Professional Stress Prevention Program for Employees Working

Remotely in Crisis

Nataliia Pinchuk

1 a

, Oleksandra Pinchuk

2 b

, Olena Bondarchuk

1 c

, Valentyna Balakhtar

3 d

Kateryna Balakhtar

3,4 e

, Nataliia Onopriienko-Kapustina

5 f

, Mariya Shyshkina

6 g

and Olena Kuzminska

7 h

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Kyiv National University of Trade and Economics, 19 Kyoto Str., Kyiv, 02156, Ukraine

National Aviation University, 1 Liubomyra Huzara Ave., Kyiv, 03058, Ukraine

O. O. Bogomolets National Medical University, 13 Tarasa Shevchenko Blvd., Kyiv, 01601, Ukraine

Hryhoriy Skovoroda University in Pereyaslav, 30 Sukhomlynskoho Str., Pereyaslav, 08401, Ukraine

Institute for Digitalisation of Education, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

National University of Life and Environmental Sciences of Ukraine, 15 Heroiv Oborony Str., Kyiv, 03041, Ukraine

Keywords:

Professional Stress, Crisis, Remote Work, Mental Health, Psychological Safety.

Abstract:

This article highlights the problem of professional stress of workers in the mass transition to remote work

caused by the difﬁcult conditions of our time in a pandemic COVID-19. Based on the results of theoretical

analysis of scientiﬁc literature, the classiﬁcation of the main models of stress is given. The content, features,

factors, consequences of professional stress of workers working remotely in general in a pandemic in partic-

ular are highlight. Personal indicators of professional stress of employees are revealed. The role of personal

qualities of employees in the emergence of professional stress as a buffer that mediates the impact of stres-

sors, enhancing their action, or inhibiting it, negatively affecting the mental health, psychological safety of

employees and the quality of their professional activities are shown. The results of an empirical study show

that the inﬂuence of stressors, which is signiﬁcantly enhanced in the forced transition to remote work, caus-

ing violations in the communicative, emotional, volitional and need-motivational spheres of personality of

employees in general and depending on gender and age and professional features of employees in particular.

The expediency of taking into account the personal characteristics of employees to prepare them for the pre-

vention and overcoming of professional stress, developing the ability of employees to conscious and active

stress management and counteracting stressors is stated. The article presents the components of the program

of professional stress prevention for employees working remotely in crisis (cognitive, motivational, volitional,

communicative). The data on approbation of the program is given, which testify to its positive inﬂuence on the

dynamics of stress subjective perception. Prospects for further research aimed at large-scale implementation

of the program in postgraduate education are outlined.

https://orcid.org/0000-0003-1904-804X

https://orcid.org/0000-0001-9894-4090

https://orcid.org/0000-0003-3920-242X

https://orcid.org/0000-0001-6343-2888

https://orcid.org/0000-0002-9154-9095

https://orcid.org/0000-0001-7338-893X

https://orcid.org/0000-0001-5569-2700

https://orcid.org/0000-0002-8849-9648

1 INTRODUCTION

The dynamic changes observed in Ukrainian soci-

ety are caused by a signiﬁcant number of stressors

in professional activities, which, combined with the

personal characteristics of employees, contribute to

professional stress, which negatively affects the ef-

fectiveness of professional activities and well-being.

This problem is especially vital in today’s crisis when

a signiﬁcant number of professionals went to work re-

Pinchuk, N., Pinchuk, O., Bondarchuk, O., Balakhtar, V., Balakhtar, K., Onopriienko-Kapustina, N., Shyshkina, M. and Kuzminska, O.

Professional Stress Prevention Program for Employees Working Remotely in Crisis.

DOI: 10.5220/0012061300003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 20-34

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

motely under the pressure of external circumstances

(pandemic COVID-19, martial law), which led to a

radical change in the usual way of life and, con-

sequently, the emergence of new, additional stres-

sors. Given this, developing programs for profes-

sional stress prevention of specialists deserve particu-

lar study.

Analysis of the literature shows that the problem

of stress is the subject of research by many scien-

tists. Intensive research of the phenomenon of stress

began after the publication of the works of Selye

(Selye, 1976) in the 1950’s, in which the main at-

tention was focused on physiological changes in the

body under the inﬂuence of stressors. Later, the psy-

chological component of stress development was sin-

gled out and, accordingly, the concept of “psycho-

logical stress” was introduced as a product of the

subject’s cognitive processes (Lazarus, 2001; Pilkey

et al., 2020; Cooper and Quick, 2017).

The problem of professional stress as a factor in-

ﬂuencing the ability to work, quality of work and

health of employees of organisations, devoted to the

research of (Burke et al., 1996; Vodopyanova, 2013;

Greenberg, 2008; Edwards et al., 1998; Karamushka

and Gnuskina, 2018; Cohen and Wills, 1985; Cooper

et al., 1994; Leonova, 2016; Beehr and McGrath,

1992; Pankovets, 2006; Zhou and Salvendy, 2019;

Sharit and Salvendy, 1982). There are investigated

some aspects of the speciﬁcs of the organization of

effective work of remote virtual teams online (Pazos,

2012; Orti and Middlemiss, 2019) and the possibility

of obtaining the psychological safety in such teams

(Lechner and Tobias Mortlock, 2021; Costello, 2020),

including crisis (Sandoval-Reyes et al., 2021; Horton

and Jacobs, 2022).

Some approaches to employee skill improvement,

psychological stress relief, work-family balance, and

company culture reinforcement from an HRM per-

spective are considered because of the impact of

work-from-home patterns during the COVID-19 cri-

sis (Chen, 2021).

