Future Border Guard Research Articles

Методичні рекомендації щодо активізації мисленнєвої діяльності майбутніх офіцерів-прикордонників під час навчання

The experience of teaching the authors the basics of exact sciences, which contribute to the formation of logical thinking and intellectual abilities of cadets, testifies to the problem of low level of their interest and educational activities. The issue of finding ways to increase the motivation and activation of thought activity of future border guard officers while studying the basics of exact sciences is relevant. The introduction of the military-border component in the process of teaching fundamental disciplines helps to increase the motivation of cadets and intensify their thought activity, forms analytical skills and the ability to think logically that in further professional activities will help quickly make correct, adequate situations, sound decisions. The most successful form of organization of such professionally oriented training is laboratory work, during which future border guard officers solve problems of applied content. The article considers methodological approaches to the introduction of the military-border component in the educational process of training future border guard officers. The content of the cycle of laboratory works on the basics of information processing, the implementation of which will lead to the formation of motivation and activation of thought activity of cadets. Examples of practical tasks of military-border direction for performance in laboratory works that require knowledge, skills and abilities of cadets acquired during the study of the module "Fundamentals of Statistical Analysis" on the basics of information processing are given. The authors of the article present the content of tasks that are assigned to self-performance, and which are close to those that may arise during the performance of professional duties by border guard officers, as well as the criteria for evaluating reports on laboratory work. The use of the presented tasks in laboratory classes helped to improve the quality and success of the study of the discipline "Fundamentals of Information Processing". Іn the future it is planned to develop and test a similar cycle of laboratory work for teaching elective courses in the educational program "Organization of engineering and technical units of the State Border Guard Service of Ukraine" such as operations research, systems analysis, mathematical programming. Key words: thought activity, training, future border officers, military border component, laboratory work

Pedagogical Conditions of Conflict Management Readiness Formation of Border Guard Officers

The article is dedicated to the research of the problem of forming conflict management readiness of future border guard officers. The concept "conflict management readiness of future border guards" has been defined. The structure of conflict management readiness of a border guard officer has been determined, which consists of motivational, operational and predictive components. The main criteria for assessing the motivational component of conflict readiness are motivational and regulatory, for operational - cognitive and operational, for predictive component - communicative and prognostic. The study proves that formation of conflict management readiness of future border guard officers is effective if the educational process at a higher military educational institution encompasses the following pedagogical conditions: creation of a favorable socio-psychological climate for the development of the experience of constructive resolution of conflict situations; the use of incentive measures to develop cadets' motivation for constructive resolution of conflict situations; enrichment of the content of professional training of future border guard officers with special knowledge about the nature, structure, functions of conflicts and mechanisms for their prevention and resolution; gradual acquisition by cadets of knowledge and skills of conflict management; ensuring a high level of psychological and pedagogical competence of teaching staff and leaders of training units of higher military educational institutions. Based on the Sectoral Qualification Framework for border guarding in European Union and Common Core Curriculum for training European border guards was developed a curriculum of the training course "Conflict Management in a Border Guard Unit" at the National academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi. The results of the pedagogical experiment showed effectiveness of the defined pedagogical conditions to form conflict management readiness of future border guard officers. The distribution of cadets by levels of conflict management readiness formation in experimental groups at the end of the forming experiment is characterized by a decrease in the number of cadets with a low level (from 48.81% to 21.01%), as well as an increase in the number of future officers with a high level of conflict management readiness formation (from 4,76% to 26,19%). As for the control group, there were less significant changes regarding the level of conflict management readiness formation.

Перспективні напрями євроатлантичної інтеграції системи професійної підготовки персоналу Державної прикордонної служби України

