaching/learning is also one of reasons for burnout which translates into physical, emotional and mental exhaustion resulting from a prolonged investment in emotionally demanding work situations.

 

How to diagnose burnout?

There are various questionnaires for self-assessment. But because there's no generally accepted definition of burnout, it isn’t clear whether questionnaires can actually “measure” burnout and distinguish it from other illnesses. The most common questionnaire is the “Maslach Burnout Inventory” (MBI), which is available for different professional groups. But this questionnaire was originally developed for research purposes, not for use by doctors.

The symptoms that are said to be a result of burnout can generally also have other causes, including mental or psychosomatic illnesses like depression, anxiety disorders or chronic fatigue syndrome. But physical illnesses or certain medications can cause symptoms such as exhaustion and tiredness too. So, it's important to consider other possible causes first together with a doctor, and not to conclude you have burnout straight away.

First signs of burnout:

·        You are not excited to work.

·        You are tired and down, and don't have enough energy.

·        You talk only about work and have no other interests.

·        You dream about job, especially bad dreams.

·        You are angry at students for being the way they are.

·        You feel shame for your human limitations.

·        You feel pain and gastrointestinal (stomach or bowel) problems.

·        You want to drink, take drugs or otherwise dissociate from work.

What factors may trigger stress that leads to burnout  

 

The overworking literally exhausts body and mind. If person does not feel satisfaction with work, he/she cannot achieve the objectives, do not receive sufficient recognition from others and gradually loses the meaning of his/her work. This value conflicts trigger stress.

 

A three-dimensional syndrome is: emotional exhaustion, cynicism about work, a decrease in personal accomplishment at work.

 

A feeling of loss of control can manifest itself in the following ways emotionally by ill-defined fears and nervous tension. It is also characterized by a sad mood or a lack of spirit. The person may be irritable, tense, hypersensitive, or do not show any emotion.

 

There are more sleep disturbances, chronic fatigue due to sleep that is no longer restorative and muscular tension with spinal pain (back, neck). Sometimes there is a sudden weight gain or loss, headache, nausea, dizziness is also observed.

 

Burnout has an impact on information processing capacities: decreased concentration, difficulty in performing several tasks at the same time, to nuance, to make decisions. Minor errors, mistakes, omissions are also noted.

 

On the interpersonal level, the person may withdraw into him/herself, isolate socially or behave aggressively, sometimes violently, showing a decrease in tolerance for the frustration. Feeling hopelessly out of control, person may feel resentment and hostility towards the people. Addictive behaviors can appear in the face of the tension felt: tobacco, alcohol, tranquillizers, drugs, etc.

 

How stress influences teaching and learning ability

 

Scientific findings indicate that stress within digital learning environment affects student's likelihood of exhibiting learning problems (difficulties with attentiveness, task persistence, and flexibility), externalizing problems (frequency with which the student argues, disturbs ongoing activities, and acts impulsively).

 

 

 

 

Four stages of burnout

 

Burnout itself enters the fourth stage, where the symptoms become critical. Continuing as normal is commonly unimaginable during this state because it becomes increasingly difficult to cope.

 

Workplace burnout is not just a tiny low thing that individuals must work out a way to endure. it's a difficult and impactful reality which will result in many negative consequences altogether areas of your life. People managing workplace burnout symptoms and job stress are often impacted within the excessive stress, type 2 diabetes, respiratory issues, mental health issues, etc. The impact of job stress on all aspects of life is extremely serious, and may not be taken lightly. The problems that stress in job need attention to correct, before it is too late.

 

Burnout can affect anyone, however there is a growing number of teachers who worked online during pandemic time. As with any illness, symptoms of burnout change from person to person. All definitions of burnout given so far share the idea that the symptoms are thought to be caused by work-related or other kinds of stress.

General symptoms of burnout include:

·  Lower resistance to illness

·  Pessimistic outlook on work or life

·  Physical, mental, and emotional exhaustion

·  Time away from work

Some burnout symptoms are common with stress symptoms, they are affecting physically, mentally, or emotionally.

Common symptoms include:

· High blood pressure

· Inability to focus

· Irritability

· Job dissatisfaction

· Lack of sleep or reduced sleep quality

· Lack of social interaction

· Lower productivity

· Unusual heart rhythms

Burnout can go to the chronic stress, going from motivation to experiencing stress on an incredibly frequent basis.

