Svetlana A. Filippova

The relevance of the study is due to the increased risk of high radicalization among students in the context of aggressive and destructive influences. The goal is to identify the psychological and pedagogical aspects of designing activities to prevent the radicalization of young people in universities, based on identifying risk groups among Russian and Belarusian students. The study was based on a resource approach. A combination of theoretical, empirical, and data processing methods was used in the study. The Student's t-test for independent samples was used to assess the significance of the differences. The empirical base included students from Russian and Belarusian universities (N = 64). An additional professional advanced training program for teachers and curators of student groups has been developed and tested, based on the principles of a resource-based approach. The results of the empirical part of the study did not reveal any risk groups in any of the studied samples, as the average numbers for all the scales of violent extremism were within the normal range. However, it was found that the average numbers for several scales and the overall tendency towards extremism were significantly higher among Russian students. The highest average values in the Russian sample were observed for the scales of «anti-intraception» and «conventional coercion», while in the Belarusian sample, the highest average values were observed for the scales of «anti-intraception» and «protest activity». Strong positive correlations were found in the Belarusian sample between a number of variables («cult of power» and «destructiveness and cynicism», «cult of power» and «protest activity», «destructiveness and cynicism» and «protest activity»). Strong positive correlations were found in the Russian sample only between the variables «protest activity» and «normative nihilism». Significant differences in the studied unrelated samples were found on the scales «cult of power»; «acceptability of aggression»; «intolerance»; «social pessimism». The significance of the differences was also found on the general indicator of the propensity to violent extremism. The novelty consists in identifying the specific features of the manifestations of the scales of violent extremism in comparison between the Russian and Belarusian samples of students. The theoretical significance lies in substantiating the resource approach as methodologically justified in the prevention of radicalization of student youth through the development of personal resources. The practical significance is determined by the effectiveness of the tested program «Risks and Resources for Ensuring the Safety of the Student's Personality in the University Educational Environment» and the readiness of the materials for implementation in the educational process.

The relevance of the article lies in clarifying and concretizing the content of the concept of «psychological security of the educational environment» taking into account new challenges and threats with an emphasis on the personal factor. It is shown that the definition of psychological security of the educational environment through the category of protection from various risks and threats does not meet new challenges and threats. The authors believe that in the modern digital world, combining real and virtual influence on children and young people, it is not possible to fully foresee all imaginable dangers and protect students from them, because even identical conditions for one student may be safe, for another – constitute a potential threat. The authors emphasize that the educational environment is characterized by dynamism, and its psychological security as an integrated part is based primarily on the ability of the subjects themselves to maintain stability, vigilance, show critical thinking, resist negative influences and overcome them on their own or by seeking help. The aim of the study was to examine the personal characteristics of modern students which can influence the psychological safety of the educational environment in a situation of new challenges and threats. The following personal qualities of students were studied: conformism, social pessimism, intolerance, nihilism, cynicism, destructiveness, attitude to the permissibility of aggression, the presence of a cult of strength, protest activity, etc. To do this, the multidimensional diagnostic technique by D.G. Davydov and K.D. Khlomov was used. According to the results of the work done, the personal characteristics of students that form the potential risks of both illegal activity and loyalty to its implementation on the part of other persons are revealed: social conformity, unwillingness to make independent decisions and take personal responsibility, a tendency to simplify the picture of the world, reduce complex parameters of the VUCA world to generalized models, attraction to idealized guarantees of social justice. The novelty lies in identifying the targets of socio-psychological work with students aimed at reducing the risks to the psychological safety of the educational environment. The results of the research can be used by the administration, university teachers, tutors of student groups, psychologists to organize educational, correctional, preventive work with students, as well as for psychological and pedagogical support of students, taking into account their individual characteristics at the stage of their personal development at the university.

The psychological resilience of the future teacher in changing conditions and stressful situations is an important quality that reduces the risks of professional burnout and deformation. The issue under discussion is focused on solving the current scientific problem – the study of the mechanisms, factors and conditions for adapting the future teacher in the VUCA-world: the authors present results of a psychological examination of students of a pedagogical university in the conditions of quarantine measures. The aim of the study was to assess the adaptive potential of students in conditions of forced distance learning; formation of ideas about personal characteristics contributing to adaptation of future teachers. The study involved 143 students studying in the areas of «Pedagogical Education», «Psychological and Pedagogical Education» aged 18 to 22 years. Monitoring was carried out through a diagnostic cross-section followed by data processing using mathematical statistics methods. The study made it possible to describe the personal profiles of students, characterize the psychological mechanisms of adaptation to the current situation, reveal the level of stress of students in pandemic conditions, and assess the potential risks to the psychological health and comfort of students. The study showed: the sample as a whole is characterized by quite high adaptive potential (students showed high indicators of resilience and moderate manifestations of stress, most of them had a balanced personal profile, which indicated personal resilience); personal characteristics affect the mechanism of the adaptation process, forming links with the symptom complex of resilience and level of stress; personal rigidity (accentuation) leads to the formation of typical rigid cognitive attitudes and behavioral patterns, which do not contribute to adaptation in changing conditions, negatively affecting resilience and increasing stress. The obtained data allow predicting the risks to the psychological health and comfort of students, more effectively planning and implementing psychological prevention and support for students during their studies at the university. The revealed trends make it possible to note personal flexibility as a key factor of adaptation and stress resistance.