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Purpose. The article undertakes a theoretical and methodological analysis of trust and faith in business relations, considering modern changes in the field of personnel management, organizational psychology and the economy as a whole. Method. The place in the system of business relations is specified, as well as the ratio of faith and trust with similar concepts (commitment, loyalty, involvement, reputation, etc.). The main stages of building trusting business relations are highlighted, which, with their strongseverity, can grow into faith. Different «addressees» of trust and faith are also determined, ranging from specific people (including faith in oneself), and ending with faith in the «power» of the existing orders of business relations enshrined in laws, orders, traditions. Separately, the relationship between differentvariants of faith in the nature of production and the corresponding production relations is considered,taking into account changes in the minds of most people in the modern era. Finding. A comparativetheoretical analysis of the manifestation of trust and faith in organizations with pronounced and lesspronounced labor regulation and strict control over employees is given. Values of results. The assumptionis substantiated that with more strict regulation, the employee often delegates responsibility to externalregulators, respectively, more and trusts them, up to the «deification» of some of the most authoritative colleagues, leaders, and managers, or — more believes in the power of certain models of production organization. And with a weakened external regulation of labor, workers often develop internal means of self-regulation, which sometimes, with a special success of activity, generates confidence in some of them, and in extreme cases, even a conviction that they are helped by some «higher forces».

At present, the problems in one way or another related to the risk of involving young people in illegal activities are recognized as the most pressing. In addition, the issues of well-being of various environments of an individual's existence are recognized by the expert community and require close consideration. The educational environment is a unity of psychological and pedagogical reality, the purpose of which is to solve educational problems in the presence of specially organized conditions; tasks aimed at socializing students; as well as tasks for the formation and development of the student's personality. The solution to the listed tasks in the educational environment, along with its psychological and pedagogical support, can act as an alternative to the aggressive social environment which results in the growth of sociogenic diseases. In this regard, this paper presents an empirical research program developed by the authors aimed at studying the psychological and pedagogical security and safety of the educational environment as a factor in providing the national security of the Russian Federation. The paper presents the results of a theoretical and methodological analysis of the main factors and risk indicators of the safety of the educational environment (school baiting (bullying), delinquent behaviour among children and youth, suicidal behaviour of children and adolescents, the problem of psychoactive substances use, the problem of Internet addictions); the research methodology has been substantiated; methodological tools (psychodiagnostics tools, sociological and pedagogical methods, methods of mathematical statistics) have been chosen. In addition, the proposed results have been identified in the framework of the research program, which are designed to contribute to the problem of ensuring the psychological and pedagogical security and safety of the educational environment in educational institutions which is being solved by the world psychological science.

Along with the sociocultural, natural and technogenic life environments in the post-industrial society, the information environment, embodied by the media and the global Internet, is becoming the leading one. In the information environment, individual activity is transferred to the Internet. It includes professional activities mediated by distance technologies, social networking, Internet communities, personal sites, blogs, twitters, collections of scientific, educational, literary and artistic publications, news, movies, concerts, meetings, etc. In this context, the dual social role of the teacher as a provider and, at the same time, consumer of educational services is highlighted. The development of general and professional competencies (especially socio-communicative) affects the success of a teacher in the field of socialization, education and upbringing of young people in the society based on innovations and high technologies. The education system demands a teacher who is able to implement innovative changes in the educational process, requires fundamentally new technological support for innovations and involves the development of the relevant norms of innovative behavior and description of the models, types and methods of disseminating innovative pedagogical experience. Such a teacher meets the requirements of the Russian national project “Our New School” and should be one of the most important resources for modernizing the education system as a whole and, in particular, in terms of continuing professional development. High-quality performance of professional labor functions (training, educating, upbringing) implies the possession of competencies in the analysis, exchange and dissemination of innovative pedagogical technologies. Professional development of a teacher is impossible without the need to transmit the positive experience to wide pedagogical communities.