Common symptoms include:

· Lack of hobbies

· Missed work deadlines and/or targets

· Persistent tiredness in the mornings

· Physical illness

· Procrastination at work and at home

· Repeated lateness for work

· Resentfulness

· Social withdrawal from friends and/or family

· Uptake of escapist activities

When symptoms become critical, person seeks intervention or clinical support.

Common symptoms include:

· Development of an escapist mentality

· Feeling empty inside

· Obsession over problems at work or in life

· Pessimistic outlook on work and life

· Physical symptoms intensify and/or increase

· Self-doubt

· Social isolation

The final stage of burnout is habitual burnout with experience of significant physical or emotional problem.

Common symptoms include:

·  Chronic sadness

·  Depression

Lesson 2 - Emotional management and mental health

 

As human beings, we can experience a wide range of emotions. Emotional management is the ability to successfully handle life’s stresses and adapt to change and difficult times. How you feel can affect your ability to carry out everyday activities, your relationships, and your overall mental health. But how you react to your experiences and feelings can change over time.

 

Emotional management is an essential for mental health. It may be the best predictor of success in life. There are evidences that the emotional intelligence measure predicts success at school and that some forms of emotional management may protect people from stress and lead to better adaptation. 

For example, an objective measure of emotion management skill has been associated with a tendency to maintain an experimentally induced positive mood which has obvious implications for preventing depressive states. People who are poor at regulating their emotions and poor at perceiving their emotions might actually be less sensitive to the effects of stress.

Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make healthy choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.

Many factors contribute to mental health problems, including:

·         Biological factors, such as genes or brain chemistry

·         Life experiences, such as trauma or abuse

·         Family history of mental health problems

Mental health is a basic human right. And it is crucial to personal, community and socio-economic development.

Mental health is more than the absence of mental disorders. It exists on a complex continuum, which is experienced differently from one person to the next, with varying degrees of difficulty and distress and potentially very different social and clinical outcomes.

 

 

Positive mental health allows people to:

·         Realize full potential

·         Cope with the stresses of life

·         Work productively

·         Make meaningful contributions to their communities

Ways to maintain positive mental health include:

·         Getting professional help if you need it

·         Connecting with others

·         Staying positive

·         Getting physically active

·         Helping others

·         Getting enough sleep

·         Developing coping skills

 

Before learning emotional management during work in digital training for disadvantaged learners, it is important to learn about yourself.

 

Decide what your priorities and values are. You have got to line priorities in terms of the tasks you accomplish, but you furthermore may prioritize your values so as to require control over your life.

 

Decide what reasonably person you wish to be, and observe, conscious choices that will keep you on top of things of your life now and well into the longer term.

 

Decide what is your learning style. Do you learn through sight (visual learners), hearing (auditory learners), touch (tactile learners) or bodily experiences (kinaesthetic learners)?

 

1.     Love languages

 

In their book “The 5 Love Languages of kids” Gary D. Chapman and Ross Campbell take an in-depth a look at how children communicate. Here’s a quick overview of the ways within which that works:

- Acts of service. These are the students who connect by being your helper. They like to serve.

- Gifts. These are the students who communicate their love with gifts, like drawing you pictures or bringing you flowers.

- Quality time. These students want and want plenty of time and a spotlight.

- Words of affirmation. These students thrive on affirming you by telling you ways nice you look or what proportion they love being with you.

- Physical touch. These are the students who love hugs, handshakes, and high-fives. you'll also find them by your side at every turn because physical proximity is very important to them.

 

How does knowing, understanding, and embracing these love languages change the way we interact with our students as we spotlight their strengths? How about how they connect with one another? and the way can students extend this connection to their family? How might knowing a child’s love language

 

2.     Stay healthy

Understand the physical and emotional changes you are rummaging. Your body and mind are transforming themselves. You are filled with hormones that make your emotions intense and difficult to control. You are constantly in social situations that exacerbate those emotions. Taking control of your life also means recognizing what is out of your control: this can be an ungainly, rocky time in your life. It is important to simply accept that.