The purpose of the article is the definition of prospective areas of Euro-Atlantic integration of the system of professional training of future border guard officers on the basis of the National Academy of the State Border Guard Service of Ukraine. Results. The article reveals perspectives of Euro-Atlantic integration of the system of professional training of the personnel of the State Border Guard Service of Ukraine. The considered perspective directions envisage joining the system of joint training of specialists of various subjects of border guard activity in order to increase the level of interoperability of the personnel of the State Border Guard Service of Ukraine on the basis of NATO standards. It has been determined that it is necessary to carry out wide consultations with representatives of NATO and NATO member states on the implementation of training programs for personnel training on issues within the competence of the Ukrainian Border Guard Service, ensuring the participation of National Academy in new research projects between Ukraine and NATO, obtaining grants for research support. It was found out that in the conditions of introduction of informal models of education in the Ukrainian system of training of border guards of various specialties it is necessary to introduce experience of NATO countries on development and carrying out of trainings on relevant subjects, especially on formation of foreign language professional competence of border guards according to STANAG 6001. Practical implications and value. Modernization of the technical component of the educational process of a higher military educational institution includes: creation of an internal educational network on border security and management, introduction of a platform for information exchange and communication between national and foreign educational institutions; creation of a virtual contact center to provide video conferencing; intensive use of mobile learning, introduction of electronic tools, virtual simulators and simulators for use by teachers in personnel training. Key words: the Euro-Atlantic integration, border guards, integrated training, NATO standards, interoperability.

Criteria and indicators of professional experience formation of future border guard officers in the process of military and border guard practical training

The article is devoted to the definition of criteria, indicators of the professional experience formation of future border guards in the process of military and border guard practical training. Criteria for the professional experience formation of future border guards in the process of military and border guard practical training have been defined as follows: value and personal (indicators: the formation of personal qualities; expression of value orientations of the individual; awareness of the importance of professional activity), motivational and functional (indicators: motivational activity; attitude to professional activity; responsibility for own actions), activity and reflexive (indicators: ability to apply the acquired professional experience; ability to reflect in the assessment of own actions; self-assessment of own behavior and own decisions). According to the criteria and indicators, three levels of professional experience of future border guards in the process of military and border guard training have been identified: high, average, low.

Research and experimental work on managerial competences formation in future border guard officers

The authors analyse the results of the research and experimental work on managerial competencies formation in future border guard officers in the process of studying the academic subjects within the military and border-oriented training module. Particular attention is paid to the conditions and factors that ensure the representativeness of the sample and the representativeness of the results. Based on the results of the research and experimental work, the authors conclude that their proposed methods and pedagogical conditions for managerial competencies formation in future border guard officers in the process of studying the academic subjects within the military and border-oriented training module are effective and allow to optimize this process. Convinced by the results of the research and experimental work in the presence of significant differences in the average values of the levels of management competencies formedness before and after the experiment, the authors proved the effectiveness of the work in terms of managerial competencies improvement in future border guard officers.

Special tactical training of future border guard officers in higher education institutions

The purpose of the article is to reveal the particularities of special tactical training of future officers of the State Border Guard Service of Ukraine in the departmental institutions of higher education. The Special Tactical Training is understood as training of the officers of the State Border Service of Ukraine to act with weapons in various situations of operational and service activity. The discipline allows to perform comprehensive assessment of cadets’ readiness to carry out service duties for the protection of the state border, including the specifics of mobile units’ missions. To create real-life conditions, airsoft equipment and interactive shooting complexes of the "Laser Tag" type, multimedia shooting complexes, etc. are widely used. The results of the study confirm that the conditions for conducting such training in the border guard higher education institutions should be brought closer to the real situations, taking into account the specifics of operational and service activity at the border.

Experimental results on the developing personal security skills of future border guard officers

The purpose of the article is to verify the effectiveness of pedagogical conditions for the development of personal security skills of future border guards. Various diagnostic methods, introduced in the research, allowed to prove the effectiveness of the application of the developed pedagogical conditions and to adjust the methods of their further implementation. Much attention was paid to the comparison of results in the control and experimental groups separately for each criterion, as well as for the complex criterion. The authors generalized, systematized and theoretically analyzed the results of experimental work. The analysis of the results of the experimental research testifies to the effectiveness of the pedagogical conditions developed and implemented in the educational process of the National Academy of the State Border Guard Service of Ukraine (NASBGSU) for the development of personal security skills of future border guards.

