DEVELOPING STRESS RESILIENCE IN SPECIALISTS AT THE INCLUSIVE RESOURCE CENTRE

Abstract

The article analyzes the development of stress resilience as a key component of the professional competence of specialists working in Inclusive Resource Centers (IRCs). Theoretical foundations of the concept of «stress resilience» in the context of professional activity are revealed; its structure, functions, and significance for ensuring effective interaction with children with special educational needs are outlined. Special attention is paid to the psychological characteristics of IRC specialists’ professional activity, which determine increased psycho-emotional workload and the need for effective self-regulation mechanisms. The publication presents an analysis of psychological and organizational factors that influence the level of stress resilience among IRC professionals. The importance of emotional intelligence, resistance to professional burnout, social support, quality of communicative interaction within the team, leadership style, and features of organizational culture are emphasized. The results of diagnostics of stress resilience levels in IRC staff using modern psychodiagnostic tools are proposed, allowing for the identification of individual areas for development and the need for psychological support. The article also provides methodological recommendations for enhancing stress resilience in the professional activities of IRC specialists.In particular, it highlights the necessity of implementing psychological support programs, emotional self-regulation training, the development of critical thinking and reflection skills, and the creation of a positive professional environment. The importance of a comprehensive approach to supporting the mental health of staff in the inclusive education system is emphasized, contributing to improved service delivery for children with special needs and ensuring the professional stability of personnel. The research findings may be applied in the practical work of IRC administrators, psychologists, and educators for developing effective strategies to prevent professional burnout and maintain the mental well-being of staff.