 

The neurological and hormonal changes and developments in your body can make it difficult to regulate and deal with your emotions. You will feel overwhelmed, confused, and out of control. Know that this can be normal and that there are many things you can do to help yourself stay healthy and cope.

 

3.     Eat right

Growing and developing take much energy, and getting through a packed schedule demands even more. It is essential to eat a well-balanced diet to fuel your growth and productivity. A balanced diet is essential to fuel your growth and productivity. Never skip meals and always make sure you eat breakfast to start your day full. Half of what you eat should be fruit and vegetables. Balance the remainder of your diet out with whole grains, like whole-grain bread, brown rice, or oatmeal, and lean proteins, like turkey, chicken, seafood, and eggs.

 

4.     Learn to deal with stress and manage your emotions

For students, teenage years are a tumultuous time, and there are times once they feel stressed and overwhelmed. Learning healthy, productive ways to pander to your emotions will not only facilitate your take hold of your life as a young person, it will also set you up for fulfilment as an adult.

When you are upset, try asking yourself the subsequent questions: "What about this is often making me so upset?"; "Is this a fact or simply an opinion?"; "Am I jumping to conclusions?"; "Do I give it more importance than it deserves?"; "Will this be important in six months?"

 

5.     Communicate assertively

Many of us wrongly think "assertive" means "aggressive." Being assertive, means you clearly and respectfully express your wants and desires which you listen and honour the opinions of others further. Don't expect anyone to understand what you wish or need. Say something like, "I'm feeling really stressed and overwhelmed right away. I want to merely attend my room and be alone for a bit while."

 

Do not be afraid to mention no. Ask yourself if taking the time for any after-school activity or job will hurt your performance within the classroom. Your schoolwork should be your top priority.

 

6.     Learn to breathe deeply

Feeling overwhelmed may trigger sympathetic system, referred to as your fight or flight response. You will counteract this with diaphragmatic breathing, during which you breathe deeply into your belly. Place your hand on your stomach and feel your belly rise as you inhale for a count of 5. Hold for a flash, then exhale for an additional five seconds. Do this until you start to feel calm.

 

When you breathe, you softly disengage your mind from distracting thoughts and sensations. Breath focus is particularly useful for people with uptake disorders to help them specialize in their bodies through an additional positive method. However, this technique won't be applicable for those with health issues that create respiration troublesome, like metabolism ailments or failure.

 

Body scan technique combines concentration on the breath with progressive muscle relaxation. Once some minutes of deep respiration, you target one a district of the body or cluster of muscles at a time and mentally emotional any physical tension you're feeling there. A body scan will facilitate boost your awareness of the mind-body association. If you have had a recent surgery that affects your body image or different difficulties with body image, this technique may even be less useful for you.

 

7.     Write about your emotions

Journaling could be a good way to figure through your emotions. Try free-writing three pages in an exceedingly notebook daily. Do not fret about spelling, grammar, making sense, or perhaps being fair. Just let out with whatever goes through your mind at that moment and make certain to stay this journal private.

 

8.     Scale back your stress

Find ways to scale back your stress. Running, meditation, doing something creative, going for a motorbike ride, playing video games, shopping — whatever positive activity causes you to feel better and fewer stressed, permit yourself to enjoy it.

 

9.     Get many sleep

Most teens (also teachers) don't get the recommended amount of sleep, which is a minimum of nine to 10 hours an evening. Remember, those changes your body goes through take lots of energy, and you wish to rest to recover. It is okay for teens to sleep longer on the weekends, so remind your parents that your oversleeping is not an indication of laziness, but something that is necessary for your body. Try to visit bed and come to life at regular times. Develop a sleeping routine. Don't stare at your phone or computer right before visiting bed, and check out to pay attention to relaxing music or read a book to make an honest sleep environment.

 

 

 

10.                         Exercise and stay in shape

Being active on a daily basis or staying online for digital classes can facilitate your gain control over your changing body, keep a positive mindset, and helps you to easily have a good time. It is recommended that teens move for a minimum of 60 combined minutes every day, whether through education or gym class, participating in a very sport, or riding a motorbike.

 

Get active outside to assist bog down on your “screen time,” or the time you spend on your phone, computer, or watching television. Try to make exercise a group action, or the simplest way of getting fun with friends.