Professional Physical Training of Future Border Guards

The improvement of professional military education is the most important part of reforming state power departments. One of its components is the professional training of cadets in higher military educational institutions. One of the key places in this process belongs to the physical training of cadets, which is aimed at forming their readiness to achieve tasks of professional military training. Therefore, the current research aims to theoretically justify and experimentally verify the effectiveness of the programme for professional and personal physical training of future border guards. Based on the results of the initial survey, two groups of cadets were formed (only 419 individuals). The control group (210 individuals) and the experimental group (209 individuals) included cadets with approximately identical indices of a functional state. After conducting a pedagogical experiment based on the designed model for increasing physical readiness of future border guards for professional activity, the proposed programme for professional and personal physical training of future border guards was proved to be highly effective. Indeed, 94% of cadets completed the experimental programme, successfully passed an annual medical examination and met the established standards of physical training during the covered period of training. A vital index increased by 10.8%, overall working capacity (based on the results of a step-test) – by 18.7%, maximum voluntary ventilation – by 20.1%, heart rate recovery – by 19.4%.

METHODOLOGY OF TEACHING THE STUDY-TECHNOLOGY DISCIPLINE TO FUTURE BORDER OFFICERS

The purpose of the article is to analyze the content of the methodology of teaching the course «Start-up-technology» to future border guards. Applied research methods: search and bibliographic (for systematization and organization of the source base; system and subject analysis (to clarify the content of scientific and pedagogical concepts and categories in accordance with the research problem); analysis of scientific and methodological literature, dictionary and reference literature). The article highlights the specifics of the methodology of teaching the discipline «Start-up Technology» to future border guards. The authors touched upon the problems of the quality of higher education in Ukraine, and in particular higher military education. A number of scientific works on the research problem are analysed: publications, monographs, and dissertations. The essence of the methodology of teaching «Start-up-technologies» the authors revealed on the example of the specialty «Telecommunications and Radio Engineering» at the Border Academy. The main features of the methodology are: construction of the working program of the prescribed discipline, taking into account the content of the professional activities of border guards; the distribution of classroom hours was carried out in such a way that most of them provided practical training for future border guards. Approximately 26 teaching hours out of 46 classroom classes are practical classes, the rest are lectures and seminars; a wide range of pedagogical technologies was used during practical and seminar classes with future border guards: from interactive conversations to collaborative technologies; ensuring interdisciplinary communication, as «Start-up technologies» are related to the disciplines «Philosophy», «Political and economic systems», «Project management» and others; use of managerial potential of academic discipline, in order to form the ability to make decisions and awareness of responsibility for these decisions; formation of a new style of thinking, demonstrated by the owners of start-ups around the world; expanding the worldview of border cadets; ensuring the education of future border officers, in particular such qualities as tolerance, restraint, etc.

Professional culture of future border guard officers: stages of formation

The article outlines the importance of forming a professional culture of future Border Guard officers, which regulates their behavior and professional duties and determines officers’ interaction with the world around them. The study reveals the ways of forming professional culture of the cadets of higher military educatonal institution in ceveral stages: familiarization (I year), formation (II year), realisation (III year), individualization (IV year). The authors sustantiate the expediency of studying the history of socio-political thought and modern military literature by cadets at the second stage of professional culture formation. At the third stage the major importance is given to the formation of skills to work with information and countering enemy propaganda. At the fourth stage it is proposed to form knowledge and skills to counter hostile information influences, using project and research methods, conduct professional communication, study the problems of leadership and management of the border guard unit, develop future Border Guard officers creative thinking.

Pedagogical Conditions of Organizational Culture Formation of Future Border Guard Officers

The article presents the study of the effectiveness of pedagogical conditions of organizational culture formation of future border guard officers, as well as the essence and features of its content. It has been found out that organizational culture is a professionally important quality of future border guard officers, which covers knowledge about the mission and values of the border guard agency, ability to maintain and contribute to the harmonized work of the border guard unit and is expressed through adhering to professional standards in interpersonal interaction and in performing border security tasks, as well as in self-organization and mobilization. In the conditions of higher military educational institution it is recommended to intensify the value-motivational attitude of cadets to learn current issues of organizational culture of the border guard officers; to develop their abilities and skills of team work by introduction of social and psychological training; to apply modern dialogic forms, methods and interactive technologies of training for the development of skills of professional communicative interaction; to develop cadets’ organizational abilities, managerial decision making skills and leadership by gradually introducing into the educational process professionally oriented situational tasks, gradually complicating content with each course. The results of the pedagogical experiment regarding formation of organizational culture of future border guard officers in the course of their professional training are described in detail.

