PSYCHOLOGICAL PREVENTION OF PROFESSIONAL CRISIS LEARNING IN THE CONTEXT OF BEHAVIORAL

The purpose of the article. The purpose of the article was to find protection against the negative consequences of the professional crisis of education, which would be based on moral values and contribute to the integration of constructive ideas of past generations into the present. Methods. It is proposed to implement the idea of psychoprophylaxis using historical methods. The results. The factors of the crisis in the professional training of applicants for economic and military specialties are characterized. The peculiarities of the structure of mental phenomena and the concept of psychological support of the process of psychoprophylaxis are considered. The need to implement a systematic approach based on empirical data, including research aimed at harmonizing the psychological state, is emphasized. Scientific novelty. Empirical research has revealed the peculiarities of the social functioning of applicants of economic and military specialties. The practical significance. There are differences in the psychological well-being of specialists in economic and military specialties: they are characterized by a predominance of interest in history, which reflects interest in the profession, admiration for it; during a crisis, self-esteem and locus of control reach levels that indicate inadequate assessment and inability to use one's own strengths to achieve a goal. Psychological support of professional adaptation in this period involves determining the volume, quality and form of providing information about the enterprise, economy, division, specifics of activity, various services, about the team, its structure, traditions, group norms, social expectations. As a rule, such information comes to the adapting person in one form or another, in sufficient or excessive amounts, but without scientific justification. The conducted investigations allow us to draw preliminary conclusions. Indeed, the professional formation of students is accompanied by critical moments, the most difficult of which is the crisis of professional training, which falls on the 3rd year. Providing psycho-prophylactic help by applying the proposed historical-scientific method makes it possible to prevent extremely negative consequences that can deform the personality. Accordingly, further development and approval of the historical-scientific method of psychoprophylaxis against a wider background is necessary in order to recommend its use to teachers and students.