 

Physical activity kicks up endorphin levels, the body’s famous “feel good” chemical produced by the brain and funiculus that produces feelings of happiness and euphoria. Even just moderate exercise throughout the week can improve depression and anxiety, most in order that some doctors recommend trying out an exercise regimen for these conditions before turning to medication.

 

Another mental good thing about exercise is reduced stress levels—something which will make us all happier. Increasing your rate can actually reverse stress-induced brain damage by stimulating the assembly of neurohormones like norepinephrine, which not only improve cognition and mood but improve thinking clouded by stressful events. Exercise also forces the body’s central and sympathetic nervous systems to speak with each other, improving the body’s overall ability to retort to worry.

 

Lesson 3 – Methods for the burnout prevention

 

1. Time management

 

Effectively managing time and deadlines by managing calendar is incredibly helpful for keeping track of priorities and deadlines, keeping heading in the right direction with responsibilities, and avoiding procrastination. Regulate workloads, notably in order to maintain a balance between personal and professional life is important for both – teachers and students. It is important also to balance learning offline and online.

 

Know yourself and your habits. Ask yourself questions like:

         At what time of day do I perform best? When do I concentrate well and feel alert?

         How long does it take me to urge ready for school?

         How long am I able to concentrate on one thing?

         What grabs my attention? If I study with music on, will I be able to do a decent job?

 

Be realistic about what you will be able to accomplish at some point to avoid over-scheduling. Make daily to-do lists. Putting everything on paper will facilitate your order sometime, so you will be able to be where you wish to get on time, and complete high-priority tasks before slighter ones.

 

2. Prioritize

* Make an inventory of all of your school, home, and social tasks and activities for the day or week. Then rank these tasks according to their importance or urgency.

* Unimportant tasks do not must be done or that are not important to you or your school.

* Important tasks are people who are meaningful or important to you.

* Urgent tasks are those which must be done immediately to avoid a significant problem.

* After you have got your list and have rated the things, consider how you spend it slow. Does one spend lots of your time on things that are not important? Do your important tasks often become urgent?  What can you do to change things?

 

3. Breaking down responsibilities

 

Breaking down long-term goals or massive tasks into smaller, more achievable benchmarks can go an extended way toward avoiding the strain that happens with last-minute work and trying to drag all-nighters. Burnout often occurs when people don't allow themselves to line smaller goals, achieve them, and feel good about their success before moving on to the subsequent phase of work.

 

You may have lots going on: school, sports, family, and friends. But too many commitments may result in stress. Let go of some commitments. This does not mean relinquishing. It means that you are learning what is important to you and that you cannot do everything.

 

4. Set reasonable goals and organize support

 

Although stress isn't the identical as burnout, stress certainly can cause burnout if not managed appropriately. Being unrealistic about goals and ability and having limited social life will be a reason for problems. It is important not only to avoid too many classes but also to make sure that they need a mixture of topics, forms, etc.

 

It is important also to engage in a reflection to discuss the quality of work criteria for all students and learn what exactly is good and bad in digital learning. After that, is useful to develop support for students through the establishment of peer-to-peer expression groups, for example, or support from teachers or parents.

 

Developing all forms of recognition for work (marks, symbolic, etc.) ensure fairness and fight against all forms of injustice. Giving the students room to manage by positioning him/her as a trusted actor taking part in the operation of digital learning helps to organize online classes in the best way.

 

It is also important to inform and train students and teachers on burnout and prevent burnout as earlier as possible.

 

5. Maintain healthiness and respect personal needs

 

Eating healthily, getting exercise, and having enough sleep are imperative to staying healthy and not letting stress cause burnout. Additionally, attempt to consistently make time for stress-reducing activities like taking relaxing walks, going for a swim or other workout, doing regular deep breathing, or the other activity that you find pleasurable and not stressful.

 

Watching TV or killing time in phone or computer doesn't actually relieve stress, it often just lets it sit dormant. The foremost effective stress-reducing activities are either calming like meditation, yoga, walking, and breathing, or workout and sport because they release positive endorphins and aids in sleep. Adding these activities to the routine make an enormous difference in feeling good and achieving a healthy life balance which will help to avoid burnout.

 

6. Social-media shutdown

 

The constant presence of social media and Internet when you have digital classes can increase overstimulation. It is important to require a prospect from school life, which does not just mean putting the books and digital materials aside for every day. Disconnecting from social media is suggested for teachers and students alike.