At the same time, the peculiarities of professional

stress prevention of specialists who work remotely in

general and are forced due to a pandemic or martial

law, in particular, have not previously been the subject

of a particulatr study. The urgency and insufﬁcient

study of the problem determined the purpose of the

study – to theoretically justify and test the program

to prevent professional stress of employees who were

forced to switch to remote work in a crisis.

2 LITERATURE REVIEW

An in-depth analysis of stress models was made by

Ukrainian researcher Pankovets (Pankovets, 2006),

who classiﬁed such models depending on the factors

that cause stress and ways to manage it.

Thus, the models based on biological stressors

include P. Parson’s Model of Predisposition (Bo-

drov, 2000), H. Selye’s physiological model (Selye,

1976; Pankovets, 2006; Bodrov, 2000), J. Fuller’s

genetic-constitutional model (Bodrov, 2000). Psy-

chological factors are taken into account primar-

ily in the cognitive model of R. Lazarus (Lazarus,

2001; Bodrov, 2000) and models of mental tension

of N. Naenko (Nayenko, 1976). Complex (biologi-

cal and psychological) factors are considered in the

integrative model of R. Scott (Wong et al., 2006)

and the model of Greenberg (Greenberg, 2008), and

socio-psychological - in the interdisciplinary model

of H. Basovich et al. (Bodrov, 2000), D. Dooley’s

theory of conﬂict (Bodrov, 2000) and D. Dorenvend’s

model (Bodrov, 2000). In addition, the scientist dis-

tinguishes models of stress depending on the meth-

ods of stress management through the mechanisms

of adaptation (model D. Mechanic (Bodrov, 2000)),

systemic self-regulation (system model of D. Ford

and G. Schwart (Bodrov, 2000), or coping (model of

coping R. Lazarus and S. Folkman (Lazarus, 2001;

Greenberg, 2008; Bodrov, 2000).

Based on the analysis of these models, we can

conclude that the occurrence and development of

stress depend on both the constantly changing ex-

ternal environment and the individual psychological

characteristics of the individual (Bodrov, 2000). The

latter is caused by the fact that a difﬁcult situation can

be stressful for one person and not for another. It de-

pends on how threatening the person is. The emer-

gence of negative effects of stress is due primarily

to the peculiarities of cognitive assessment of the en-

vironment and their own resources, in case of non-

compliance of the latter with the requirements of the

environment in which the person is.

To explain and describe the stressors associ-

ated with work, use close but not synonymous con-

cepts: “work stress”, “organisational stress”, “pro-

fessional stress”, which carry different content loads

(Pankovets, 2006; Kulikov, 2000; Nikiforov et al.,

2003; Vasilieva et al., 2004).

Thus, work stress (job stress, stress at work), ac-

cording to researchers, occurs as a result of complica-

tions related to the work environment (features of the

workplace, working conditions, etc.). Organisational

stress arises as a result of the negative impact of the

characteristics of the organisation in which the entity

Professional Stress Prevention Program for Employees Working Remotely in Crisis

operates. These concepts are close, but not synony-

mous. Therefore, it is vital to use them adequately

following the objectives.

Professional stress is often understood as such a

negative mental state, which is caused by the pecu-

liarities and requirements of the profession itself, in

its narrow sense (Bodrov, 2000; Knorring, 2001; Huh-

tala et al., 2021; Moreno Fortes et al., 2020; Kendall

et al., 2000). These are complications:

• arise in the organic and psychological spheres in

the performance of functional duties (according to

the requirements of the profession) by the sub-

ject of professional activity and depend on the

speciﬁcs of each profession;

• arising in the absence of a role balance between

the professional sphere and the personal sphere:

role overload, fuzzy role deﬁnition, role conﬂicts

(Pankovets, 2006);

• due to the low level of satisfaction of the needs

of the subject of professional activity in the pro-

cess of performing this professional activity and

the emotional attitude of the subject to the same

work (Pankovets, 2006).

Currently, there are three main approaches to the

study of professional stress: environmental, transac-

tional and regulatory (Vasilieva et al., 2004; Hassard

and Cox, 2015). The main task of the environmen-

tal approach is to ﬁnd links between the content of

work, the characteristics of the professional environ-

ment, the individual characteristics of staff and the vi-

olation of the health and psychological well-being of

employees.

In the transactional approach, a great role is given

to cognitive assessment by employees of professional

situations and their own resources. Proponents of

the regulatory approach (Leonova (Leonova, 2016),

G. Hokki (Bodrov, 2000)) emphasise the mechanisms

of regulation of activity and the mental state of spe-

cialists under the inﬂuence of various factors. Based

on this, professional stress can be deﬁned as a speciﬁc

form of violation of the physiological and mental ac-

tivity of the individual, which is due to individual and

personal characteristics and occurs in response to the

negative impact of the professional situation.

Both the features of the organisational and pro-

fessional environment and the personal qualities of

employees have a great inﬂuence on the development

of stress, due to which they, when perceiving such

inﬂuence of stressors, can reduce their signiﬁcance

or, conversely, strengthen them. In the latter case,

there are complications in the psychophysiological

state and psychological health and well-being of em-

ployees.

During the crisis phenomena that cause the forced

transition of several employees to remote work, ad-

ditional stress factors arise. It is the compulsion of

remote work that restricts people’s freedom and, de-

spite the understanding of the need for such a state of

affairs for survival, at the same time causes internal

resistance due to the heavy psychological, emotional

and ﬁnancial burden for people. Employees work-

ing at home, especially in small rooms where they

are forced to stay with other family members, may

feel angry, irritated by the inability to adapt to the

conditions and to cope with the difﬁcult current situa-

tion. As a result, there is a risk of deteriorating mental

health, the spread of symptoms of psychological dis-

tress and disorders, and so on (Hawryluck et al., 2004;

Parmet and Sinha, 2020; Rubin and Wessely, 2020;

Wu et al., 2005; Xiang et al., 2020).

