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Plan

• 1. What is "adaptive capacity"? Describe the forms of adaptive rearrangements 3
• 2. How to determine the level of health by biological age? 7
• 3. Briefly describe the history of the development of the doctrine of human health. Make a summary of the application of valeological knowledge in your own practice 11
• Literature 15

1. What is "adaptive capacity"? Describe the forms of adaptive rearrangements

As an integral criterion of health, the adaptive capabilities of the organism, which reflect the degree of its dynamic balance with the environment, are increasingly being considered. It is adaptation that is directly related to the background that ultimately determines the risk of developing diseases, and hence the level of health. Therefore, the approach to the quantitative assessment of the adaptive capabilities of the organism can be a key point on which the gradual assessment of health depends.

One of the necessary conditions for the preservation and development of human potential, both at the individual and at the social level, is the sustainability of human development.

The concept of sustainable development was proposed, or rather, formulated at the United Nations Conference on Environment and Development (UNCED) in 1992 in Rio de Janeiro. Initially, this concept was focused on solving the global problems of human survival against the backdrop of the interaction of nature and society. The history of the term “sustainable development” actually began with the Declaration of the UN Conference on the Environment (Stockholm, 1972), as well as with the work of the Club of Rome, when the problem of the negative consequences of technogenic transformations of socio-natural systems was clearly recognized and identified. The resulting UN International Commission on Environment and Development set the task of forming an appropriate program, for the name of which the concept of “sustainable development” was proposed, which was fixed as a term at the aforementioned UN Conference in Rio de Janeiro.

The unstable world and the world of unstable phenomena are fundamentally not the same thing. Let us note, with a certain degree of simplification, that the instability of some phenomena can give stability to the world in which they take place. Secondly, remember that “sustainable development” is an inaccurate translation of the English sustainable development (“supported development”). And, thirdly, let's also remember that, at its core, the concept of sustainable development was focused on the equilibrium convolution of two subsystems - humanity and the environment. And in this case, both sustainable development and sustainable development of the total system (humanity - nature) can be ensured, first of all, by adaptation processes - adaptive interaction of subsystems and updating of adaptive capabilities within each subsystem separately.

As G. Nicolis and I. Prigogine noted, “the main source that allows society to exist for a long time, to be updated and find original ways of development, is its adaptive capacity.” Conjugating this statement with our previous reasoning, it is natural to conclude, or, let's say more carefully, to assume that the actualization of adaptive capabilities is a necessary (and, under certain consideration, sufficient) condition for sustainable human development.

Let's call these possibilities adaptive potential. With such a nomination, it would be quite logical to involve the concept of human potential in further similar studies, since its key thesis “preservation, implementation and development of human potential” contains almost the same meaning as the thesis “sustainable human development”. Thus, it turns out that the adaptive potential can be considered one of the components, or, more precisely, one of the projections, of human potential, the same as intellectual potential, population potential, personal potential, etc. - everything is determined by the plane of consideration, on which the idea of ​​human potential is projected.

In conclusion, we offer a final “reflection on the concept”: sustainable human development is possible if and only if humanity realizes its adaptive potential to the maximum. And in order to soften the categoricalness of this statement, we will offer an alternative: not as much as possible, but optimally. Different people have different abilities to adapt to the conditions of the external environment, work, rest. The level of health depends on the individual capabilities of the body's adaptive systems, and hence the forms of physical activity that can be recommended as a means of recovery. The main role here is played, of course, by the cardiovascular system. To assess the adaptive capabilities of your cardiovascular system, you can use a simple classification (Baevsky R. M., 1987). Below is a methodology for such an assessment, as well as several options for morning exercises designed for people with different "adaptive potential" of the cardiovascular system.

In order to assess your adaptive potential, you need to know the following indicators: heart rate and blood pressure at rest, body weight and length, age. These data are substituted into the formula:

AP \u003d 0.011 (PR) + 0.14 (SBP) + 0.008 (DBP) + 0.009 (MT) -

- 0.009(DT) + 0.14(V) - 0.27

where AP is the adaptive potential of the circulatory system in points (from 0 to 4);

CHP - pulse rate (bpm);

SBP and DBP - systolic (upper) and diastolic (lower) blood pressure (mm Hg);

DT - body length (cm);

MT - body weight (kg);

B - age (years).

The higher the value obtained, the weaker your adaptive capacity.

2. How to determine the level of health by biological age?

To conduct mass surveys of various population groups in order to identify risk groups for developing a particular disease, health deterioration as a result of extreme climatic circumstances, professional factors, etc. Quite promising is the use of calculation methods that claim to be a generalized, integral assessment of people's health. These methods are screening, they are quite "fast", cheap and labor-intensive.

As a general assessment of human health, such a concept as "biological age" is used. In an unconventional sense, extralogical age (BV) reflects the growth, development, maturation, "" aging of the body. Calculation methods for determining BV are based on a statistical analysis of some normative parameters that are fairly linearly related to the development - aging of the human body.

Biological age is determined by a combination of metabolic, structural, functional, regulatory features and adaptive capabilities of the organism. In anthropology and pediatrics, methods for determining BV based on the assessment of bone age, dental age, sexual development, and general morpho-functional development are widely used.

For a growing organism, a significant advance and lag of biological age in relation to the calendar one can be interpreted as a sign of a decrease in the level of human health and serve as the basis for a deeper examination of the human condition in a specialized medical institution.

It is assumed that as adults age, the functional capabilities and reserves of the body decrease. For this group of people, the age norm of the integral assessment of the functional state is considered as a state of health. In the case when an individual assessment corresponds to values ​​characteristic of an age greater than the age of the subject (biological age exceeds the calendar age), one can speak of a decrease in the level of health.

Scientists believe that the number of years lived by a person says little about his real age. After all, everything is decided by a completely different age - biological. His clock is ticking in his brain and musculature, not determined by an entry in his passport. How young you are, determine with the help of the test.

1. Test. Check your heart rate before exercising. Then sit down 30 times at a fast pace. If the pulse increased by:

0-10 units - your age corresponds to a 20-year-old person.

10-20 units - 30 year old

20-30 units - 40 year old

30-40 units - 50 year old

more than 40 units, or could not complete the squats at all - then you are 60 years old and older.

2. Test for the speed of reaction. Your partner is holding a 50cm ruler at the "0" point vertically downwards. Your hand is about 10 cm lower, and as soon as the partner releases the ruler, try to grab it with your thumb and forefinger.

If you grab a ruler at 20, your biological age is 20,

at around 25 cm - 30 years,

at around 35 cm - 40 years,

at around 45 cm - 60 years.

3. Mobility test. Lean forward, bending your knees, and try to touch the floor with your palms.

If you manage to place your palms completely on the floor, your biological age is between 20 and 30 years old.

If you touch the floor with only your fingers, you are about 40 years old.

If you can only reach your shins with your hands, you are about 50 years old.

If you can only reach your knees, you are over 60 years old.

4. Balancing test. With tightly closed eyes (important!) Stand on your right or left foot. Raise your other leg about 10 cm off the floor. Your partner must time the time you can stand on your foot:

30 seconds or more - your age corresponds to a 20-year-old person,

20 seconds - 40-year-old,

15 seconds - 50 year old,

less than 10 seconds - 60 years old and older.

5. Press test. For 5 seconds, pinch the skin on the back of your hand with your thumb and forefinger. The skin will turn a little whiter. Note how long it will take for the skin (white spot) to return to its previous appearance:

5 seconds - you are about 30 years old,

8 seconds - about 40 years,

10 seconds - about 50 years,

15 seconds - about 60 years.

6. Test. If you have a sexual desire that you can easily realize 6-7 times a week - your age corresponds to a 20-year-old person.

If 5-6 times a month - 30-year-old

If 3-4 times a month - then a 40-year-old

If 1-2 times a month - 50-year-old

If less often, then you are 60 years old or more

7. Test. Throw both hands behind your back and try to lock your fingers at the level of the shoulder blades. If you: Did it with ease - you are 20 years old. Just touched with your fingers - you are 30 years old. If the hands only approached, but did not touch, you are 40 years old. If you could not put your hands behind your back and bring them closer, you are 60 years old.

