Functional sensorimotor asymmetry as the biological basis of stress tolerance of the personality of a special educator

Abstract

Teachers working with children with special educational needs face high levels of emotional and psychological stress on a daily basis, which increases the risk of professional burnout. In the context of modernizing education and increasing demands on teaching, the study of factors determining teachers' ability to maintain mental health and professional effectiveness is becoming particularly relevant. This article provides evidence of the correlation of indicators of emotional burnout syndrome (CMEA) with naturally determined individual psychological characteristics of a person, namely– interhemispheric asymmetry of the brain. The article examines the functional sensorimotor asymmetry of the brain as the biological basis of stress tolerance of the personality of a special educator. The problem of stress tolerance of teachers working with children with special educational needs is one of the most acute in the modern education system. Their work requires constant emotional involvement, high responsibility and the ability to solve complex, sometimes non-standard tasks. Chronic psycho-emotional stress combined with insufficient social and financial support significantly increases the risk of professional burnout. Modern scientific research has proved that personality formation depends not only on the system of upbringing, education, and specialist training in ways of behavior in various pedagogical situations. The characterization of a biologically determined factor, namely, the interhemispheric asymmetry of the brain, should be the basis for understanding the nature of individual differences. This phenomenon provides individual differences in cognitive processes, interpersonal interactions, and responses to stressful situations. The presented study proves the correlation of stress tolerance and sensory asymmetry of the brain. Thus, taking into account biological and psychophysiological factors in the development of preventive and correctional programs can significantly increase the effectiveness of teacher support and reduce the risk of professional burnout.