In remote mode, employees receive basic infor-

mation about the course of events from the media and

social networks, which, unfortunately, often broad-

cast messages that update the perception of danger,

threat and risk to life, often against the background of

unclear information about the course of events, their

uncertainty, etc. (Lechner and Tobias Mortlock, 2021;

Pinchuk et al., 2022).

As for social networks, they often talk about

spreading unveriﬁed rumors or just misinformation,

fakes which causes unfounded fears among many

people (Bontcheva et al., 2013; Oksanen et al., 2021).

An equally important factor in professional stress

is the threat of reduced working hours and job losses

in unstable business conditions, reduced payments,

risks of housing destruction, etc., which negatively af-

fects the ﬁnancial capacity of employees due to lim-

ited or lost income and, as a consequence – on their

emotional state, mental and physical health (Furedi,

2015; Page et al., 2006; Tofﬂer, 1984; Zhou et al.,

2020).

The main physiological symptoms of stress in-

clude (Pankovets, 2006):

• dysfunction of the nervous system;

• cardiac dysfunction;

• dysfunction of the gastrointestinal tract;

• respiratory dysfunction;

• sleep disorders.

Among the psychological symptoms are

(Williams, 2001; Kamenyukin and Kovpak, 2004):

• decreased activity of the cognitive sphere: de-

creased attention; memory impairment; violation

of the adequacy of perception and logic of think-

ing;

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

• disorders of the emotional sphere: increased anx-

iety; increase emotional rigidity; an increase in

the number of generalized negative emotional re-

actions such as anger, guilt, shame;

• changes in the behavioural sphere: “stuck” on the

problem; difﬁculty in performing ofﬁcial and do-

mestic duties, etc.

Remote work in pandemic times increased per-

ceived stress, reduced work-life balance, and work

satisfaction and increased productivity and engage-

ment. Researchers also found a partial moderating

effect, competitive and complementary, of perceived

stress, and one signiﬁcant gender difference: when

working remotely, perceived stress affects men’s pro-

ductivity more acutely than women’s productivity

(Sandoval-Reyes et al., 2021).

Therefore, prevention and coping with profes-

sional stress (stress management, according to Green-

berg (Greenberg, 2008)) is based on the ability of em-

ployees to consciously and adequately use methods

and techniques of stress management, in particular,

the establishment of personal barriers at all stages of

stress in order to combat stressors. In our opinion,

such a barrier can be a personal resource as a speciﬁc

set of personality qualities, which determines the in-

ner readiness to overcome challenging situations.

3 ORGANIZATION AND

PROCEDURE OF RESEARCH

OF PERSONAL RESOURCE OF

PROFESSIONAL STRESS OF

EMPLOYEES WORKING

REMOTELY

3.1 Research Methods

In situations of change, uncertainty, and the impact

of stressors, the role of personal resources becomes

especially signiﬁcant. The features of such spheres

are decisive here, such as: motivational (active moti-

vation in overcoming adverse external circumstances,

focus on success despite all obstacles and challenges),

volitional (personal endurance, control over life situ-

ations) and communicative (ability to interact effec-

tively with others and maintain social contacts).

The following methods were used in the study:

a questionnaire of interpersonal relations (author

– V. Schutz, modiﬁcation of A. Rukavishnikov)

(Krylov and Manichev, 2006), a questionnaire for

self-assessment of patience (authors – E. Ilyin, E. Fes-

hchenko) (Ilyin, 2009), the method “Motivation for

success and fear of failure” (author – A. Rean)

(Fetiskin et al., 2009), method “Level of occupa-

tional stress” K. Weiman to study the characteristics

of professional stress (Greenberg, 2008), as well as

the author’s questionnaire for self-assessment of pro-

fessional stress of employees working remotely.

The questionnaire of interpersonal relations (au-

thor – V. Schutz, modiﬁcation of A. Rukavishnikov)

was used in our study to assess the communicative

sphere of personality (Krylov and Manichev, 2006)

in conditions of professional stress.

The test measures personal characteristics and

evaluates relationships between people. The type of

behaviour is diagnosed in three areas:

1) an inclusion (the need to create and maintain sat-

isfactory relationships with other people (psycho-

logically acceptable), based on which there is in-

teraction and cooperation, considered in two di-

rections: the ﬁrst - from individual to other people

in the range from “establishing contacts with all

people” to “does not establish contact with any-

one”, the second – from other people to the indi-

vidual in the range from “always establish con-

tact with him” to “never establish contact with

him/her”),

2) a control (the desire to create and maintain a sense

of mutual respect, based on competence and re-

sponsibility, to feel competent and responsible

person, ranging from the desire for power, author-

ity and control over others to the desire to be con-

trolled, to lose responsibility),

3) an affect (the need to create and maintain a sat-

isfying relationship with other people based on

emotional attachment, the desire to create and

maintain a sense of mutual warm emotional re-

lationship, the individual’s need to feel worthy

of love is considered in the range: behaviour ex-

pected by the individual from others in the range

of “always establish a close personal relationship”

to “never establish a close personal relationship

with an individual”).

In the process of the stressor’s inﬂuence on the

personality, its initial cognitive evaluation takes place

by cognitive mental processes, such as thinking,

memory, attention, imagination, will, etc. Based on

this assessment, the situation is considered threaten-

ing or favourable, respectively, the analysis is carried

out whether there are enough resources to cope at the

emotional and volitional level or not.

