Педагогічні умови формування емоційно-вольової стійкості у майбутніх офіцерів Збройних сил України

Abstract

The dissertation study solves the urgent scientific task of studying the theoretical, methodological and practical aspects of the formation of emotional and volitional stability in future officers of the Armed Forces of Ukraine during their professional training in higher military educational institutions, in particular, taking into account their experience in repelling russia's armed aggression. Based on the systematization of philosophical, psychological and pedagogical developments, it is established that the emotional and volitional stability of future officers is an integrative property of the individual, which is formed in the process of military professional training in a specially created educational environment of a higher military educational institution, the proper level of formation of which ensures the successful completion of educational and combat missions under the influence of psychotraumatic factors. The study found that controlling and regulating the emotional sphere of an officer's personality and his or her resistance to psychotraumatic factors require an appropriate level of personal qualities, primarily volitional ones, among which the following are identified: determination, endurance, ability to make a balanced managerial decision, ability to control oneself and manage subordinate personnel. As a result of the proper level of development of volitional qualities, due to the inextricable link between effective management and the need to maintain concentration and endurance when making a decision, the prerequisites for avoiding or making it impossible to perform a volitional act are created. The proper level of development of cadets' volitional qualities is crucial in the process of formation of future officers in military professional activities and requires taking into account the integrative nature of the military profession in particular. The article establishes that the subject focus of training future officers is the formation of emotional and volitional stability as one of the priority professional qualities, given the specific features of the organization of the educational process in a higher military educational institution and the experience of performing combat missions by officers during the russian-Ukrainian war. In the course of studying this issue, it was found that the structure of the emotional and volitional stability of a future officer is an integration of psychophysiological, cognitive, emotional, volitional, activity and reflexive substructures. The peculiarities of the process of forming the emotional and volitional stability of future officers in a higher military educational institution as a mandatory component of their psychological readiness to perform combat missions are determined, which includes emotional and volitional stability as a component of the future officer's readiness for professional activity; emotional and volitional stability as a criterion of the future officer's professional readiness; emotional and volitional stability as one of the professionally important qualities of a future officer. As a result of generalization and systematization of scientific information, as well as analysis of practical experience, the components of the formation of emotional and volitional stability of future officers (motivational, cognitive, activity) are identified, the criteria for its formation (value-motivational, cognitive-practical and activity-evaluation) are clarified, and the corresponding indicators are highlighted. In the course of the practical study of emotional and volitional stability of future officers, its levels (low, medium and sufficient) are characterized and a diagnostic toolkit for assessing the state of its formation is developed. Based on the use of pedagogical modeling, a graphical structural model of the formation of emotional and volitional stability of future officers has been developed, which includes five blocks: target-methodological (objective need; goal; methodological approaches: systemic, competence, subjective-activity, contextual; principles: scientific, systematic, independent, integrative, practical, subjective); content-functional (pedagogical conditions; methods: method of contextual learning, brainstorming, discussion, work in pairs and small groups; forms: trainings, independent work, primary military-professional and quasi-professional activities, internships); subjective (creation of conditions for recognizing the cadet as a fullfledged subject of educational activity and formation and development of a culture of subject-subject relations); activity (stages of formation: motivational, cognitive, and activity) and diagnostic and resultant (components, criteria, and levels of formation). The article substantiates the pedagogical conditions for the formation of emotional and volitional stability of future officers as circumstances of the educational process of a higher military educational institution, the introduction of which is aimed at improving the goals, objectives, content, methods and forms of its organization, establishing and maintaining effective interaction between the subjects of the educational process - administrative and command staff, research and teaching staff and cadets. These pedagogical conditions include: 1) stimulation of motivation and activation of cognitive activity of future officers to master professional knowledge and skills; 2) development of professional subjectivity of future officers and formation of a culture of subject-subject interaction in a higher military educational institution; 3) introduction of training technologies for the formation of emotional and volitional stability of future officers. It has been found that the proper implementation of the identified spectrum of pedagogical conditions creates prerequisites for achieving the goal of forming an appropriate level of emotional and volitional stability of future officers while studying at a higher military educational institution. Thus, to implement the first condition - stimulating motivation and activating cognitive activity of future officers