Abstract
Emotional burnout among psychology students has specific characteristics. 1) Background: This condition results from the nature of the profession, which involves constant interaction with people, requiring sociability, empathy, and a strong professional identity. There are also particular features of emotional burnout in junior and senior psychology students. The differences in burnout between students at various academic levels have not been sufficiently studied. Additionally, methods for preventing mental health issues in students using cognitive-behavioral therapy have not been extensively researched. This study aims to examine the specific aspects of emotional burnout in junior and senior students and to correct their mental state through cognitive-behavioral therapy. 2) Methods: The research employed a pedagogical experiment, Spearman correlation analysis, Holland’s Vocational Interest Test, cognitive-behavioral therapy, Rational Emotive Behavioral Therapy (REBT), Cognitive Behavioral Art Therapy (CBAT), and cognitive therapy, which focuses on the connection between thoughts, feelings, and behaviors. 3) Results: The study found that emotional burnout in junior students is primarily associated with academic reasons, whereas in senior students, it relates to professional identity and competence in psychological practice. 4) Conclusion: The novelty of this research lies in the comparative analysis of the phases of emotional burnout among psychology students, identifying the causes of their mental states, and applying the latest cognitive-behavioral therapy methods.