That is why to assess the emotional and volitional

sphere of employees we used the questionnaire for

self-assessment of patience (authors – E. Ilyin, E. Fes-

hchenko) (Ilyin, 2009). Under the latter E. Ilyin un-

Professional Stress Prevention Program for Employees Working Remotely in Crisis

derstands the quality of personality for a long time

with the help of strong-willed efforts to withstand ad-

verse situations (Ilyin, 2009). The questionnaire is

aimed at studying the volitional component of per-

sonality, personal self-assessment of personality op-

portunities to perform work or perceive any situation.

The method “Motivation for success and fear of

failure” (author – A. Rean) provided an assessment of

the severity of motivation to achieve in situations of

professional stress, its impact on the effectiveness of

employees who are forced to work remotely (Fetiskin

et al., 2009).

Analysis of the data by the method allows you to

assess which desire mainly determines the behavior:

the desire to succeed or avoid failure. The advantage

of one of these two options largely determines the

level of our aspirations – whether the person is ready

to set difﬁcult tasks to experience signiﬁcant success,

or chooses more modest goals so as not to be disap-

pointed.

K. Weimann’s method “Level of occupational

stress” (Greenberg, 2008) is aimed at studying the

degree of manifestation of professional stress in em-

ployees of the organization. The methodology con-

tains 15 statements, which respondents are asked to

rank in terms of the frequency of experiencing difﬁ-

cult situations.

As a fundamental characteristic of the cognitive

component of the personal resource for the prevention

of professional stress was chosen features of the sub-

jective perception of professional stress by employ-

ees, which were determined by the author’s question-

naire. The questionnaire consisted of 10 questions re-

lated to various manifestations of professional stress,

the presence of which respondents noted in the fol-

lowing gradation: 1 point – manifestations are almost

absent, 2 – minor manifestations, 3 – moderate mani-

festations, 4 – severe manifestations, 5 – pronounced

manifestations.

The sample consisted of 156 people, of whom

55.8% were employees with telework, who worked

stably outside the headquarters and 44.2% were em-

ployees at distance work, who were forced to work

remotely due to crisis conditions.

The age composition of the sample is presented as

follows: employees under the age of 30 – 51.9%; at

the age of 35-45 years – 15.4%; at the age of 45-55

years – 25%; over 55 years – 7.7%

The organisation of employees of organisations

was also divided according to the record of profes-

sional activity: up to 5 years (25%); 5-15 years

(30.8%); 15-25 years (15.4%); more than 25 years

(28.8%) of the respondents.

Regarding the organisational and professional

composition of the sample, it is distributed as fol-

lows: managers – 25%, employees – 75%. Among

them: 5.8% – top managers, 32.7% – middle man-

agers, 61.5% – specialists.

The experimental array of data obtained during

the experiment was subjected to quantitative and qual-

itative analysis. Data processing was performed using

the computer package of statistical programs SPSS

(version 23.0) Criterion χ

, correlation analysis of

variance, and K-means cluster were used to iden-

tify statistically signiﬁcant differences and the rela-

tionship between different groups of respondents and

data.

3.2 Features of the Cognitive

Component of the Personal

Resource of Professional Stress

Prevention for Employees Working

Remotely

According to the results of an empirical study based

on the author’s questionnaire, the distribution of the

studied employees according to the subjective percep-

tion of professional stress was revealed. It was found

that the manifestations of professional stress are virtu-

ally absent or insigniﬁcant for only 11.1% and 20.4%

of respondents, respectively. 37.0% of employees

rated the manifestations of professional stress as mod-

erate, 25.9% – as severe, and 5.6% – as pronounced.

Thus, the vast majority of respondents (68.5%) per-

ceive the situation of professional activity as stressful.

At the same time, the results of the analysis of

variance revealed the features of the subjective stress

assessment of employees depending on status (ﬁg-

ure 1).

It was stated that managers, regardless of gender,

perceive the situation of professional activity as more

stressful than ordinary employees, which may be due

to their greater overload and responsibility for the re-

sults of the case (p < 0.05). At the level of the trend

(p = 0.1) it was found that with the increasing length

of service in women, regardless of position, the sub-

jective assessment of professional stress deteriorates

signiﬁcantly compared to men.

Thus, in general, the insufﬁcient level of the cog-

nitive component of the personal resource for the pre-

vention of professional stress was stated in a signif-

icant part of the respondents, especially in female

managers who have a signiﬁcant length of service.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

Figure 1: Features of the subjective stress assessment of employees depending on status.

3.3 Features of the Communicative

Component of the Personal

Resource of Employees Working

Remotely

At the ﬁrst stage, the study of the communicative

component of the personal resource of the employ-

ees with telework and distance organisation of work

with the help of a questionnaire of interpersonal rela-

tions (author – V. Schutz, modiﬁcation of A. Rukav-

ishnikov) (Krylov and Manichev, 2006).

As follows from the data given in table 1, a sig-

niﬁcant number of respondents (42.2%) have a low

desire to belong to different social groups, avoid large

and frequent communication with others; do not feel

very comfortable among others. Moreover, they do

not require others to be involved in active communi-

cation (48.0%).

At the same time, regarding the need for affect,

it was found that more than half of the respondents

(65.4%) feel very careful in establishing close, inti-

mate relation-ships, based on love and emotional at-

tachment. Only 13.4% of employees have a strong

need to create and maintain a feeling of mutual warm

emotional attitude.