to master professional knowledge and skills - it is necessary to implement a number of measures, in particular: planning the educational process aimed at achieving the goal of acquiring a sufficient amount of theoretical knowledge and practical skills by future officers, building an individual educational trajectory, taking into account the characteristics and inclinations of each cadet, a system of motivation through incentives, since, in our opinion, the p In the course of implementing the second condition - the development of professional subjectivity of future officers and the formation of a culture of subject-subject interaction in a higher military educational institution – it is extremely important to form models of successful professional activity in the future officer both in peacetime and, most importantly, during involvement in combat operations. The carriers of the experience of successful performance of service and combat tasks are administrative and command staff, research and teaching staff of higher military educational institutions and, in some cases, other cadets with military service experience. For the practical implementation of the third pedagogical condition, a number of requirements were implemented, including the following: ensuring the conditions for the manifestation of conscious activity of each cadet during participation in training; planning and development of trainings taking into account the experience of officers in service and combat activities; subject-subject interaction of instructors and cadets; development of skills of making managerial decisions by each cadet; reflective analysis of the results of the formation of components of emotional and volitional stability after each training. The potential of training technologies in the formation of emotional and volitional stability of future officers is determined and it is determined that the advantages of using training technologies in practical training are to increase the effectiveness of the process of forming the personal and professional qualities of the cadet, professionally oriented skills and practical skills of professional activity in the positions of officers, creating conditions for self-knowledge of the future officer, as well as developing the ability to reflect on the results of professional activity. In practical terms, the author's training program <Emotional and Volitional Resilience of the Future Officer= was developed and tested, which covers 7 training days and 10 training hours, based on the use of practical methods and forms of training, namely, skills training, group work, discussions, brainstorming, role-playing and situation analysis. In order to achieve qualitative and quantitative changes in the formation of emotional and volitional stability in future officers studying in the specialty 254 <Support of Troops (Forces)= of the educational and professional program <Moral and Psychological Support in Units, Ships (by types of the Armed Forces)=, an experimental study was organized, which covered the stating and formative stages. During the experiment, the initial and final state of formation of the motivational, cognitive, and activity components of future officers' emotional and volitional stability was determined; the effectiveness of the above-mentioned pedagogical conditions was experimentally tested; quantitative and qualitative analyzes of the results obtained were conducted using the methods of mathematical statistics. The conducted scientific research is of theoretical importance for further study and solution of the problem of forming emotional and volitional stability of future officers and can be used by teachers to improve the professional training of future officers in higher military educational institutions. The materials of the study can be used by scientists, scientific and pedagogical staff and administrative and command staff of higher military educational institutions in preparation for theoretical classes and development of practical activities with cadets in higher military educational institutions. The practical significance of the study lies in the introduction of the training program <Emotional and volitional stability of the future officer= into the professional training of future officers. The diagnostic tools for studying the state of formation of emotional and volitional stability of future officers are systematized. As a result of the implementation of pedagogical conditions, it has been proved that they have a positive impact on the formation of emotional and volitional stability of future officers during professional training in higher military educational institutions. Scientific and methodological materials containing innovative forms and methods have been developed, which improves the quality of the educational process. The following textbooks were co-authored: <Training Technologies in the Training and Education of Servicemen=; <Fundamentals of Military Pedagogy (in tables, diagrams, charts, photographs)=; <Theory and Methods of the Military Pedagogical Process=; <Fundamentals of Psychological Counseling for Servicemen=. The methodology of organizing professional training of cadets in higher military educational institutions was improved by developing methodological and practical materials for the formation of emotional and volitional stability in the course of studying the disciplines <Social and Psychological Technologies of Management of Military Collectives=, <Organization of Moral and Psychological Support of Troops (Forces)=, <Internal Communication Work in Units=, <Modern Methods of Psychodiagnostics of Servicemen=, <Military Deviantology=, <Psychological and Psychological Counseling of Servicemen=. In addition, in the courses of practical training during field trips, namely: <Psychological Training and Tactical Medicine Course=, <Team Building Course’, <Military Leadership Development= and <Anti-Stress Training Course for Personnel=. The main provisions, methodological and practical conclusions, and the source base of the dissertation research may be useful for research and teaching staff engaged in the professional training of future officers in higher military educational institutions.