 

A minimum of one hour before visiting sleep shut off mobile devices and social media. Not only the knowledge run them ragged but the sunshine screens in computers, smartphones, tablets, and other devices can interfere with the circadian rhythms and render unable to cool down, rest or sleep through the night. Turning off and tuning out for a long time is also the simplest way to avoid burnout.

 

7. A manage degree of dependency and pressure from home

 

Students of narcissistic parents often feel very dependent on their parents. The feeling that they are not able to live or be happy without the help of their parents can be reason for stress. In everything student will do, he/she feels as if the parent remains ‘looking over the shoulder’.

 

When digital classes started in pandemic time, many parents were not able to assist own children because do not have enough competences in digital education and distance learning. Students feel more educated than parents and because of that degree of dependency became low. But for students who are very depending on their parents this time was very difficult because they had to change roles of dependency.

 

Narcissistic parents compete with their children even in trivial things. The parents want to convince children and be within the spotlight but in digital education mostly children are more advanced then parents. Self-protection is important for students. It is crucial that they start living own life.

 

Recommendations

 

Prevention should happen on several levels.

 

Self-care:

·        Attending to basic self-care and balancing work and rest

·        Adequate diet and exercise

·        Build solid connection with colleagues and supervisors

·        Balance with other forms of work

·        Identify specific difficulties- looking at personal history or negative coping behaviors

·        Engage in relationships and activities that restore HOPE

·        Know yourself

·        Find help- consultation, therapy

·        Increase your therapeutic arsenal

·        Develop interests outside work

·        Learn mindfulness/meditation

·        Start a spiritual/religious practice

·        Learn breathing exercises (exciting/calming/neutral)

·        Get more sunlight on your skin

·        Wish others happiness

·        Do things that bring you inside your body- move more, dance, run, stretch, walk in nature, do yoga, do tai-chi or chi-gung

It is important for students and teachers to learn the ways in which to handle nerve-wracking things during distance teaching/learning:

 

         Create a listing of the things you have to undertake and place them as of importance.

         Apply talking absolutely to yourself to urge you through the results of a poor call or sad result: it had been one incident, not your whole life.

         Keep a journal to help you perceive your feelings and thoughts.

         Hatch new ways in which to cope and share them with others.

 

Facilitate others to develop vanity supported qualities for digital education, be specific alongside your compliments:

         Encourage people to need possession of their accomplishments and skills.

         Encourage and affirm their passions and achievements.

         Don’t ignore negative comments but use them as docile moments while not shaming anyone, facilitate individuals feel stronger.

 

School administration can:

 

         Organize development sessions for teachers. Highlight the importance of being role models for students. This does not mean being “perfect”. It will mean being willing to explore and resolve problems, including problems with teaching/learning online. Equip teachers with sensible skills to accommodate existing problems. Invite experts from health organisations to guide coaching sessions.

         Organize info sessions for parents to point out what effect digital education makes on their children. Involve them in developing supportive programs. Equip them with ideas on the simplest way to accommodate problems and follow digital education of their children.

         Involve students in developing supportive programs where students receive consistent positive messages regarding digital education, healthy attitudes and behaviors.

         Involve teachers, families, community leaders and students in these programs. Support each effort to promote healthy life and mental health.

         Learn to acknowledge the signs of someone in peril. Learn additional regarding the symptoms of burnout and stress (quick breathing; sweating palms; sport heart; headaches or stomach-aches; a panic-stricken sensation), recommend things to undertake and do to relax.

 

The importance of a positive support network

 

School-based prevention programs are initiatives implemented into school settings that aim to extend children's academic success and reduce high-risk problem behaviors. A number of school-based programs are developed to focus on specific outcomes, including problems like bullying, substance use, and antisocial behavior. Others are developed to foster positive youth development and academic performance.

 

While each of those programs focuses on distinct issues and outcomes, experts suggest that in adolescent-focused initiatives, many utilize the identical practice elements, including communication skills, problem solving, insight building, and behavior modification. These results suggest that certain core skills could also be critical to seemingly disparate desired outcomes, which can have implications for clinical deciding further as policy.