Online learning facilitation in border guards’ foreign language training

The study aims to analyze the effectiveness of teaching English online to cadets of the border guard educational institutions using learning facilitation techniques in order to enhance the effectiveness of foreign language training of future border guards within the system of distance learning. The research has revealed the peculiarities of organization of online facilitation skills development for the border guard trainers in European Union border guard agencies under the auspices of European Border Guard Agency. The modern online learning facilitation forms, methods and tools used for teaching future border guards English language have been presented. The effectiveness of the acquired by border guard trainers' facilitative skills was tested during an Intensive Online English Language Course for Border Guards at the National Academy of the State Border Guard Service of Ukraine. Analysis of the results of employing facilitative methods and techniques during the course provide their effectiveness. According to the results, the average score of the participants increased from 3.98 to 4.23. The obtained results testify to the efficiency of the facilitation skills development of the trainers of the Border Guard agencies.

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This article outlines the work on development of leadership potential of the US and separate European countries border guards. It elaborates in detail the significance of the officer leadership potential, importance of the leadership in the border protection system. There are enlightened the main lines of work on development of personal attributes of the border guard officer as a leader, specific features of his leadership skills formation, psychological basis of leadership training. The author discloses the programs of leadership development, being deployed in the Federal Training Center of the US Customs and Border Protection. The "Leadership in a crisis environment" training program is based on the research studies and is supposed to help law enforcement officials to raise the level of leadership skills required in crisis. This program focuses on the basic concepts of communication, cooperation, critical thinking and the features of decision-making. It provides for the creation of an environment that shapes the ability of participants to apply leadership qualities, interpersonal communication and decision-making skills in a crisis situation. In its turn, the "Leadership through Understanding Human Behavior" training program helps participants better understand themselves, interpersonal dynamics, and how their strengths and weaknesses and roles in working groups and teams affect mission outcomes. The program provides for the development of self-consciousness, the ability to recognize behavioral styles to establish relationships, required for the creation of more effective working groups and teams. There presented the topics of the "Security and Border Management Courses for Senior Leaders" for middle and senior border officers at the OSCE Border Management Staff College. It is found that in order to develop the leadership potential of border officials, foreign countries apply an integrated approach to training, paying attention to the formation of analytical thinking, the acquisition of professional management skills and abilities. In the training methodology, theoretical and practical classes, situational tasks, business games, trainings are widely used. Taking into account foreign experience, in order to increase the managerial level of future border guard officers, it is proposed to familiarize them with what it means to be a leader, how to organize work in a team, how to manage subordinates and be responsible for leading the border unit. There also outlined the importance of research on the leadership potential of the border guard officer, leadership in the border protection system, the characteristics of the officer as a leader of the border unit. Key words: vocational training, leadership, leadership potential, border guard officer, management, border protection.

PROFESSIONAL THINKING DEVELOPMENT PROGRAM OF THE FUTURE BORDER GUARD OFFICERS

The article reveals the structure and content of the experimental program for the professional thinking development of the future border guard officers in the professional training system at the higher military educational institution (HMEI). The program consists of three parts: theoretical, practical-developmental and emotional-reflexive ones. It is a complex of purposeful influence of the teacher on the cognitive, needs-motivational, emotional and the operational spheres of the future border guard officers. The program is based on the conceptual provision of the problem-based learning theory as a student activities management by academician Yu. I. Mashbyts. It includes the model which consists of the diagnostic, developmental and effective stages. The teacher’s and cadets’ role is taken into consideration while realizing the “subject-subject” interaction in the professional thinking development process. It is recorded the peculiarities of the professional activities of the border guard officers, the psychological learning mechanisms, the studying motives formation, age, gender and individual characteristics of the cadets based on the psycho-diagnostic testing; the cognitive interests of the learning subjects, orientation of the future border guards as for the tasks understanding process, etc. The program usage is aimed at the mental teaching subjects actions developing while the problem-solving, attention, operational memory and thinking speed in order to acquire the mental operations skills and habits of the professional problem-solving abilities; the neuro-psychological endurance developing and professional vigilance; the expectation state, optimal working and transition psychological states, as well as the other special skills and habits. The experimental verification program results have testified about the rise і n the future border guard officers’ knowledge level, their skills and habits of the professional thinking and mental fulfillment operations in the significant psychological stress conditions. Key words: program, professional thinking development, psychological training, model, future border guard officers. Accepted: 10.06.2020 Reviewed: 25.06.2020 Published: 29.06.2020 DOI: h ttp://doi.org/10.31108/3.2020.4.2. 10