Now add up all your results and divide by 7. This arithmetic mean will be your biological age. Biological age is determined by a combination of metabolic, structural, functional, regulatory features and adaptive capabilities of the organism. In anthropology and pediatrics, methods for determining BV based on the assessment of bone age, dental age, sexual development, and general morpho-functional development are widely used.

3. Briefly describe the history of the development of the doctrine of human health. Make a summary of the application of valeological knowledge in your own practice

By the end of the 20th century, valeology, as a scientific direction that put individual health at the center of its scientific interests, is 20 years old. In 1980, I.I. Brekhman first expressed the idea of ​​the need to single out the health of an individual as a subject of research, in 1982 he clearly formalized it in the form of a methodological article, and in 1987 he published the first monograph on the problem. Having gone through a period of non-recognition (mainly by hygienists), today valueology has become “fashionable”. Thousands of publications and several dozen monographs are devoted to it, the term “valeology” is known to doctors, teachers, psychologists and psychiatrists, specialists in physical education, etc.

Appearing in medicine, valueology quickly stepped over the boundaries of medical science and became a metascience, forming several scientific directions with their own subjects of study. In medicine, these are the mechanisms of individual health, the ability to control these mechanisms, in pedagogy, the patterns of involving the individual in the process of their own health building. It was this circumstance - the presence of its own subject of research - that was the basis for the separation of medical and pedagogical valueology into independent scientific disciplines.

Psychovalology is also at the design stage. At the same time, the “fashion” for valeology has its negative sides. The wave of publications on valueology takes on the character of a tsunami. And, as with a tsunami, much of what has already been created is destroyed, leaving behind heaps of “information garbage”. In any case, we can say that many provisions of scientific valueology are being vulgarized, which causes reasonable distrust of serious scientists in it.

Already now it is possible to foresee a critical situation that can delay the development of the science of health, which is valeology. Appeared contenders for the title of "founders" of valeology. High-class professionals in their field, they, nevertheless, intruding into the problems of the new science, use incorrect, and even simply incorrect formulations: “human valueology”, “nutrition valueology”, “hygienic culture valueology”, “valeology - health medicine”, “valeology is the science of a healthy lifestyle”, “valeology is an information fund of activities for the optimal satisfaction of the basic vital needs of a person”, “valeology is the science of preventive health-improving fundamentals of medicine”, etc.

From the latest publications, we learn that valeology was born when the doctrine of the “norm” was formulated, the study of the processes of adaptation and health of migrants in the Far North began, an off-site meeting of the Academic Council of the VNIIFK was held in the city of Salavat, etc. , as it turns out, I.I. Brekhman owns only the term “valueology”. We believe that one should not encroach on the priority of someone who can no longer defend it.

The given examples of misconceptions about the basic concepts of valueology largely depend on shortcomings in the definition of the methodology and essence of health.

Valeology as a science. To date, the main provisions of the science of individual health can be represented as follows:

* Definition: valeology - the theory and practice of the formation, preservation and strengthening of the health of the individual.

* The subject of valeology research: individual health, its mechanisms, the possibilities of managing them.

* Object of valueology: individuals who are in the entire range of health.

Theoretical basis:

· Valeology considers individual health as an independent socio-medical category, the essence of which can be quantitatively and qualitatively characterized by direct indicators;

Between health and disease, transitional states are distinguished;

· Health is seen as a broader category than disease;

Predisease and illness - a special case of health, when its level is reduced or there are its defects;

· The level of structural organization, studied in valeology, is predominantly organismic, the approach is holistic (holistic).

The main tasks of valeology:

* Development and implementation of the concept of the essence of individual health, search for models of its study, methods of assessment and forecasting;

* Development of systems for screening and monitoring the health of the population based on a quantitative assessment of the health of the individual;

* Formation of "health psychology";

* Development of methodology and methods for the formation, preservation and strengthening of individual health;

* Ensuring primary and secondary prevention of diseases by improving the level of health;

* Development of programs to improve the health of the population through individual health.

Methods of valeology: diagnostics of the level of health, forecasting and management of the health of the individual.

Literature

1. Apanasenko G.L. On the possibility of a quantitative assessment of the level of human health // Hygiene and Sanitation, 1985, N 6 pp. 55-58.

2. Baevsky R.M. Forecasting states on the verge of norm and pathology. M.: Medicine, 1979, 298 p.

3. Bezmaternykh L.E., Kulikov V.P. Diagnostic efficiency of methods for quantitative assessment of individual health \\ Human Physiology. 1998, vol. 24, no. 3, pp. 79-85.

4. Brekhman I.I. Introduction to valeology - the science of health. -L., Nauka, 1987, p.125.

5. Valeology of a person (compiled by V.P. Petlenko), S.-P., 1996, "Petrogradsky and Co", vol. 1-5.

6. Voitenko V.P. Health of healthy people (introduction to sanology). - Kiev, Health, 1991, p.246.

7. Mintser O.P. New philosophy of health \\ Mat.symp. "Health in harmony". - Kyiv, 1993. -p.15-16.

8. Petlenko V.P. Healthy Russia. The program of valeological revival. Mat. IV National congress on prof. honey. and Valeology, S.-P., 1997, "Green World", pp.5-8.

9. Sidorenko G.I., Zakharchenko M.P., Belyaev E.N. and others. Problems of hygienic prenosological diagnostics in modern preventive medicine // Methodological and methodological problems of assessing the health status of the population. S.-P., June 2-4, 1992, pp. 4-6.

10. Smirnov I.N. Human health as a philosophical problem \\ Questions of Philosophy. -1985.- No. 7. -p.89.

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The essential meaning of the “A.p.l.” category, which determines a person’s resistance to negative factors, was proposed by A.G. Maklakov. He believes that the ability to adapt is not only an individual, but also a personal property of a person. This is seen as a deep relationship between sociological and psychological approaches. The adaptive abilities of the individual, according to the same author, largely depend on the psychological characteristics of the individual, which determine the possibility of adequate regulation of the functional state of the body in a variety of conditions of life and activity. The more significant the adaptive abilities, the higher the probability of normal functioning of the body and effective activity with an increase in the intensity of the impact of psychogenic environmental factors.

The adaptive abilities of a person can be assessed by determining the level of development of psychological characteristics that are most significant for the regulation of mental activity and the process of adaptation itself. The higher the level of development of these characteristics, the higher the probability of successful adaptation of a person and the greater the range of environmental factors to which he can adapt. These psychological characteristics of a person constitute his personal adaptive potential, which, according to A.G. Maklakov, includes the following characteristics: neuropsychic stability, the level of development of which ensures tolerance to stress; self-esteem of the individual, which is the core of self-regulation and determines the degree of adequacy of perception of the conditions of activity and one's capabilities; a sense of social support, causing a sense of self-worth to others; the level of personality conflict; experience of social communication. All of these characteristics are significant in assessing and predicting the success of adaptation to difficult situations, as well as in assessing the rate of restoration of mental balance.

The definition of A.p.l. given in the medical scientific literature is interesting. This term is being studied as an integral criterion of health, in which the adaptive capabilities of the organism are increasingly considered, reflecting the degree of its dynamic balance with the environment. It is adaptation that is directly related to the background that ultimately determines the risk of developing diseases, and hence the level of health. Therefore, the approach to the quantitative assessment of the adaptive capabilities of the organism can be a key point on which the gradual assessment of health depends. Different people have different abilities to adapt to the conditions of the external environment, work, rest. The level of health and those forms of motor activity that can be recommended as a means of recovery depend on the individual capabilities of the body's adaptive systems. The main role here is played, of course, by the cardiovascular system.

Z.P. Zamaraeva

Lit.: Bondarenko S.V. Formation of the personal adaptive potential of students of a technical university as a psychological and pedagogical problem // Collection of scientific works of the North Caucasian State Technical University. Series “Humanities”. 2005. No. 2 (14). pp. 65-84; Zamaraeva Z.P., Chistyakova A.V. Adaptation resources of self-sufficiency as a category and subject of sociological analysis // Social policy and sociology. 2013. No. 3. Vol. 1. S. 20-32; Maklakov A.G. General psychology: Textbook, manual. St. Petersburg: Peter, 2013.