 

A meta-analysis of school-based prevention programs promoting social and emotional learning (SEL) in USA checked out outcomes in six different domains:

·        social and emotional skills,

·        attitudes toward self,

·        positive social behaviors

·        conduct problems,

·        emotional distress,

·        academic performance.

The results suggest that SEL programs have positive effects in all six areas, demonstrating the widespread impact of universal school-based prevention programs.

 

An instructional intervention could be a specific program or set of steps to assist kids improve in a district of need. Students can have many alternative varieties of needs. Instructional interventions are not behavioral interventions. They are geared toward academic results. For subjects like math, there are instructional interventions.

 

Instructional interventions are:

 

- Intentional: They are geared toward a specific challenge.

- Specific and formalized: An intervention lasts a particular number of weeks or months and is reviewed at set intervals.

 

They have founded this manner, so the school can monitor progress. Even though instructional interventions are formalized, they are flexible, too. If program is not helping a student, the varsity might change it. This might mean increasing the time which each student gets reading support weekly or it would mean getting more intense support, like moving from small group instruction to one-on-one help.

 

Peer supporting

 

The role of the peer support has been defined as “offering and receiving help, supported shared understanding, respect and mutual empowerment between people in similar situations.” Peer support has been described as “a system of giving and receiving help” supported key principles that include “shared responsibility, and mutual agreement of what is helpful.”

 

Peer support workers engage in a very wide selection of activities, including linkage to resources, sharing of experience, relationship building, group facilitation, skill-building, mentoring, goal setting, and more. They can also plan and develop groups, services, or activities, supervise other peer workers, provide training, gather information on resources, educate the general public to boost awareness.

 

Peer supporters share common experiences like members of the family. The shared experience of being in recovery from a mental or substance use disorder or being a friend of an individual with a behavioral health condition.

 

 

Evaluation

 

1.     What are first signs of burnout?

 

A.    You are tired and down, don't have enough energy.

B.     You laugh more than usual.

C.     You want to eat more than usual.

 

2.     What are three-dimensional syndromes?

 

A.    Emotional exhaustion.

B.     Cynicism about work.

C.     Decrease in personal accomplishment at work.

D.    All above.

       3. What are methods for the burnout prevention?

A. Outrageous.

B. Time management.

C. Isolation.

       4. What is self-care?

           A. Laziness.

B.  Adequate diet and exercise.

C. Binge eating.

 

        5.  How many domains are in the meta-analysis of school-based prevention programs promoting social and emotional learning (SEL) in USA?

 

A.    3

B.     5

C.     6

         Correct Answers

1.     A

2.     D

3.     B

4.     B

5.     C

 

Bibliography and sources

 

1.     Herbert J. Freudenberger. Staff Burn-Out (1974). https://spssi.onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.1974.tb00706.x 

2.     “Maslach Burnout Inventory” https://psycnet.apa.org/record/1997-09146-011  

3.     The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2010.01564.x

4.     Angela Haupt. What burnout really means, and what bosses and employees can do about it/ Le syndrome d’épuisement professionnel ou burnout (2021). https://travail-emploi.gouv.fr/IMG/pdf/Exe_Burnout_21-05-2015_version_internet.pdf 

5.     Amelia and Emily Nagoski. Burnout: The secret to solving the stress cycle, Vermilion (2019).

6.     James J. GrossRicardo F. Muñoz. Emotion Regulation and Mental Health (1995) https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2850.1995.tb00036.x

7.     Joseph Ciarrochi, Frank Deane, Stephen Anderson. Emotional intelligence moderates the relationship between stress and mental health. https://www.sciencedirect.com/science/article/abs/pii/S0191886901000125

8.     Joseph V. Ciarrochi, Amy Y.C. Chan, Peter Caputi. A critical evaluation of the emotional intelligence construct (2000). https://josephciarrochi.com/wp-content/uploads/2011/08/Ciarrochi_Chan_PID_A_Critical_Evaluation_of_the_Emotional_Intelligence_Construct_2000.pdf

9.    Gary D. Chapman and Ross Campbell. The 5 Love Languages of kids. https://gapines.org/eg/opac/record/5042818

10.   What Is Mental Health?

https://www.mentalhealth.gov/basics/what-is-mental-health

11.   Mental health: strengthening our response.

https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response