Training in the prevention of emotional stress as a condition of psychological readiness for the profession of a teacher

¹ Nizhny Novgorod Dobrolyubov State Linguistics University, Higher School of Translation, Chair of Interpreting and Translation (German language), Nizhny Novgorod, Russia
² Nizhny Novgorod Dobrolyubov State Linguistics University, Higher School of Translation, Nizhny Novgorod, Russia
³ Nizhny Novgorod State Pedagogical University named after Kozma Minin (Mininsky University), Department of General and social pedagogy, Nizhny Novgorod, Russia

^* Corresponding author: olga_schurigina@mail.ru

Abstract

One of the factors that negatively affect psychological readiness for the profession of a teacher is emotional stress. The article examines the definition and approaches to the description of stress, proves the relevance of the problem of teaching students training to become teachers the methods and ways of preventing and correcting stress, improving stress resistance, and preventing emotional burnout in professional activity, the methods of emotional stress prevention are analyzed. The purpose of the article is to study the method of sound therapy (neuroacoustics) and to analyze the effect of a neuroacoustic program in increasing stress resistance in students – future teachers. To test the hypothesis on the influence of neuroacoustic program on the increase of stress tolerance in students training to become teachers, the authors conduct a study using the Perceived Stress Scale by S. Cohen and G. Williamson at the ascertaining and control stages and deploying the developed neuroacoustic program at the formative stage. The conducted study allows to determine and prove that the mastery of neuroacoustic methods increases stress resistance in students training to become teachers. Constant overload, disruptive student behavior, and increased demands are the causes of emotional stress in teachers. The presented method teaches future specialists to cope with stress factors in professional pedagogical activity, allows them to resist emotional and professional burnout, and thereby creates optimal conditions for psychological readiness for the profession of a teacher. The technique can be used in organizations of secondary and higher education.