Adaptation (from Latin adaptio - adjusting) is the process of adapting the system to the conditions of the external and internal environment. Depending on the external conditions and at what level a person interacts with the environment, various types of adaptation can manifest themselves: physiological, biological, psychological, social.

With all the variety of factors affecting a person, according to the adaptive capabilities of people, people can be divided into three types:

1. People who adapt painlessly, with minimal transient deviations in health

2. People in whom the process of biological and psychophysiological adaptation proceeds with severe painful manifestations

3. Intermediate type: people with moderate health problems.

Indicators of personality adaptation are the following characteristics:

Adaptation in the field of "non-personal" socio-economic activity, where the individual acquires knowledge, skills and abilities

Adaptation in the sphere of personal relationships, where intimate, emotionally rich connections with other people are established.

Ways to manage adaptation are socio - economic ways and physiological. Socio-economic activities include all activities aimed at improving living conditions, nutrition, and creating a safe social environment. Physiological methods of adaptation control are aimed at the formation of non-specific resistance of the body to various factors.

According to A.A. Nalchadzhyan in the same problem situations, different people adapt in different ways and with varying degrees of success. These facts indicate that there must be an ability to adapt, or adaptability, and there are large individual differences in the level of possession of this ability. The author points to the concept of "adaptation resources". This term is directly related to the concept of "adaptive potential". The latter term was introduced by Hans Selye. He postulates the existence of two types of adaptive potential or "energy": surface energy is spent under the influence of the environment and is supplemented from the reserves of "deep" energy, but the expenditure of the latter is irretrievable. When the adaptive potential decreases noticeably, "adaptation diseases", old age and death occur. However, the nature of this potential is not disclosed.

Yu.M. Kondratiev defines adaptive potential as the level of adaptation of the latent and explicit capabilities of a group or individual to new or changing conditions of social interaction. It is customary to consider the adaptive potential as a systemic property of the individual, which determines the boundaries of its adaptive capabilities and the nature of the course of the adaptation of the individual in response to the influence of various factors and environmental conditions. Adaptive abilities provide normal working capacity and high efficiency of activity under the influence of psychogenic environmental factors. The higher the level of development of these characteristics, the higher the probability of successful adaptation of a person and the greater the range of environmental factors to which he can adapt.

According to A.G. Maklakov, these psychological characteristics of a person constitute his personal adaptive potential, which includes the following characteristics:

1. neuropsychic stability, the level of development of which ensures tolerance to stress;

2. self-esteem of the individual, which is the core of self-regulation and determines the degree of adequacy of the perception of the conditions of activity and one's capabilities;

3. a sense of social support, causing a sense of self-importance for others;

4. the level of conflict of the individual, the experience of social communication

S.T. Possokhova suggests that the adaptive potential is an integral formation that combines into a complex system socio-psychological, mental, biological properties and qualities that are updated by a person to create and implement new behavior programs in changed conditions of life. Personal adaptive potential includes bioplastic, biographical, mental and personal-regulatory components.

A.M. Bogomolov considers personal adaptive potential as a systemic property, as a person's ability to structural and level changes (under the influence of adaptogenic factors) of qualities and properties, which increases its organization and stability.

The adaptive potential of the individual is determined by N.L. Konovalova as an integrating characteristic of mental health. At the same time, mental adaptability is assessed as an integral property of a person as an integral system and is considered as a set of internal factors that determine the effectiveness of adaptive changes. Adaptability, in the opinion of this author, which generally characterizes the ability of an individual to resist disruptions of mental adaptation, depends on many constitutional, innate and acquired factors that determine the structure of the personality, is in close relationship with the periodization of personality development. Mental adaptability here is determined by a number of components - the general level of mental development, personal characteristics and the system of relations, the nature and content of psychological problems, the position of the individual in relation to them.

The concept of "adaptive potential" is considered by S.Yu. Dobryak as synonymous with the concept of "adaptability" and is used to designate a property that expresses the ability of the individual to mental adaptation.

After analyzing the presented set of ideas about the concept of "adaptive potential", we can say that it consists of certain levels, which in turn consist of certain components. Namely, from three levels: individual, subject-activity and personal. The components that make up the first individual level are:

1. Energy (psychophysiological characteristics that determine the energy and dynamic response ranges)

2. Cognitive (level of development of cognitive processes, cognitive flexibility)

The components of the second subject-activity level are:

1. Instrumental (abilities, skills and abilities)

2. Creative (creative abilities, the ability to creatively resolve emerging adaptive tasks)

And the components of the third personal level of adaptive potential are:

1. Motivational (hierarchy of the motivational sphere, curiosity, interests and inclinations, tension of motivation)

2. Communicative (communicative personality traits, system of relationships)

ADAPTATION AND ADAPTIVE POTENTIAL OF THE PERSON: CORRELATION OF MODERN RESEARCH APPROACHES

E.L. Nikolaev, E.Yu. Lazareva

Chuvash State University named after I.N. Ulyanova,

Cheboksary

Adaptation is one of the key concepts in the field of knowledge that studies a person from the standpoint of natural science, humanitarian and social science approaches. That is why in scientific, especially Russian-language, literature there are a large number of views and opinions on what is considered adaptation. In a situation of such interdisciplinary discrepancy, it seems important to clarify the essence of the concept of adaptation and related concepts that characterize personal characteristics.

In the traditions of the Russian school of physiology since the time of I.M. Sechenov, I.P. Pavlov and A.A. Ukhtomsky, adaptation is considered in the context of a system-dynamic approach as a single, holistic, integrative reaction of the body aimed at maintaining its vital activity in a constantly changing external environment (Soroko S.I., Aldasheva A.A., 2012).

The inclusion of the activity component in the content of the concept of adaptation significantly deepened its essence and brought it closer to the tasks of psychological research and practice. From the standpoint of this view, adaptation is understood not simply as a process and result of human interaction with the environment, but as a systemic response of the body to a long and repeated impact of the external environment, aimed at such a change in the structure of homeostatic regulation, which ensures its life and activity through the formation of a primary adequate to the external factor. response and the minimum reaction of the board (Medvedev V.I., 2003).

Indeed, studies show that a characteristic feature of interaction in the "man-environment" system is that a person acts as its active side, modeling various adaptation strategies, using both genetically fixed and acquired mechanisms of adaptive behavior (Soroko S.I., Aldasheva A.A., 2012). It can be indicated that adaptation is defined as a process of interaction between a person and the environment, as a result of which he has models and strategies of behavior that are adequate to the conditions that change in this environment (Dobryak S.Yu., 2004).

Concerning the psychophysiological and psychological foundations of adaptation, it is necessary to dwell on the views of F.B. Berezina (1988), according to which mental adaptation can be defined as the process of establishing the optimal correspondence between the individual and the environment in the course of carrying out activities characteristic of a person, which makes it possible to satisfy actual needs and realize significant goals associated with them, to ensure that mental activity and behavior correspond to the requirements of the environment.

Thus, mental adaptation, in addition to maintaining mental homeostasis, implies the optimization of the constant interaction of the individual with the environment and the establishment of an adequate correspondence between mental and physiological characteristics in the formation of certain and relatively stable psychophysiological relationships (Berezin F.B., 1988).

A.G. Maklakov (2001) emphasizes that adaptation is not only a process, but also a property of any living self-regulating system, which consists in the ability to adapt to changing environmental conditions. The level of development of this property determines the interval of change in the conditions and nature of the activity, within which adaptation is possible for a particular individual. Referring to the role of the individual in adaptation, he writes that the adaptive abilities of the individual largely depend on the psychological characteristics of the individual, which determine the possibility of adequate regulation of the functional state of the body in a variety of conditions of life and activity. The greater the ability to adapt

the higher the probability of normal functioning of the body and effective activity with an increase in the intensity of the impact of psychogenic environmental factors (Maklakov A.G., 2001).

The content of the concept of adaptation is closely related to the phenomenon of stress, the development of the concept of which is based on the ideas of W. Cannon and G. Selye. Despite the fact that a large number of works in various fields of knowledge are devoted to the problem of stress, the fundamental monograph by L.A. Kitaeva-Smyka "Psychology of stress. Psychological anthropology of stress" (2009), in which, along with a generalization of the phenomenology of stress, the author analyzes stress as an interdisciplinary category. The stress syndrome is subdivided by him into four specific subsyndromes - emotional-behavioral, autonomic, cognitive and psychosocial, within each of which general (non-specific) patterns are indicated that are associated with both developmental mechanisms and areas of prevention.

