Along with psychological counseling and education of a specialist experiencing professional "burnout", mental supervision includes mental diagnostics of a teacher in a state of professional crisis, organization of work on reflexive self-diagnosis for the purpose of subsequent psychological correction of the model of professional activity based on the transformation of the mental structures of the consciousness of the specialist's personality.

The ability to effectively resist stressful situations in order to master the technologies of restoring working capacity, prevent and correct the formation of professional destructions is considered as an important professional skill of teachers and components of a modern complex innovative technology for organizing psychological support for teachers experiencing professional “burnout” - mental supervision.

The effective use of mental supervision is based on the knowledge of the regularities of the transformation of mental structures of consciousness, the understanding of their functional properties as regulatory automatisms. The full basis for the implementation of mental supervision is the mental resource of the personality, which is presented as the sphere of internal meanings of the individual, the sum of the spiritual forces accumulated and developed throughout life. The structural features of the mental resource are emphasized, their leading role as a regulator of self-optimization of a teacher in a state of professional “burnout”.

In the context of describing the functional-structural characteristics of an individual's mental resource, the possibility of using two independent correction strategies affecting the personality of a teacher experiencing a professional crisis was analyzed and evaluated, and the preferences of teachers themselves regarding the choice of a psychocorrectional method of influence were analyzed.