Regarding the need for control, it was stated that

more than half of the respondents (65.4%) seek to

build and maintain satisfactory relationships with oth-

ers based on a sense of mutual respect, competence

and responsibility. In fact, we can talk about the ex-

pressed need for this category of workers to feel com-

petent and responsible person.

The next step was the analysis of the communica-

tive component of the personal resource of employees

with a remote of labour organisation by gender and

organisational and professional characteristics.

Thus, according to the results of analysis of vari-

ance (ﬁgure 2) found statistically signiﬁcant differ-

ences (p < 0.05) gender characteristics of employees

in the desire to establish friendly relations with others

depending on the form of work organisation. As Fig-

ure 2 data shows, men, both at telework and distance

work, show a low tendency to be in the company of

people, while women at distance work are character-

ized by a greater desire to maintain relationships with

others for interaction and cooperation. For women at

telework, this need is relatively less important. In our

opinion, this picture shows that women, having expe-

rience in the ofﬁce with constant communication with

employees, remain more oriented to psychologically

satisfactory interaction with people.

In general, it should be stated that women, regard-

less of the forms of labour organisation, are more in-

clined to close emotional contacts with a partner and

need a relatively greater feeling and conﬁrmation in

the love of a partner, in contrast to men.

Regarding the professional and organisational fea-

tures of the communicative component of the per-

sonal resource of employees, we revealed statistically

signiﬁcant differences (p < 0.01) in the desire for con-

trol in communication. Thus, employees in manage-

Professional Stress Prevention Program for Employees Working Remotely in Crisis

Table 1: Features of interpersonal needs and behavior of employees of organisations with different forms of work.

Trends in interpersonal interaction

The level of severity of the trend, %

low medium high

to be in the company of other people 42.2 38.5 19.3

the desire for others to show interest in the

individual and accept him into their society

48.0 19.4 32.6

control relationships with others 21.1 13.5 65.4

to obey others in relationships 34.6 38.5 26.9

to establish close relationships with others 65.4 21.2 13.4

the desire to establish deep emotional

relationships with other

38.5 26.9 34.6

Figure 2: Features of the desire in the company of employees depending on gender and form of labour organisation.

rial positions show a greater need for authority, inﬂu-

ence over others, and are more likely to show respon-

sibility and dominance over others, in contrast to or-

dinary employees. Instead, the tendency to obey oth-

ers is more pronounced in ordinary employees, while

managers are less likely to avoid responsibility and

obey others.

3.4 Determining the Indicators of the

Emotional and Volitional

Component of the Personal

Resource of Employees Working

Remotely

The next stage of the empirical study of the psycho-

logical characteristics of the impact of professional

stress on employees of organizations involved the

analysis of the features of the volitional component of

the personal resource using a questionnaire for self-

assessment of patience (authors – E. Ilyin, E. Fes-

hchenko) (Ilyin, 2009).

It was found that absolutely all the surveyed em-

ployees rated their patience at a high level, which

indicates a tendency to highly appreciate the strong-

willed qualities associated with purposefulness.

Regarding gender-age and organisational-

professional features of subjective assessment of

volitional ability to regulate activities, it was found

that employees (women and men) of telework form of

labour organisation evaluate their patience relatively

higher as opposed to employees of the distance work

form of employment.

Based on the results of the analysis of variance,

the statistically signiﬁcant differences (p < 0.05) were

found in the level of subjective assessment of patience

from the record of service.

The group of employees of the distance work form

of labour organisation with work experience up to

15 years tends to have higher values of volitional as-

sessment; the group of employees with work experi-

ence from 15 to 25 years evaluates volitional qualities

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

much lower; and in the group of employees working

more than 25 years increase again. A group of re-

spondents from a distance work form of labour or-

ganisation is characterized by a relatively high level

of assessment of volitional qualities, regardless of the

record of professional activity.

Such differences, in our opinion, can be explained

by the fact that in the extreme situation of recent

years, associated with the spread of coronavirus and

martial law and, consequently, a sharp change in liv-

ing conditions, for a group of workers with experi-

ence of distance work, there were signiﬁcant limita-

tions of career prospects, which affected the level of

endurance in contrast to the group of employees of

telework, for whom, in general, the changes had less

impact.

3.5 The Results of the Study of the

Indicators of the Motivational

Component of the Personal

Resource of Employees Working

Remotely

The analysis of the study results of the features of

the motivational sphere of the employees’ personality

was carried out using the method “Motivation for suc-

cess and fear of failure” (author – A. Rean) (Fetiskin

et al., 2009).

Summarizing the results, it was found that only

25.0% of employees are motivated to succeed, which

indicates a desire in the process of setting and achiev-

ing goals to focus on the successful completion of

tasks and getting a positive result. The vast major-

ity of respondents (67.7%) show a tendency of mo-

tivation to succeed, which indicates a lower level of

their activity in achieving results. In addition, 7.7%

of respondents show a tendency of motivation to fail,

which can lead to a decrease in self-conﬁdence and,

consequently, the level of demands.

At the same time, a detailed analysis revealed the

peculiarities of the motivational component of em-

ployees depending on gender, position and record of

professional activity.

Regarding the peculiarities of the manifestation of

motivation for success depending on gender, a statis-

tically signiﬁcant difference (p < 0.05) was recorded

in employees with telework and distance work forms

of labour organisation.

Men with a distance work form of labour organi-

sation have higher rates of motivation to succeed than

women. While for employees with telework form

of activity of both male and female, the indicators

of positive motivation are almost indistinguishable.

There is a more active desire of men without experi-

ence of telework to realize themselves in a new place,

in new conditions, with new employees.

Further analysis of variance allowed determining

the features of the motivational component of re-

source depending on the position and form of labour

organisation (ﬁgure 3).