In the understanding of A.A. Reana et al. (2008) the phenomena of adaptation and personal development complement each other, forming different directions for self-actualization. It is personal characteristics that largely determine the success or failure of adaptation, and adaptation itself is a powerful incentive for personality development (Rean A.A., Kudashev A.R., Baranov A.A., 2008).

M.A. Berebin (2009) proposes the concept of functional systems, which sets the main content of modern theoretical ideas about mental adaptation, the cornerstone of which is the idea of ​​the phenomenon of the "functional system of mental adaptation".

Features of the socio-psychological discourse of adaptation of the personality, its socio-psychological adaptation can be characterized as the state of the relationship between the individual and the group, in which the individual, without prolonged external and internal conflicts, productively performs his leading activity, satisfies his basic sociogenic needs, and fully meets role expectations. -

pits presented to her by the reference group, is experiencing a state of self-affirmation and free expression of their creative abilities (Nalchadzhyan A.A., 1988).

The peculiarity of social adaptation lies in the fact that adaptive changes in order to achieve this state are subjected to a greater extent not to the physical body and its functions, but to the system of human social behavior. Hence, social adaptation can be defined as the process and result of establishing a relative mutual correspondence between the needs of the individual and the requirements of the social environment (Rozum S.I., 2006).

In this situation, SA Larionova (2002) identifies the following levels of adaptation: effective adaptation - a high degree of adaptation; incomplete adaptation, unstable adaptation - a decrease in the degree of adaptation in certain social situations; maladaptation - a violation of adaptation.

It should be noted that in the scientific literature, when describing the category of adaptation, they often operate with close, but not similar, but narrower concepts. These include stress resistance, resilience, coping, self-efficacy, etc.

So, as one of the important factors in the adaptation of the individual, the success of his coping with stress, it is proposed to consider coping competence, which is an analogue of the domestic concept of stress resistance, considered as the result of the interaction of various components (psychophysiological, emotional, intellectual, volitional) in the context of the general adaptation system. The following components can be distinguished in coping competence: adequacy in interpreting and evaluating various parameters of the situation both at the level of a general trend and in relation to specific stressors; adequacy of perception of external and internal resources to overcome stress; a rich repertoire of coping strategies and the formation of skills for choosing the most effective behavior strategies in accordance with the parameters of the situation; the adequacy of the coping results,

the consequences of the actions taken, their effectiveness, the possibility and need for correction (Trifonova E.A., 2013).

Another factor of personality adaptation is resilience ("Hardy"), which is an integrative psychological quality of a person, including both the ability to accept the challenge of fate, and the internal (internal) locus of control with the assumption of responsibility for ongoing events, and purposefulness, purposefulness of actions (involvement to current events). To a certain extent, the property of resilience can be formed in the process of educating a personality, stimulating independence, entrepreneurship, teaching control over one's emotions and the ability to mobilize in difficult life situations (Solovyova S.L., 2010).

Self-efficacy is also associated with the adaptation processes of the individual and is understood as the individual's confidence in the ability to perform certain actions and achieve a certain result (Trifonova E.A., 2013).

Taking into account the actual tasks of psychology and in the light of the fact that psychology declares the human psyche as its subject, the mechanisms of the psyche, manifested in mental processes, states and properties, become the subject of psychological research into human adaptation. In this aspect, according to

A.N. Alyokhina (2010), human adaptation is the process of forming such ways of responding that are adequate to reality and provide optimal conditions for its existence.

In the context of the theory of relations, understood as a complex system of meanings and meanings that are formed in the process of life experience, which determines the behavior and experiences of a person in specific situations, mental adaptation is seen as a process of formation, correction and transformation of experience in the process of experiencing. The process of mental adaptation is possible only when a person reflects (realizes) the experience that determines his experiences - only under this condition is it possible to form a new experience. A reliable criterion of mental adaptation in the psychological aspect is the quality of human experiences.

A fairly accurate measure here can be the degree of satisfaction (with oneself, the world and people), which reflects the measure of the correspondence of a person's individual experience to the emerging situations of life (Alekhin A.N., 2010).

Summarizing the existing theoretical and methodological ideas about adaptation in various fields of science, S.T. Posokhova (2001) identifies the following semantic content of the concept of adaptation: adaptation as life activity in changing conditions of existence, adaptation as adaptation to changed environmental conditions, adaptation as the achievement of sustainability in a changed environment. Based on the above generalizations, she writes that adaptation is a mechanism for self-disclosure of the personality, which ensures the transformation of environmental changes into internal conditions for creating new ways of interacting with reality and with oneself, necessary to preserve one's own integrity. The psychological content of an adapting personality is determined by: awareness of the changing environment; reflection of oneself in a new picture of the environment; self-regulation of the adaptive potential necessary to transform the interaction with the environment and oneself; transformation of ways of interaction with the environment; pronounced ego-orientation as a possible consequence of the increased need for self-disclosure; changing the image of I as an element of the I-concept (Posokhova S.T., 2001).

Consideration of the content and essence of the phenomenon of adaptation leads to the need to clarify the concepts derived from the term "adaptation", which have their own specifics of subject areas. These are the concepts of "adaptability" and "non-adaptability", as well as "adaptive resources", "adaptive capabilities", "adaptive abilities", combined into the semantic category of "adaptive potential".

According to T.V. Rogacheva (2004), if adaptability is a tendency of the individual to realize and reproduce in the activity of already existing aspirations aimed at the implementation of those actions, the expediency of which was confirmed by previous experience, then non-adaptiveness is a contradiction between the pursued

the subject is the goal and the result of his activity. In all cases, it is necessary to talk about various adaptation options, which are, as it were, a scale, at one end of which is constructive self-preserving behavior, at the other - non-constructive, self-destructive behavior.

IN AND. Rozov (1993) studied the features of the structural organization of adaptability in extreme conditions. He revealed that an adaptive psychodynamic property of a personality is activity, and a non-adaptive one is emotionality. The indicator of social vigor occupies a central place in the group of adaptive ones. In the maladaptive group, this indicator is not associated with any of the psychodynamic features. Structural-forming signs of adaptability in extreme conditions are indicators of personal self-control, individual self-regulation, sensitivity, self-realization, intellectual activity, psychodynamic endurance and flexibility, and the ability to achieve.

An unexpected look at the problem of personality adaptation is given in the monograph by V.A. Petrovsky "Psychology of non-adaptive activity" (1992), which focuses not on the adaptability of the personality, but on its non-adaptiveness. At the categorical level of analysis, "adaptability-non-adaptation", as it seems to the author, can be revealed as tendencies in the functioning of a purposeful system, determined by the correspondence-inconsistency between its goals and the results achieved. Then adaptability is expressed in coordinating the goals and results of its functioning, and non-adaptiveness consists in the fact that contradictory relations develop between the goal and the result of the individual's activity: the intention does not coincide with the deed, the idea does not coincide with the embodiment, the motivation for action does not coincide with its outcome. This contradiction is the source of the dynamics of personality, its existence and development.

Further, V. A. Petrovsky explains that the signs of non-adaptation, whether it is "adaptiveness as an inevitability" or "actively non-adaptive" tendencies, can be traced in all spheres of a person's life: in his relationship with nature, the objective world, other people and himself, and also in the interpenetration of these spheres. Lack of adaptability serves as a moment of dyna-

personality and at the same time ensures its integrity (Petrovsky V.A., 1992).

When clarifying the understanding of the essence of the adaptive resources of the individual in the work of SA Larionova (2001), it turns out that this is a series of psychological and individual characteristics that determine the degree of socio-psychological adaptation of the individual in specific social conditions. The adaptive resources of the individual constitute its certain psychological characteristics (the main factors of socio-psychological adaptation): value orientations, the orientation of the individual (positive social attitudes); a high degree of self-acceptance (the absence of a large discrepancy between the I-real and I-ideal); high level of reflection; high level of empathy, goodwill; developed volitional control over impulses, affect, impulses; a sufficiently high level of development of the adaptive properties of the intellect (style properties of the intellect, high representational abilities), which are not determined by traditional psychometric methods; effectiveness of psychological defenses (absence of inadequate expressiveness and stereotyping of certain types of defenses); the presence of a sense of humor, a positive attitude towards paradoxes (Larionova S.A., 2001).

