To the Problem of Psychological Sustainability of Future Higher School Teachers in Conditions the Risk Society

У статті розглянуто проблему психологічної стійкості майбутніх викладачів вищої школи в умовах суспільства ризику. Проаналізовано актуальні дослідження із соціології та психології щодо особливостей психологічної захищеності особистості в умовах травматичних подій суспільства ризику. Обґрунтовано необхідність вивчення психологічних аспектів професійної підготовки науково-педагогічних кадрів у суспільстві ризику. Розглянуто сутність понять «психологічна стійкість», «життєстійкість», «залученість», «життєстійкі переконання». Сформульовано психологічні рекомендації щодо формування психологічної стійкості до ризиків у майбутніх викладачів у суспільстві ризику, їх уміння оцінювати ризики, бути здатними до актуалізації психологічної стійкості в собі та у студентському середовищі.The article reveals the problem of psychological sustainability of future higher school teachers in conditions of the risk society. Current research in sociology and psychology on the peculiarities of psychological security of the personality in conditions of traumatic events of the risk society are analyzed. The necessity of studying the psychological aspects of training research-pedagogical staff in the risk society is proved. The essence of the concept «psychological sustainability» is defined, which is interpreted as the ability of a person to face difficulty, keep the faith in situations of frustration and to maintain a high level of mood. The components of psychological sustainability are outlined, namely: emotional, volitional, intellectual (cognitive), motivational and psychomotor. It is proved that the psychological sustainability of the personality to social problems and risks is an integral index, which reflects the results of training and education of the personality, and the experience of interaction with the environment. The article focuses on the study of specific risks in the life of young generation. The typology of situations of youth social risk, according to which the first type of risk is associated with competition between peers in personal development, problems of health and protection of life; the second type of risk is conditioned by the uncertainty of youth life start; the third type of risk is associated with uncertainty of youth self-realization opportunities; the fourth type of risk situations is connected with value-normative uncertainty; the fifth type of risk situations is associated with the uncertainty of youth identity. The essence of the concept of «sustainability» is defined, which is understood as the ability to overcome difficult situations constructively, remain active and prevent negative effects of stress. The basic values of vital sustainability are clarified: cooperation, trust, and creativity. The components of vital sustainability as a system of beliefs about oneself, about the world and relationship with it: inclusion, control, and risk taking are considered. The emphasis is put on the fact that sustainable personality views life as a way to gain experience and is ready to take risks. Common indicators of destroying of personal psychological sustainability are outlined. Psychological recommendations for forming psychological sustainability to the risks in future teachers in the risk society, their ability to assess risks, to be able to actualize psychological sustainability in them and in the students’ environment are formulated