Figure 3 shows that employees in management po-

sitions show higher motivation to succeed than reg-

ular employees, both during telework and distance

work.

This state of affairs, in our opinion, can be ex-

plained by the fact that managers of different levels

(top, middle management) have greater access to in-

formation about the prospects and plans for the com-

pany development, project implementation, are more

involved in the ﬁnancial aspects of the activities of

structural divisions and the organisation as a whole,

which contributes to the conﬁdence that they are more

involved in the process of achieving the company’s

success and have a direct inﬂuence on it.

Next, the study performs the analysis of variance

of the positive motivation of employees depending

on professional experience during telework and dis-

tance work forms of labour organisation. Regarding

it, the study established that employees during tele-

work form of labour organisation are characterized

by consistently high rates of positive motivation, i.e.

they are focused on achieving constructive, positive

results. While in contrast to employees with a dis-

tance work form of organisation of activities, it shows

a decrease in motivation to succeed with work expe-

rience from 15 to 25 years.

Thus, both with the general level of patience and

with the peculiarities of the motivational sphere, em-

ployees with experience of 15 to 25 years have certain

difﬁculties, which may be associated, in our opinion,

with crisis experiences related to the age characteris-

tics of this category of respondents. We can assume

that external complex circumstances acted as a cat-

alyst for internal fears. However, the positive fact

is that the lower values of this group of respondents

by professional experience ﬂuctuate within the posi-

tive motivation, i.e. employees look to the future with

hope.

According to the results of the K-means cluster,

the distribution of the surveyed by the levels of per-

sonal preventional resources concerning professional

stress was established. Previously, the indicators (the

distribution of which, despite all the peculiarities, did

not differ statistically enormously from the normal

distribution curve) were transformed by McCall’s T-

scale in order to present individual test results in a

way that is easy to interpret. As a result, 3 clusters

Professional Stress Prevention Program for Employees Working Remotely in Crisis

Figure 3: Features of the motivational sphere of employees depending on the position and form of labour organisation.

were identiﬁed, the analysis of which allows us to de-

termine the presence of groups of subjects with levels

below average, average and above-average (table 2).

Cluster 1 (34.6% of respondents) included em-

ployees with mostly low indicators of personal re-

sources, including a high subjective assessment of

professional stress. At the same time, given the suf-

ﬁcient indicators of patience and balance of interper-

sonal relationships in terms of inclusion in interper-

sonal relationships, their level of personal resources

can be considered as below average.

Cluster 2 (50.0% of respondents) consisted of em-

ployees with mainly average indicators of personal

resource, which gives grounds to deﬁne the level of

personal resource in general as average.

Cluster 3 (15.4% of respondents) includes em-

ployees with mostly high indicators of personal re-

sources. At the same time, taking into account the

subjective assessment of stress and a certain imbal-

ance of interpersonal relations according to the indi-

cator of control in interpersonal relations, their level

of personal preventional resources of professional

stress can be considered higher than average.

At the same time, according to the results of vari-

ance analysis, it was found that higher levels of per-

sonal resources correspond to lower indicators of pro-

fessional stress (p < 0.01). This indicates the expedi-

ency of its development as a signiﬁcant factor in pre-

venting professional stress of employees.

4 CONTENTS OF THE

PROGRAM

Therefore, there was a need to develop and approve

a program to prevent professional stress of employ-

ees who work remotely in crisis conditions, which

is based on the development of personal resources.

For this purpose were identiﬁed and implemented

the main principles and psychological conditions for

the development of personal resources of employees

working remotely. Thus, the main principles include:

• systemic (mutually determining inﬂuence of psy-

chological components on the development of the

individual’s personal resources);

• comprehensiveness (orientation on the integral

development of the personality of employees by

using a set of complementary methods of correc-

tive and developmental inﬂuence);

• individualization (development of a positive atti-

tude towards oneself, belief in one’s own abilities

by taking into account the individual characteris-

tics of the development of remotely working em-

ployees);

• individual activity (overcoming developmental

barriers takes place due to strengthening the in-

ternal potential of the individual and including it

in joint activities);

• objectiﬁcation of behavior (providing construc-

tive feedback leads to occurring of transforma-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

Table 2: Distribution of employees of organizations by levels of personal resources.

Indicators of personal resources

Cluster

1 (lower than average) 2(average) 3 (above average)

Subjective stress assessment 60.0 41.5 50.7

Motivation to succeed 48.2 48.7 53.2

Patience 49.6 49.1 53.8

Inclusion in interpersonal relationships

Tendency to be in the company of other people 41.2 52.5 61.9

The desire for others to show interest in the

individual and accept him into their society

41.6 52.4 61.1

Control of interpersonal relationships

Tendency to control others in relationships 42.7 54.3 52.4

Tendency to obey others in relationships 51.2 46.2 59.6

Intimacy in interpersonal relationships

Tendency to establish close relationships with others 43.5 48.8 68.4

The desire to establish deep emotional relationships

with others

41.8 51.5 63.4

tional changes of the personality in perception, at-

titude and behavior towards oneself and others);

• research position (activation of self-regulatory

strategies due to the application of reﬂective anal-

ysis of one’s own activity);

• partner communication (development of reﬂec-

tion, tolerance, recognition of the value of another

person, his thoughts, interests, preferences).