As for adaptive and adaptive abilities, adaptive capabilities, these concepts in the literature studied by us are used extremely limitedly and, as a rule, in the context of adaptive potential, which is the subject of our further consideration.

From a medical and biological point of view, adaptive potential is a quantitative expression of the level of the functional state of the body and its systems, characterizing its ability to adequately and reliably respond to a complex of unfavorable factors with an economical expenditure of functional reserves, which helps prevent the development of a premorbid state. And then health is the body's ability to maintain the necessary compensatory and protective properties, a certain level of functional reserves, the optimal ability to adapt to the conditions of the external and internal environment (Ushakov I.B., Sorokin O.G., 2004).

In psychology, the origins of the concept of the adaptive potential of a person (personal potential) go back to the works of A.G. Maklakova (2001), S.T. Posokhova (2001), D. A. Leontiev (2002).

A.G. Maklakov (2001) believes that it is possible to assess the adaptive capabilities of an individual through an assessment of the level of development of psychological characteristics that are most significant for the regulation of mental activity and the adaptation process. The higher the level of development of these characteristics, the higher the probability of successful adaptation, the greater the range of environmental factors to which an individual can adapt. These psychological characteristics of a person are interrelated and constitute one of the integral characteristics of the mental development of a person - personal adaptive potential, the indicators of which contain information about the conformity or non-compliance of the psychological characteristics of a person with generally accepted standards.

In turn, S.T. Posokhova (2001) introduces a special concept of "personal adaptation syndrome", which characterizes manifestations of adaptive potential that are common to different ways of interacting with changing social, subject-technological and natural-climatic conditions of the environment, which are associated with the activation of personal regulation. Personal regulation ensures the creation of internal conditions for transforming existing relationships with the environment and obtaining the necessary independence from environmental influences. The activity of personal regulation is determined by a combination of objective features of the environment, their personal meaning and the prevailing way of interacting with the changing reality.

YES. Leontiev (2002) defines personal potential as the core of personality - a basic individual characteristic that qualitatively characterizes the level of personal maturity - and considers self-determination of personality to be the main phenomenon of personal maturity and a form of manifestation of personal potential. Personal potential reflects the measure of overcoming the given circumstances by the individual and overcoming the personality itself, and

also the measure of her efforts to work on herself and on the circumstances of her life (Solovyeva S.L., 2010).

A.M. Bogomolov (2008) defines adaptive potential as the ability of an individual to structural and level changes (under the influence of adaptogenic factors) of qualities and properties, which increases its organization and stability. Adaptive potential is an integral concept that includes specific resources presented at various levels of personality organization (individual, personal, subject-activity). Important components of the adaptive potential are the mechanisms, ways of using and transforming adaptive resources, their quantitative and qualitative components (deployment, accumulation, replenishment, etc.). These processes serve as links between the capabilities and abilities of the individual and their actual implementation in a purposeful adaptation process.

In the definition of L.E. Kuznetsova (2011), personal adaptive potential is an integral variable characterized by a set of individual characteristics that determine the effectiveness of a person's mental adaptation, in particular in extreme situations.

The adaptive potential of a person is also described as an integrative personal property, expressed in relation (position, attitude, orientation) of a person to the world; a system of knowledge, beliefs on the basis of which human activity is built, regulated, a developed sense of the new, the ability to quickly change methods of action in accordance with new conditions of activity; a set of real opportunities, skills and abilities that determine the level of their development; psychological attitude towards non-traditional resolution of the contradictions of objective reality; a characteristic property of an individual that determines the measure of his capabilities in creative self-realization and self-realization; a system of personal abilities that allow you to optimally change the methods of action in accordance with new conditions, and knowledge, skills, beliefs that determine the results of activities and encourage a person to creative self-realization and self-development; one of

spheres of a creative personality, its axiological potential (Tolstykh Yu.I., 2011).

From the scientific point of view, N.A. Nekrasova, O. A. Gubareva (2011), adaptive potential is the degree of open creative and personal opportunities for an individual to be included in new changing conditions of the social environment (including crisis ones). On this basis, they, following S.T. Possokhova (2001) describe five components of a person's adaptive potential. The first component - bioplastic - reflects the evolutionarily fixed expedient forms of life of the human body and innate energy resources. The second - biographical - is an individual history of a person's life. It accumulates a micro-society and the micro-culture where a person is born and where a person sinks in the early stages of his life path. The third is the mental component of the adaptive potential, which is provided by hidden and real human capabilities that allow reflecting objective reality in all its diversity and regulating various relationships with it and with oneself, maintaining one's own integrity, self-improvement and self-education. The fourth component of personal adaptive potential is the established system of personal regulation (personal-regulatory component), which makes it possible not only to manage one's behavior in accordance with the regulatory requirements of society, to achieve the required level of success in professional activities, but also to develop and improve. The fifth component is the creative possibilities of the individual.

In practical terms, adaptive potential is often understood as a set of qualitatively unique individual psychological properties, the set of which is not the same in various studies. The conclusion about the state of personal adaptive potential is derived as a result of the analysis of the level characteristics of these properties, combined into a group (Tolstykh Yu.I., 2011).

A.G. Maklakov (2001), developing psychodiagnostic tools to determine the adaptive potential

personality in an extreme situation, identified the following psychological characteristics that are important for its objectification: neuropsychic stability, the level of development of which determines tolerance to stress; self-esteem of the individual, which is the core of self-regulation and determines the degree of adequacy of perception of the conditions of activity and one's capabilities; a sense of social support, which causes a sense of personal significance for others (personal reference); features of building contact with others, characterizing the level of conflict of the individual; experience of social communication, revealing the need for communication and the possibility of building contacts with others based on existing experience; moral normativity of the individual, characterizing the degree of orientation to the norms and rules of behavior existing in society; orientation to compliance with the requirements of the team (the level of group identification).

The main features of personal adaptive potential include the fact that it is considered as an integral variable that characterizes the totality of individual psychological characteristics that determine the effectiveness of mental adaptation; has the properties of a complex system and, accordingly, system analysis is the main approach to its study; includes not only the present manifestations of adaptive abilities, but also latent properties that can manifest themselves when the content, strength and direction of the influence of adaptogenic factors change; determines the boundaries of the adaptive capabilities of the individual and resistance to influencing factors, contains the prerequisites for a certain range of adaptive responses; associated with age-psychological characteristics, while the individual's own activity acts as a condition that regulates the degree of realization of potential opportunities (Bogomolov A.M., 2008).

As the analysis of literary sources shows, in modern studies of human health problems, two groups of approaches to the study of the adaptive potential of a person can be distinguished - biomedical and psychological. If, according to the first group of approaches, the adaptive potential

If the social function corresponds to the functional state of the body, which has certain capabilities for an adequate response to adverse factors, then the basis of the psychological concepts of adaptive potential is an appeal to diverse combinations of individual psychological characteristics of a person. Many authors also characterize adaptive potential as an integral concept of personality.

Works on adaptation occupy an important place in health studies in patients and healthy people (Nikolaev E.L. et al., 2010; Lazareva E.Yu., Nikolaev E.L., 2012; Romanov S.N. et al., 2012) . When studying mental health problems and in their prevention, the study of the adaptive potential of the individual is of particular importance, taking into account the peculiarities of its regulatory activity, its adaptive resources and the specifics of the living conditions in which the individual is located, i.e. everything that characterizes its ability to form, correct and transform life experience that determines the experience and behavior of a person in a particular situation.

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Chapter 1

1.1 General concept of adaptation.

1.2. Actual problems of studying the phenomenon of adaptation.

1.3 Features of adaptation to the conditions of study at the university.

1.4 Personal adaptation potential and its development among university students

Chapter 2 Organization and research methods.

2.1 Methodological principles of the study.

2.2 Characteristics of the study sample.

2.3 Stages of research.

2.4 Research methods and techniques.

2.5 Methods of mathematical and statistical data processing.

Chapter 3 Development of the adaptive potential of the individual in students during their studies at the university.

3.1 Development of individual psychological and personal characteristics that ensure the success of adaptation in the course of studying at a university.