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА РЕЗУЛЬТАТИВНОСТІ ПЕДАГОГІЧНИХ УМОВ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГОТОВНОСТІ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ ДО РОБОТИ З ПЕРСОНАЛОМ

Стаття представляє проблему формування професійної готовності до роботи з персоналом майбутніх офіцерів-прикордонників.
 Представлено тлумачення поняття «готовності до виконання діяльності», а також сутність поняття «професійна готовність майбутніх офіцерів- прикордонників до роботи з персоналом». Необхідність обґрунтування педагогічних умов формування професійної готовності до роботи з персоналом майбутніх офіцерів-прикордонників зумовило потребу чіткого виокремлення змісту понять «умова» та «педагогічна умова». Розкриваються суттєві ознаки поняття «умова».
 На підставі аналізу змісту поняття «професійна готовність до роботи з персоналом майбутніх офіцерів-прикордонників» та специфіки їх професійної діяльності, автор виокремив педагогічні умови щодо її формування, а саме: розвиток в майбутніх офіцерів-прикордонників умінь і навичок роботи з персоналом на основі контекстного навчання; відбір та структурування змісту навчальних дисциплін відповідно до завдань та особливостей роботи з персоналом у ДПСУ; активізація мотиваційно-ціннісного та рефлексивного ставлення майбутніх офіцерів-прикордонників до роботи з персоналом; підготовка науково-педагогічних працівників до навчання майбутніх офіцерів-прикордонників щодо формування умінь і навичок роботи з персоналом.
 В статті детально розкривається суть, зміст, методи впровадження та обґрунтування вибору кожної педагогічної умови безпосередньо. Також конкретно вказано шляхи завдяки яким стає можлива реалізація окремо взятої педагогічної умови.
 Зазначено про результати педагогічного експерименту щодо перевірки ефективності педагогічних умов формування професійної готовності до роботи з персоналом майбутніх офіцерів-прикордонників. Вказано яким чином проводилося оцінювання ефективності кожної педагогічної умови та які методи математичної статистики використовувалися на певному етапі дослідження.

НАВЧАННЯ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ ПРАВИЛЬНОГО ОФОРМЛЕННЯ БОЙОВИХ ГРАФІЧНИХ ДОКУМЕНТІВ ЗА СТАНДАРТАМИ НАТО

У статті представлено результати експериментальної перевірки ефективності навчання майбутніх офіцерів-прикордонників правильного оформлення бойових графічних документів за стандартами НАТО. З’ясовано, що труднощі, на які натрапляють науково-педагогічні працівники вищих військових навчальних закладів під час викладання навчального матеріалу, пов’язані з низьким рівнем володіння іноземною мовою як викладачів, так і курсантів, нормативною невизначеністю (недосконалістю) методичних підходів до використання графічних умовних знаків для відображення відповідної інформації в різних документах і програмних продуктах, а звідси й суперечливим трактуванням вимог до бойових графічних документів на кафедрах і факультетах.Експериментально встановлено, що рівень ефективності навчання майбутніх офіцерів-прикордонників правильного оформлення бойових графічних документів за стандартами НАТО значно підвищується за умов проведення тематичних тренінгів (взаємного відвідування занять викладачами зацікавлених кафедр) зі спеціального перекладу, на які залучається науково-педагогічний склад і курсанти, напередодні практичних занять за визначеною тематикою; постійного обговорення під час методичних заходів (конференцій, спільних нарад, комплексних інструкторсько-методичних занять тощо) результатів порівняльної характеристики нормативних документів, що регламентують порядок використання бойових графічних документів силовими відомствами країн НАТО та України; регулярної участі у міжнародних навчаннях й інших релевантних заходах науково-педагогічного складу з подальшою підготовкою звітних матеріалів (бюлетенів передового досвіду) з метою опрацювання чітких вимог до оформлення та використання бойових графічних документів за стандартами НАТО під час проведення всіх видів занять з майбутніми офіцерами-прикордонниками.

