Keyword: «psychological comfort»

The principle of “self-care”, formulated by ancient Greek thinkers, has acquired acute relevance in the modern socio-cultural situation. Researchers are currently paying more and more attention to the phenomenon of “self-care”. The purpose of the article is to describe the results of a study of college students' ideas about the phenomenon of "self-care", as well as to analyze the relationship of these ideas with life satisfaction and psychological comfort of students. Research methods: essay “Self-care”, original questionnaire, E. Diener's life satisfaction scale, K. Riff's psychological comfort scale, HAM (health, activity, mood) questionnaire. The revealed structure of students' ideas about the content of "self-care" correlates with the data available in the literature and includes ideas about their personal development and well-being, as well as caring for others. The manifestation of the students’ keeping to the principles of taking care of themselves in real life positively correlates with their satisfaction with life, indicators of psychological comfort, activity and mood as well as with such indicators of psychological comfort as goals in life, self-acceptance, environment control, positive relationships.

The existence of conceptual confusion and diverse empirical models requires the development of an integrative concept of the psychological comfort of the individual. The search for a methodologically grounded model of the psychological comfort of an individual is becoming relevant due to the growing number of requests for increasing the level of psychological comfort from psychological practice. The purpose of the article is to present the results of theoretical design in the form of key ideas of the concept of achieving the psychological comfort of the individual. The concept was worked out in the context of a systemic approach and is based on the methodology of system genesis and meta-system genesis. Based on the results of the analysis of scientific literature and the conceptual design method, the author formulates main provisions of the concept of achieving the personal psychological comfort regarding its structure, functioning and genesis, which make it possible to form a multidimensional idea of the essence of the psychological comfort of an individual as a phenomenon. Theoretical provisions are subject to further empirical and experimental verification.

The relevance of the work is related to the need to understand new challenges and threats and create a theoretical basis to substantiate the factors for achieving psychological comfort for students in modern conditions. The paper presents the results of an analysis of theoretical models, the purpose of which was to determine the basis for describing the components that ensure the psychological comfort of students in the information and educational space of the school in the face of new challenges and threats. The methodological approach, which made it possible to comprehensively consider the factors being studied, was the systemic approach. Based on its basic provisions and principles, approaches to considering the concepts of psychological comfort, socio-psychological climate, psychological safety of the educational environment, and psychological well-being of students were studied. Studies on modern challenges and threats that indirectly or directly affect a child’s sense of psychological comfort/discomfort are analyzed. Psychological markers of psychological comfort and discomfort are described, and some consequences of such discomfort in schoolchildren are given. The theoretical significance lies in the substantiation and description of components important for achieving psychological comfort of students in the context of modern challenges and threats. It is shown that the modern world of challenges and threats can be viewed not so much from the perspective of self-defense or ensuring complete peace of mind, external security, but from the position of other mechanisms and conditions that require new ways of understanding the changing reality, and bring with them new opportunities, which need to be predicted and used for good. Therefore, a special role is played today by the tasks of developing the personal resources of students to be prepared for various kinds of threats, to show resilience in difficult situations, to pursue their goal, while creating and doing something useful for their country, helping others. The practical significance lies in the fact that for each studied component, which provides psychological comfort to students, pedagogical methods are proposed (the method of emphasizing values, the method of value contrasts, the method of giving value, methods of fostering patriotic values, life orientations, methods of reconstructing communication styles, joint discussion of important innovations for the country with adults, trainings for the development of critical thinking, analysis of manipulative technologies used by telephone scammers, express exercises for relieving emotional stress, negative emotions conducted in lessons, dynamic pauses, at recess, self-organization methods, etc.), which can be used to conduct empirical research.