3.1.1 The development of intellectual abilities as a component of the adaptive potential of students of universities of various profiles.

3.1.2 Development of personal adaptive potential of students of universities of various profiles.

3.1.3 Development of socio-psychological comfort of the environment among students of universities of various profiles.

3.2 Features of the development of the adaptive potential of the individual, depending on the learning conditions.

3.2.1 Features of the development of intellectual abilities as a component of the adaptive potential, depending on the learning conditions.

3.2.2 Features of the development of personal adaptive potential depending on the learning conditions.

3.2.3 Features of the development of the socio-psychological comfort of the environment, depending on the learning conditions.

3.3 Analysis of the results of a longitudinal study of students of Leningrad State University named after A.S. Pushkin.

3.3.1 Dynamics of mental cognitive processes in students of the Faculty of Psychology in the first four years of study.

3.3.2 The dynamics of personal qualities that characterize the personal adaptive potential of students of the Faculty of Psychology in the first four years of study.

3.4 The role of individual psychological and personal characteristics in the formation of the adaptive potential of the individual and its development in the learning process at the university.

3.4.1 The role of success in the educational process in the formation and development of the adaptive potential of the individual.

3.4.2 The role of competence in the field of interpersonal relations in the formation and development of the adaptive potential of the individual.

3.4.3 The role of discipline in the formation and development of the adaptive potential of the individual.

3.4.4 The role of neuropsychic stability in the formation and development of the adaptive potential of the individual.

3.4.5 The role of intellectual abilities in the formation and development of the adaptive potential of the individual.

3.4.6 The role of the predominance of positive mood for the development of the adaptive potential of the individual.

3.4.7 The role of motivation for learning in the development of the adaptive potential of the individual.

3.4.8 The relationship of the adaptive potential of the individual and personal properties of students of Leningrad State University named after A.S. Pushkin Faculty of Psychology

3.5 The ratio of the adaptive potential of the individual and the criterion of socio-psychological comfort of the environment.

3.6 Features of changes in the adaptive potential of the individual in students of Leningrad State University named after A.S. Pushkin Faculty of Psychology, depending on the attitude to the university and to the future profession.

3.6.1 Development of the adaptive potential of the individual and adaptation of students with different attitudes towards the need for higher education.

3.6.2 Development of the adaptive potential of the personality of students with different attitudes towards the profession.

3.6.3 Development of the adaptive potential of the personality of students with different attitudes towards the university.

3.6.4 The development of the adaptive potential of the personality of students with different self-assessment of their success in learning.

3.6.4 Development of the adaptive potential of the individual in students with different life priorities.

Recommended list of dissertations

• Socio-psychological adaptation of students of the natural science profile of teaching a regional university 2006, candidate of psychological sciences Pyankova, Elena Nikolaevna

• Individual psychological characteristics of students' personality and motives in choosing a medical specialty: Based on the material of a medical university 2004, candidate of psychological sciences Zaitseva, Vera Mikhailovna

• Development of the professional adaptive potential of the future teacher in the process of studying pedagogical disciplines at the university 2011, candidate of pedagogical sciences Tolstykh, Yulia Igorevna

• The dynamics of personal limitations of social and communicative competence at the initial stage of professional development: on the example of the profession of a nurse 2007, candidate of psychological sciences Bogdanova, Elena Evgenievna

• Development of the adaptive potential of emotional stability in the professional self-determination of students 2010, candidate of psychological sciences Rokitskaya, Yulia Alexandrovna

Introduction to the thesis (part of the abstract) on the topic "Development of the adaptive potential of the individual in the process of studying at the university"

The problem of adaptation is one of the most difficult and most global complex tasks of modern psychology. Adaptation is a constant process of adaptation to the conditions of the physical and social environment, affecting all levels of the functioning of the human body and psyche. Adaptation is considered in the works of such scientists as F.Z. Meyerson, G. Selye, V.I. Medvedev, F.B. Berezin, A.A. Rean, A.A. Nalchadzhyan, A.G. Maklakov, Yu.A. Alexandrovsky. But, despite the large number of studies, it is difficult to single out any single point of view on this problem. So Yu.A. Urmantsev writes that there is no correct definition of adaptation at all. All existing definitions suffer either from tautology, or cover only one (often biological), much less often - several, from a variety of classes of adaptation, or the definition lacks specific features that single out adaptation specifically. And, having become acquainted with various views, the realization really comes that, despite the relevance of the problem of adaptation, this phenomenon has not been sufficiently considered and there are many, at first glance, opposing points of view.

There are some personal qualities that largely determine the success of adaptation. Knowing the mechanisms, patterns of development of these qualities, one can contribute to the formation of a more adapted personality, which will contribute to the development of the personality as a whole. In this regard, great interest has recently arisen in the problem of adaptive abilities, in particular, in the adaptive potential of the individual (A.G. Maklakov, D.A. Leontiev, S.T. Posokhova).

Studying at a university is to a certain extent associated with the problem of adaptation. A school graduate, having entered a university, finds himself in new conditions, which triggers adaptation processes in the body and personality.

Accordingly, the success of his training and development as a future specialist will depend on how successfully the adaptation process will proceed. More B.G. Ananiev said: “General and special education for adults performs not only a cultural and technical function, but also helps to achieve high viability and resilience of a person. The development of the intellect and personality, the ability to learn, the constant self-education of an adult is a huge force that opposes involutionary processes.

The relevance of this study is due to the fact that knowledge of the patterns of the process of adaptation to the conditions of study at a university can contribute to a more effective construction of the educational process.

It should be noted that many studies have been devoted to the problem of adaptation to the university environment (A.K. Grishanov, V.D. Tsurkan, K.E. Bekhmakhanova, A.V. Siomichev, T.V. Pavlushkina, A.G. Tereshchenko, T.I. Ronginskaya, E.N. Pyankova, S.A. Madorskaya, L.I. Ruvinsky, V.I. Uvarova, Y.S. Babakhan, V.G. Chaika and others). But, firstly, not so long ago they began to consider the adaptation of students throughout the entire period of study, for a long time it was believed that the adaptation process affects only first-year students. Secondly, often, research is devoted to a specific profile of education, university, which makes it difficult to identify the stages of adaptation to the conditions of study at a university. Thirdly, the problems faced by students are quite often considered, but very rarely those factors that can contribute to the development of an adapted personality.

From this point of view, the study of the development of the adaptive potential of the individual in students of universities of various profiles, which allows to identify internal and external factors mediating the development of the adaptive potential of the personality of the future professional, is very relevant, since it allows you to identify the main stages of adaptation to the conditions of study at the university and develop general recommendations on psychological - Pedagogical support for students.

Thus, the actual task of the study is to identify the features of the development of the adaptive potential of the individual in the course of study at the university, as well as the study of internal and external factors that mediate the development of the adaptive potential of the personality of the future professional.

This study differs from the others in that for the first time the stages of development of the adaptive potential of the individual in the course of education, which are characteristic of all universities, are identified, while the adaptive potential itself is considered as an internal resource that contributes to the further development of the student as a professional, his achievement in the future acme.

Purpose: improvement of the system of psychological and pedagogical support of the educational process at the university based on the identification of patterns of development of the adaptive potential of the individual in the learning process.

A number of tasks follow from the goal:

1. To identify the features of the development of the adaptive potential of the individual in students in various specialties and areas of training.

2. Consider the role of individual psychological and personal characteristics in the formation of the adaptive potential of the individual and its development in the process of studying at a university.

3. To study the socio-psychological comfort of the university for students and to identify the development of the adaptive potential of the individual in students with high and low adaptability.

4. Consider the development of the adaptive potential of the individual among students with different attitudes towards higher education and education.

Defense provisions.

1. Adaptation of students to the conditions of the university occurs gradually throughout the entire period of study, regardless of the various specialties and areas of training. The first course is characterized by entry into a new environment. The second and third are notable for the involvement of the body's reserves in the process of adaptation, the increase in the indicators of the adaptive potential of the individual. The fourth year of study is characterized by disappointment in the profession, a decrease in the relevance of the university environment. The fifth course can be described as a period of "final impulse".