ДІАГНОСТИЧНИЙ АПАРАТ ДЛЯ ВИЗНАЧЕННЯ СФОРМОВАНОСТІ ГОТОВНОСТІ ОФІЦЕРІВ-ПРИКОРДОННИКІВ ДО ЗАСТОСУВАННЯ МЕТОДІВ АНАЛІЗУ РИЗИКІВ В ОПЕРАТИВНО-СЛУЖБОВІЙ ДІЯЛЬНОСТІ

У статті на основі узагальнення результатів аналізу психолого-педагогічної літератури та урахування компонентного складу готовності майбутніх офіцерів-прикордонників до застосування методів аналізу ризику в оперативно-службовій діяльності визначено діагностичний апарат для з’ясування стану сформованості цієї професійно важливої властивості, а саме розроблено критерії, показники та представлено характеристику відповідних рівнів її готовності. Автором запропоновано три критерії, які характеризують структурні компоненти готовності до застосування методів аналізу ризиків, зокрема особистісний, когнітивний і діяльнісний, та відповідні їм показники. Особистісний критерій стосується особистісних характеристик курсантів, без яких неможливо належним чином виконувати завдання з охорони державного кордону. Йдеться про такі професійно важливі якості, як уміння оцінювати обстановку, здатність виконувати швидкі та одночасно ефективні дії у стислі терміни, здатність до критичного мислення, належний рівень пізнавальних психічних процесів, емоційно-вольова стійкість та інші. Мотиваційний критерій готовності до застосування методів аналізу ризиків в оперативно-службовій діяльності стосується мотивації професійної діяльності майбутніх офіцерів-прикордонників до застосування цих методів, відображає інтерес майбутніх офіцерів-прикордонників до застосування методів аналізу ризиків в оперативно-службовій діяльності, ступінь задоволеності її результатами.Когнітивний критерій характеризує сукупність знань про специфіку організації інформаційно-аналітичної діяльності, організації системи управління ризиками в ДПСУ, особливості координації організації та провадження аналізу ризиків; оцінки інформації та джерела інформації для аналізу ризиків. Когнітивний критерій дозволяє охарактеризувати знання майбутніх офіцерів-прикордонників, необхідні для застосування методів аналізу ризику в оперативно-службовій діяльності.Визначення критеріїв дозволило виокремити три рівні сформованості у майбутніх офіцерів-прикордонників готовності до застосування методів аналізу ризику в оперативно-службовій діяльності: низький, середній та оптимальний. У статті представлена якісна характеристика кожного рівня.

PROFESSIONAL TASKS CLASSIFICATION IN THE TRAINING SYSTEM OF THE FUTURE BORDER GUARD OFFICERS

The article deals with the description of the professional tasks classification of the future border guard officers educational system. The tasks classification has been developed on the basis of: 1) the national and foreign scientists analysis views on the essence of such concepts as «task» and «thinking strategy», and 2) psychological analysis of the personnel of State Border Service of Ukraine (SBGS) professional activity. It has been revealed that the components of the thinking strategy as the personal formation, are the following thinking actions as situation analysis, evaluation of new information, choice of research objects, choice of landmarks, the creative behavior planning, hypotheses forecasting development and plans of problem-solving, possibilities of deep reorientation at the activity conditions, ready-made solutions preparation as to the problem and decisions making. It has been stated that the professional tasks classification is the first and foremost necessary to identify the external and internal signs of learning problems particular types, their specific properties and to determine the nature of the cadets thinking activity, the choosing of the appropriate thinking strategies caused by a particular type of educational and professional tasks. The classification also allows instructors to manage the learning cadets activities while the professional training process as well as to define the educational tasks (according to Mashbits Yu. I.), in order to activate their professional thinking development. The border guard officers thinking actions are inherent in such thinking strategies as analyzing, combining and reconstructing, which make the most meaningful contribution in our opinion to the solution of educational and professional tasks while the SBGS institutions educational conditions of the effective professional decision-making learning with the aim of the state border security and protection. It has been taken into consideration all the mentioned above aspects in the development of the educational and professional tasks classification for the future border guard officers to increase their professional thinking. The authors classification consists of the procedural, communicative, practical, and problem-solving (non-standard) tasks on taking the decisions. &nbsp