These principles were clariﬁed in the psycholog-

ical conditions of the development of personal re-

sources of employees working remotely in crisis con-

ditions:

1) ensuring the correspondence of methods and tech-

niques to life experience and the level of personal

development, through a systematic reﬂective anal-

ysis of needs, values and meanings in all types of

interactions within the program;

2) creation of a safe virtual space for personal

changes, based on the feelings, experiences,

states, and interests of the participants, admitting

the value of their personality, as well as joint de-

velopment and adoption of the rules of the group

and ontime feedback;

3) promotion of self-discovery, self-disclosure and

self-realization of employees through the discus-

sion of personally signiﬁcant professional and life

situations and the development of a common vi-

sion of emerging problems and ways of their so-

lutions;

4) maintaining an active position towards a new, de-

veloping experience, which allows each partici-

pant to discover opportunities for expanding the

perception of the situation, oneself and one’s re-

sources, and the vision of others;

5) the organization of problem-meaningful creative

space, which is aimed at cooperation and joint

creativity in solving complex professional and life

tasks;

6) the use of interactive learning methods as a means

of promoting the development of personal re-

sources of employees of organizations that work

remotely in crisis conditions;

7) stimulation of personal responsibility, which in-

creases involvement in the process of group inter-

action, increasing motivation for internal changes

and becoming personally meaningful.

The program “Prevention of professional stress

for employees who work remotely in crisis” is de-

signed for 30 hours (of which – 12 classroom hours

and 18 hours for independent work) and was imple-

mented in the format of a special training course on

the basis of the Ukrainian Open University of Post-

graduate Education (UOUPE) https://bit.ly/3a2PBSe.

It consists of four modules, which involve remote in-

dividual and group processing of selected components

of personal resources (communicative, volitional and

motivational). Forms and methods of the program are

aimed at the development of all its components and

were selected according to the results of the diagno-

sis of the personal resources of employees who work

remotely (Bondarchuk and Pinchuk, 2020).

Taking into account the identiﬁed features of

the development of the personal resource of em-

ployees who work remotely in crisis, we consider

the most optimal forms and methods of its de-

velopment to be active group methods adapted to

Professional Stress Prevention Program for Employees Working Remotely in Crisis

the speciﬁcs of a remote form of interaction in a

virtual learning space. These are thematic group

discussions (rooms in Zoom), brainstorming (on-

line boards Google Jamboard, Mentimeter), mini-

lectures (Zoom, BigBlueButton, Google Meet), situa-

tional role-playing games, individual and group exer-

cises (Zoom), tasks for individual independent works

(Google Classroom), etc.

Exercises that ensured the development of per-

sonal resources of employees who work remotely in

crisis, in accordance with the components we iden-

tiﬁed and were included in the modules, developed

by us personally or borrowed from other authors

and modiﬁed by us in accordance with the goals

and objectives of the program (Greenberg, 2008;

Karamushka and Gnuskina, 2018; Leonova, 2016;

Pankovets, 2006; Pinyuhina et al., 2015).

To create a comfortable, trusting atmosphere of in-

teraction and communication, relieve emotional ten-

sion, and unite the group at the organizational and

preparatory stage, techniques were used to get to

know the group members, determine the goal and

tasks, develop and approve the rules of interaction,

and study the expectations from participation in the

program. This was achieved by the use of icebreaker

exercises, during which, for example, the participants,

answering the questions: “I think that I...”, “Others

think that I...”, “Actually, I...”, invented three imagi-

nary characters, heroes, animals and then introduced

themselves in a circle.

Elaborating on the content of the ﬁrst module

“Cognitive component of personal resource as a factor

of prevention of professional stress”, the participants

were asked to describe and analyze problematic sit-

uations of professional activity concerning the main

factors of the development of stress, using the follow-

ing questions:

• regarding the “signiﬁcance of the situation”:

What is valuable for me that I will lose if I refuse

to perform this activity or from being in this situ-

ation?

• regarding “uncertainty”: What do I not know

about this situation? What information do I need?

What am I missing to cope? How should I act?

• regarding the “load”: What resources (effort,

funds) will I lose or do I need to cope with the

situation? At what cost can I succeed in this dish?

• regarding “risk”: What valuable for me will I lose

if I take the wrong steps?

• regarding the “rush”: How much time do I need

to deal with the situation? How much time am I

willing to devote to this matter? (signiﬁcance of

the situation, uncertainty, load, risk, rush).

This approach helped carry out a detailed cogni-

tive analysis of professional situations in crisis con-

ditions to reduce emotional tension and awareness of

ways and personal opportunities to solve difﬁcult cir-

cumstances.

Within the deployment of the second module “The

role of the communicative component of a personal

resource in overcoming professional stress in crisis

conditions”, the work was aimed at ﬁnding and devel-

oping means of social support. Thus, the participants

were invited to join mini-groups in Zoom Breakout

rooms and discuss and write down what are the pos-

itive and negative aspects of communication in a re-

mote format in these challenging conditions.

Self-study of this module consisted of the tasks of

providing and asking for social support. For example,

talking to someone close to them about a difﬁcult situ-

ation they are in, talking about their experiences using

the I-statement technique, and providing constructive

feedback.

Self-regulation techniques, goal-setting tech-

niques and others were suggested for the develop-

ment of the willpower and perseverance of employ-

ees. Thus, performing the “Fortress” technique, the

participants were offered, divided into small groups

of 4-5 people, to create a security fortress in Google

Jamboard, using any of the board’s available tools.

During the task, it was necessary to think of a group

answer to the following questions: “What emotions

and feelings accompanied the process of creating the

fortress?”, “What material is the fortress built from?”,

“How strong are the walls of your fortress?” If it is not

enough – “Who can help make them stronger? / How

can they be strengthened?”, “Who (or what) does the

fortress protect?”, “What resources/things make the

inhabitants of the fortress stronger?”, “Who defends

the fortress from enemies?”, “What will you take with

you to the fortress?”.