2. The development of the adaptive potential of the personality of students at the university is largely due to the attitude towards the profession as a significant value. Trainees who have a more positive attitude towards the chosen profession, developed motivation to master it, are distinguished by higher rates characterizing the adaptive potential of the individual.

3. The development of the adaptive potential of the individual is associated with success in educational activities, competence in the field of interpersonal relations, discipline, the level of neuropsychic stability and anxiety, high motivation for learning, and high intellectual abilities. The adaptive abilities of students are interconnected with the development of purposefulness, motivation for success, self-confidence, motives for mastering a profession, a positive attitude towards the world and oneself, balance.

Scientific novelty and theoretical significance lies in identifying the features of the development of the adaptive potential of the individual in the 8th course of study at the university. The adaptation of students to the conditions of the university affects the entire period of study and, regardless of the specialty and direction of training, is cyclical: a quantitative increase in indicators is observed in the first half of training and at the end, in the fifth year.

The patterns of development of the adaptive potential of the personality of trainees, which are typical for universities of various specialties, are singled out. It has been established that with the general patterns of change in the adaptive potential of the individual in students of different universities, the level of severity of indicators is different, which is associated with the specifics of the organization of the educational process in a particular university.

The individual psychological and personal qualities that determine the progressive development of the adaptive potential of students are determined. These include: purposefulness, motivation for success, self-confidence, the presence of a learning motive associated with mastering a profession, a positive attitude towards the world and oneself, balance.

It has been established that the dynamics of adaptive potential is largely related to the attitude to the chosen profession. The results of the study indicate that a more positive attitude towards the chosen profession, a developed motivation to master it, contribute to the development of adaptive potential.

The practical significance of the study lies in the fact that the results of the experimental study were used in the development of recommendations for the organization of psychological support for students of the Faculty of Psychology of the Leningrad State University named after A.S. Pushkin. It should be noted that these recommendations are developed in relation to the entire period of study.

The obtained experimental data can be used to develop recommendations for supporting training in different universities, taking into account their specifics.

Object of study: students of Leningrad State University named after A.S. Pushkin, cadets of VIVVMVD and VmedA aged 17 to 23 years.

Subject: patterns of development of the adaptive potential of the personality of students and cadets in the process of studying at a university.

Research hypothesis:

There are general patterns of development of the adaptive potential of the individual in the course of studying at a university, which are characteristic of students of various higher educational institutions. In the course of studying at a university, the adaptive potential changes unevenly, which is due to the attitude towards the university and the profession, the system of values ​​and certain mental characteristics (the optimal level of anxiety, neuropsychic stability, a high level of motivation for learning, motivation for success, communication skills, discipline, self-control behavior, level of aggressiveness, self-confidence, internality).

Research methods.

The study was carried out by the method of transverse sections, data on logi- tude were also presented.

The paper presents the results of the following methods. - a test battery for studying the level of development of cognitive mental processes "KR-3-85" (B.V. Kulagin, M.M. Reshetnikov), a multi-level personality questionnaire "Adaptiveness" (A.G. Maklakov), a questionnaire "Social comfort of the environment” (G.Yu. Avdienko),

Questionnaire "Group personality assessment" (E.S. Chugunova),

Methodology "Meaningful Orientations" (D.A. Leontiev),

Questionnaire of terminal values ​​(modified by I.G. Senin),

Bass-Darky Questionnaire,

Questionnaire "Level of subjective control" (E.F. Bazhanin, E.A. Golynkina, A.M. Etkind),

Behavior description test (Thomas method),

Questionnaire "Motivation for success and fear of failure" (A.A. Rean),

Questionnaire "Studying the motivation to study at a university" (T.I. Ilyina),

Questionnaire "Studying the motives of students' educational activities" (A.A. Rean, V.A. Yakunin),

16 PF questionnaire R.B. Cattell, aimed at studying personality traits.

Similar theses in the specialty "Psychology of development, acmeology", 19.00.13 VAK code

• Psychological determinants of the success of the professional development of university students 2008, candidate of psychological sciences Zheltova, Ekaterina Vasilievna

• The content and dynamics of motivational maturity of first-year students in the adaptation period 2008, candidate of psychological sciences Kolmogorova, Lilia Alexandrovna

• Subjective and environmental determinants of personal and professional development of students 2007, candidate of psychological sciences Dyachkova, Elena Stanislavovna

• Medical and psychological substantiation of methods for assessing and restoring personal adaptive potential in the system of mental health of students 2012, doctor of psychological sciences Syrkin, Leonid Davidovich

• Dynamics and features of psychological adaptation of cadets of a military medical university in the learning process 2009, candidate of psychological sciences Budko, Gina Yurievna

Dissertation conclusion on the topic "Psychology of development, acmeology", Sidorova, Alexandra Alexandrovna

During the analysis of the results presented above, a number of conclusions were made:

1. It has been established that the indicators of the development of individual psychological and personal characteristics that ensure the success of adaptation in the course of training vary differently for students from different universities, which is determined by the nature of training and future activities. The integral indicators of the cognitive and personal component of the adaptive potential, the general intellectual level of development and personal adaptive potential, increase quantitatively by the second - third year of study. Further, there is a decline in indicators, which is interpreted either as depletion or as a saving of resources.

The coincidence of the results of the longitudinal study and cross-sections indicates that the identified dynamics is correct, and we can talk about the identification of stages of adaptation common to any university.

2. It can be assumed that such qualities as success in the educational process, competence in the field of interpersonal relations, discipline, the optimal level of neuropsychic stability and anxiety, high motivation for learning, high intellectual abilities, the predominance of a positive mood contribute to the development of the individual's adaptive abilities. Students who demonstrate these qualities are characterized by higher rates of development of adaptive abilities at all stages of education.

In the course of data analysis, direct relationships were revealed between the indicator characterizing the personal adaptive potential and the indicators characterizing the motivation to achieve success; kindness, sociability (A); emotional stability (C); self-control of behavior (C> 3). In addition, inverse relationships, indicators characterizing the readiness for the manifestation of negative feelings at the slightest arousal ("Irritability"); oppositional behavior (“Negativism”); a feeling of bitterness, anger at the whole world for real or fictitious suffering ("Resentment"); suspicion ("Suspiciousness"); feeling of guilt ("Guilt Feeling"); hostility to the surrounding world ("Hostility") suspicion (b); a tendency to feel guilty (O); tension (C>4) with an indicator characterizing the personal adaptive potential. Thus, we can talk about the mutual influence of the above personality traits and adaptive potential

It has been established that the relationship of adaptive potential and personal qualities within each course of study differ from each other. From the first to the second course, the number of correlations decreases, while in the third course, the number of interrelations of indicators increases. The fourth course is different in that the correlations with the indicator characterizing the general level of intellectual development are expanding. On the other hand, compared with the first three years of study, the relationship with the indicators characterizing the personal adaptive potential is reduced. The fifth course is characterized by a reduction in correlations. In addition, overall correlations between first, second, and third years were highlighted, but relationships between fourth and fifth years differed. All of the above may point to the similarity of the adaptation process within the framework of the first - second course, and their opposition to the fourth - fifth courses.

3. In the course of the analysis of correlations with the indicator characterizing the socio-psychological comfort of the environment, it was revealed, mainly, the relationship with the indicators of the MLO "Adaptiveness", the relationship with the indicators of the battery of tests КР-3-85 was revealed only starting from the third year, which may indicate increase in the importance of the intellectual component by the fourth year. Students with high values ​​in terms of the indicator characterizing the socio-psychological comfort of the environment, adaptability, have higher indicators characterizing the adaptive potential of the individual, lower values ​​on the scales characterizing the severity of accentuations, compared with their classmates. An exception was the indicator characterizing anxiety.

4. It was found that students with higher rates of development of the adaptive potential of the individual are distinguished by the fact that they highly value education, are guided by altruistic motives for obtaining it, have a positive attitude towards the university, their future profession. In addition, it was found that the attitude to the profession, to education, changes by the third - fourth year. The value of education as a sphere of life is decreasing, students are less confident in the need for higher education, and the importance of altruistic motives for obtaining education is decreasing. That is, it can be assumed that the dynamics of the adaptive potential of the individual is largely determined by a change in attitude towards the profession, education. Moreover, within the framework of the fourth - fifth course, the value-motivational attitude towards the profession seems to be decisive in the development of the adaptive potential of the individual.