RESULTS OF THE EXPERIMENTAL VERIFICATION OF THE PROFESSIONAL COMPETENCE FORMATION PROGRAM OF THE FUTURE BORDER GUARD OFFICERS

The article touches upon the results of the experimental study of the psychological features of the professional competence formation of the future border guard officers. The results of the analysis of the levels of the professional competence formation of the graduating officers of the National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnitsky (hereinafter - NASBGSU) have been revealed on the example of two groups: the control group (the border guard officers- 2014-2015 graduates) and the experimental one (the border guard officers - 2018 graduates) . The assessment of the levels of professional competence formation was carried out on the basis of the responses of their direct commanders (the heads of the border guard departments, the heads of the state border protection bodies). The responses for the graduating officers were formed in accordance with the following basic criteria: 1) professional knowledge, skills in the areas of activity; 2) professional competences and the level of their mastering; 3) characteristic aspects in the professional training of the graduate officer; 4) disciplinary practice; 5) prospect of promotion. The statistical verification of the study results was performed using the multifunctional statistical Fisher angular transformation criterion. Because of the implementation of the professional competence formation program in 2017, the following results were obtained in the NASBGSU educational process: the percentage of persons with the excellent and good indicators increased significantly. The reliability of the mathematical calculations was 96-97%. Keywords: experimental results, professional competence formation program, border-guard officer, psychological features. Accepted: 10.03.2020 Reviewed: 28.03.2020 Published: 03.04.2020 DOI: http://doi.org/10.31108/3.2020.4.1.2

ФОРМУВАННЯ МОРАЛЬНО-ВОЛЬОВИХ ЯКОСТЕЙ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ ДЕРЖАВНОЇ ПРИКОРДОННОЇ СЛУЖБИ УКРАЇНИ

У статті обґрунтовується необхідність і можливість формування морально-вольових якостей майбутніх офіцерів-прикордонників Державної прикордонної служби України (далі – ДПСУ) в рамках навчально-тренувального комплексу. Мета – виявлення особливостей процесу формуванн морально-вольових якостей майбутніх офіцерів-прикордонників ДПСУ і визначення напрямів їх вдосконалення. Виділено бінарні психологічні стани: сприятливі і несприятливі, актуальні і потенційні. Виявлено важливу роль як внутрішніх психічних процесів, так і зовнішніх обставин діяльності в формуванні морально-вольових якостей.Нав едено класифікацію перед стресових станів, що виникають у службовій діяльності прикордонників, і розкрито їх зміст. В рамках комплексного підходу до рішення психологічних завдань окреслено основні компоненти методики формування морально-вольових якостей. Запропоновано методи, послідовність і психолого-педагогічні умови формування морально-вольових якостей у майбутніх офіцерів-прикордонників ДПСУ. У статті використані загальнонаукові (аналіз, дедукція) методи, методи психології (метод зовнішнього спостереження, порівняльної інтерпретації, бесіди) методи регуляції психологічних станів (рефреймінг, аутогенні тренування). Засоби навчально-тренувального комплексу включають психорегулююче тренування з використанням словесних формул, що викликають м’язове розслаблення, яскравих образних уявлень, що впливають на психічний стан; психотехнічні вправи, спрямовані на розвиток уяви, здатності концентрації уваги, підвищення завадостійкості; групові та індивідуальні бесіди, що сприяють формуванню інтересу до майбутніх занять щодо вдосконалення професійних навичок, підвищення обсягу знань про психологічну підготовку і її значенні.Морально-вольові якості як особистісні характеристики дозволяють усвідомлено регулювати прикордоннику свою поведінку і діяльність, що виражаються в умінні долати внутрішні і зовнішні труднощі при здійсненніцілеспрямованих дій і вчинків.