Possibilities of using art-therapeutic techniques for the correction of professional stress in pre-school education teachers

the increasing professional workload for teachers is making it more important to prevent and correct stress conditions in pre-school educational institutions. Our objective was to investigate the possibilities of art-therapeutic techniques as a psychological remedy for professional stress in pre-school teachers. The experimental group included 15 educators with a high level of professional stress. The participants demonstrated marked signs of emotional and physical overexertion, reduced adaptive capacity, as well as difficulties in managing their own psycho-emotional state. Such a condition is considered as a risk factor for professional burnout and requires targeted psychological support. In this group, a comprehensive psychological intervention aimed at reducing the level of stress and developing self-regulatory skills was implemented. To conduct the formative experiment, an art-therapeutic training aimed at reducing the level of stress in educators was developed. The program included a series of classes using art-therapy methods that promote expression and awareness of emotions, reduce internal tension and actualize personal resources. The data obtained show the effectiveness of art-therapeutic intervention and confirm its usefulness in the practice of psychological support of pedagogical workers.

art therapy, professional stress, pre-school education teachers, correction