Conclusion

Summing up the results of the study, it is worth noting that adaptation is a complex phenomenon, in relation to which, unfortunately, there is still no common point of view. But, after conducting a theoretical study, we can assume that adaptation is a certain movement of an individual from a state of mismatch to a state of equilibrium and vice versa. If we consider adaptation as a process, then it is continuous and is carried out due to the work of several body systems and personal mechanisms at once, the achievement of a state of equilibrium often goes through the mobilization of reserves, through large energy costs.

Now there is no doubt that the success of the adaptation process is largely due to internal factors, some personal properties, they can be combined under the concept of "adaptive potential of the individual", which is defined as an integral characteristic that includes a stable set of individual psychological and personal properties that determine effective adaptation. .

It is very interesting to study the adaptive potential of the individual in the context of students' adaptation to the university environment. After all, this process can affect the formation of a future specialist.

It should be noted that adaptation to the university does not end with the first year of study, but is rather stage-by-stage, covering, in fact, the entire learning process. Which is not surprising, since the environment of the university, like any other, is quite changeable, in the course of training, new factors constantly appear for adaptation.

In connection with the above, a psychodiagnostic examination was conducted on the basis of three universities, using methods to determine the level of development of the adaptive potential of the individual. As

190 the conditions of study at the university were considered, it turned out to be necessary to consider intellectual characteristics as well. In addition, an indicator was also considered that characterizes the indicator of the subjective comfort of the environment, the level of development of adaptability.

During the analysis of the results, it was revealed that, despite the difference in the bases for conducting a psychodiagnostic examination, it is possible to identify general patterns in the dynamics of the adaptive potential of the individual.

Methods KR-3-85 and MJIO "Adaptiveness" reflect the adaptive potential of the individual, the intellectual and personal aspects. Indicators characterizing the personal adaptive potential and the general intellectual level of development quantitatively increase by the second - third year of study. Apparently, it is during this period that personality reserves are activated in the course of adaptation. Further, there is a decline in indicators, which is interpreted either as depletion or as a saving of resources.

It is worth noting the identified differences. So the students of Leningrad State University named after A.S. Pushkin, the process of adaptation, apparently, runs more smoothly, since changes in the indicator characterizing the personal adaptive potential are not significant. For cadets of VIVVMVD and VmedA, these changes are more noticeable, most likely, this is due to differences in training conditions.

The results of a longitudinal study were considered, which also confirmed the pattern of changes in the adaptive potential of the individual. That is, one can confidently use the results and apply the conclusions suggested by the cross-sectional study.

The decrease in indicators characterizing the adaptive potential of the individual by the fourth year is explained by disappointment in the profession,

191 universities. This hypothesis was confirmed during a psychodiagnostic examination at the Leningrad State University named after A.S. Pushkin. It was found that by the third year of study, the number of respondents who are confident in the need for education is decreasing. In addition, after the third year, the percentage of altruistic motives and motives of self-actualization, self-development for higher education decreases, and the percentage of material motives increases. By the fourth year of study, the number of those who are disillusioned with the profession and with their success in training is growing. In the fourth and fifth years, education as a value, the sphere of life loses its significance.

Thus, it is possible to identify the following stages in the development of the adaptive potential of an individual in the course of studying at a university. The first course, apparently, is characterized by entering a new environment. The second and third, most likely, are indicated by the involvement of the body's reserves in the process of adaptation, an increase in performance, and an active restructuring of systems. Along with this, at this stage it is necessary to write the first term papers, the first practice, the choice of specialization. The fourth year of study is probably characterized by disappointment in the profession, a decrease in the relevance of the university environment. The fifth year can be described as a period when interest in the environment of the university is revived, the systems of the body are again focused for the final tests. In this regard, it can be argued that not only first-year students, but students throughout the entire training need psychological support for educational activities.

In addition, personal qualities were considered, the development of which can contribute to an increase in the adaptive potential of the individual. According to experts, and their point of view is confirmed by the results of a psychodiagnostic study, the following qualities were identified: success in the educational process, competence in the field of interpersonal relations, discipline,

192 the optimal level of neuropsychic stability and anxiety, high motivation for learning, high intellectual abilities, the predominance of a positive mood. It can be assumed that the development of these qualities can contribute to the development of the adaptive potential of the individual.

Students who are more consistent with the criteria that the experts put forward as the qualities of an adapted student are distinguished by higher values ​​in terms of indicators characterizing the adaptive potential of the individual. Although in this case there are a number of exceptions, when students who are successful according to the criteria of the GOL methodology have lower indicators characterizing adaptive abilities. However, these exceptions are natural. For example, contradictions in indicators characterizing behavioral regulation, neuropsychic stability (PR), adherence to the norms of the social environment (MN), personal adaptive potential (PAP), appear only within the fifth year, which may indicate that personal adaptive potential decreases by the fifth year for students who initially show higher values ​​in terms of the indicator in the course of training from the first to the fourth year. Then the decrease in the indicators under consideration by the fifth year can be explained by the depletion of resources, the removal of the need to adapt to this environment. If we talk about students with high marks according to the criteria of the GOL methodology, they have lower indicators characterizing verbal and non-verbal short-term memory, conceptual logical thinking, thinking in relation to operating with numbers, within the fourth and fifth years. Also, the results are lower in terms of the indicator characterizing figurative thinking in the third and fourth years; according to the indicator characterizing the functions of logical thinking, memory and attention, within the framework of the fifth year; in terms of an indicator that characterizes the quality of operational and short-term

193 memory, the ability to convert digital information, from the first to the fourth course. Such a decrease in the indicator can be explained by the fact that at a certain time of training, certain mental cognitive processes may be less in demand, a decrease by the end of training may be due to the depletion of resources among more adapted students. At the same time, it can be assumed that in the senior years in the development of adaptive potential, the main role is no longer played by individual psychological qualities, but by other factors.

In addition, conclusions were drawn on the relationship between indicators characterizing the adaptive potential of the individual, and indicators characterizing personal qualities. Despite the fact that different relationships were identified within each course, a number of general recommendations can be identified - the development of a value sphere, motivation for success, self-confidence, a motive for mastering a profession, a positive attitude towards the world and oneself, balance .

It was also found that students with a more positive attitude towards the profession and education have higher rates characterizing the adaptive potential of the individual. Moreover, most likely, it is the attitude to the profession, its value-motivational component that determines the development of adaptive abilities.

After analyzing the results presented above, we can present a number of recommendations that can help optimize the process of adaptation to the conditions of study at a university and, accordingly, the formation of a holistic personality of a future specialist.

Judging by the dynamics of the adaptive potential of the individual and the results of the questionnaire, we need recommendations on psychological support for the first half of training (1-3 courses) and for its completion (4-5 courses). So

194 how, based on the dynamics from the first to the third year, there is an active entry, adaptation to the conditions of the university; the fourth and fifth years of study, apparently, can be described as preparation for professional life, which is complicated by disappointment in education and profession.

Thus, for students from the first to the third year, psychological support can be recommended that would contribute to cognitive and personal development. It is advisable to conduct introductory classes, some kind of educational and familiarization practice, within which students would be revealed the features of studying at a university, familiarization with the rules and regulations, the culture of the educational institution, assistance in joining a new group. This practice should include joint games and learning tasks, lectures, seminars.

In addition, it is possible to conduct a number of socio-psychological and personal trainings aimed at developing communicative, cognitive abilities, increasing the level of stress resistance, self-regulation, developing volitional abilities, self-organization, motivation for learning, self-knowledge; positive thinking. In addition, it is necessary to carry out the development of interest in learning within the framework of the pedagogical process, involvement in scientific activities, assistance in the development of new interesting topics. Assistance in choosing a specialization is also available.

By the fourth year, it is necessary to develop professional capabilities, support practices in order to develop professional skills to the greatest extent. Possibly additional electives. It is necessary to develop a positive attitude towards the profession and education, as a result, conduct conversations, during which the prospects for future professional life would be revealed, the possibility of applying knowledge in related industries. It also seems appropriate to help in finding a job.

Thus, it can be argued that the hypotheses of the study were confirmed. And the results presented in the work can be used to develop a system of psychological support for educational activities.

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