The setting goals and developing steps to achieve

them technique was also used. For this, the partic-

ipants independently determined the best result they

enjoy to gain (the best purpose) in four areas: health,

work, family (relationships with a loved one, chil-

dren) and personal development. If desired, the

spheres could be changed in accordance with one’s

own priorities. Next, on a scale from 1 to 10, the cur-

rent level of satisfaction with each area was recorded.

After that, it was necessary to write down 3-5 easy,

real steps that will help move one position closer to

the goal.

The basis of tasks for self-study in this module

was based on the statement that repeated mental states

gradually change the corresponding personality prop-

erties (Maksymenko et al., 2015). And the main prin-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

ciple of managing mental states is the analysis, se-

lection and use of self-regulation methods. Accord-

ingly, the participants were offered to independently

compile a list of available and desirable methods of

self-regulation, using the list: autogenic training (self-

suggestion), breathing techniques, muscle relaxation,

physical exercises, meditation, visualization (use of

positive images), etc.

In the process of mastering the tasks of the fourth

module “Development of the motivational sphere of

personal resource as a factor of preventing profes-

sional stress of employees”, it was suggested to in-

dividually perform the exercise “I want, I can, I will

be in professional activity’ (Kamenyukin and Kov-

pak, 2004) when each participant continued unﬁn-

ished sentences about his/her professional activity:

• “I want to work...” (desire).

• “I can at work...” (abilities and opportunities,

unique ability).

• “I will be at work...” (plans).

After that, there was a discussion about the partic-

ipants’ analysis of the correspondence between their

desires and opportunities for self-realization in the

professional sphere. The value and relevance of the

proposed exercise lie in ﬁnding and identifying one’s

own internal resources that will help achieve success

in professional activities.

The independent work on this module included

the task of analyzing the motives of professional ac-

tivity in crisis conditions, answering the question:

“Why do I work in such difﬁcult times?”. Another

task was to recall some stressful events that happened

in the last year and analyze the motives of one’s own

behaviour under the inﬂuence of a challenging situa-

tion.

The developed program for the prevention of pro-

fessional stress for employees who work remotely in

crisis was based on a combination of the following

components:

• educational, training and development compo-

nents;

• agreement and compliance with the rules of group

interaction;

• determination of the goals of each stage of the

program;

• creation and maintenance of greeting and farewell

rituals unique to the group;

• verbal reﬂection, which created favourable condi-

tions for the development of cognitive, commu-

nicative, volitional and motivational components

of the personal resource in countering challenging

circumstances.

60 employees who were forced to work remotely

took part in the approbation of the program, of which

30 were in the experimental group and 30 were in the

control group.

At the end of the approbation of the program, the

participants were asked to answer the questions of the

questionnaire again regarding the determination of the

level of subjective perception of professional stress,

the results of which are presented in table 3.

Table 3: Distribution of respondents of the experimental re-

garding the levels of individual perception of professional

stress before and after approbation of the program.

Levels of individual

perception

of manifestations

of professional stress

Number of respondents

in %

Before ap-

probation

(I stage)

After ap-

probation

(II stage)

practically absent 10.0 23.3

insigniﬁcant 23.3 30.0

medium 36.7 26.7

pronounced 20.0 20.0

great pronounced 10.0 0.0

As shown in table 3, a comparative analysis of the

individual perception of the manifestations of profes-

sional stress of employees working remotely in cri-

sis conditions, as a result of the preliminary approba-

tion of the program, testiﬁes to the effectiveness of the

proposed program for participants (statistically signif-

icant differences at the level of p < 0.01 according to

the sign criterion). At the same time, no statistically

signiﬁcant differences were found in the indicators of

individual perception of professional stress in the con-

trol group. The obtained results indicate the need its

wider implementation with different categories of em-

ployees in the postgraduate education system.

5 CONCLUSIONS

Stress as a reaction to a difﬁcult life situation is seen

as a result of individual interaction with the environ-

ment, individual adaptive response to the complica-

tion of the situation or a special class of states that

reﬂects the mechanisms of regulation of activities in

difﬁcult conditions.

Professional stress can be deﬁned as a speciﬁc

form of violation of physiological and mental activ-

ity, which occurs in response to the negative impact

of the professional situation, and which is due to in-

dividual psychological and personal characteristics of

employees.

Personal qualities of employees play a very impor-

Professional Stress Prevention Program for Employees Working Remotely in Crisis

tant role in the occurrence of professional stress. They

are the buffer that mediates the impact of stressors,

increasing their action, or inhibiting it, negatively af-

fecting the mental health of employees and the quality

of their professional activities.

The inﬂuence of stressors is signiﬁcantly en-

hanced in the forced transition to remote work, caus-

ing violations in the cognitive, communicative, voli-

tional and motivational components of personality re-

sources of employees of the organization, which ac-

quire their speciﬁcs depending on gender, age and

professional characteristics of employees.

Therefore, personal factors should be taken into

account in the prevention and coping of professional

stress, developing the ability of employees to con-

sciously and actively manage stress and counteract

stressors.

A program for preventing professional stress for

employees who work remotely in crisis has been

developed, and several principles and psychological

conditions for its implementation have been substan-

tiated.

The approbation of the program, which consisted

of four modules corresponding to the cognitive, com-

municative, volitional and motivational components

of the personal resource, proved its effectiveness. The

results of the analysis of the distribution of respon-

dents regarding the levels of individual perception of

professional stress before and after the approbation

are evidenced. Accordingly, the need for broader im-

plementation for various categories of workers in cri-

sis is actualized.

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