МОДЕЛЬ РАЗВИТИЯ ЖИЗНЕСТОЙКОСТИ КУРСАНТОВ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА МЧС РОССИИ

Abstract

The article is devoted to scientific rationale of the hardiness development model among cadets, integrated into the educational process at Saint-Petersburg University of the State Fire Service of EMERCOM of Russia. According to the authors, using this model would help to resolve the existing contradic-tions between the personality requirements in extreme conditions of their professional activities and practice that ensures the knowledge interiorization up to the level of competence. The model presents a system of practices distributed throughout all the cadets’ studying process in various organizational forms of the educational and out-of-school processes, such as lectures, seminars and practical classes, all types of practices, cultural and educational pro-jects, and psychological support of professional contingents of the State Fire Service of Emercom of Russia. The main methods are the following: Review and analytical method, document analysis, empirical method, modeling method, and probabilistic method. The model of the hardiness development is a phased process in which participants research their life world and ways of answering existential questions, development and imple-mentation of resilient practices in activities with subsequent reflection of self-consciousness and self-change experience. The content of the program includes two modules. The first module “Hardiness attitudes” is focused on understanding the universal conditions of human existence, existential data of being, semantic values self-determination. The purpose of the first module is to strengthen existential attitudes - risk acceptance, control, and engagement. The content of the second module is focused on three dimensions. These are psychological (self-knowledge and self-design), social (communicative skills), psychophysical (copping and self-regulation). Organizational forms of implementation the psychological mechanisms for resilience development are cognitive, activity and reflexive blocks. It is concluded that the use of the hardiness development model in educational process will contribute to the formation and development of psychological readiness of cadets to solve combat problems in extreme conditions by developing the capacity for mature and complex forms of self-regulation at the levels of existential attitude, psychological and psychophysical functioning of the personality, ability to make and implement decisions based on the existing knowledge and experience.