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Introduction. In an integral system of continuous education, a number of interrelated stages can be distinguished, between which a through vertical integration must be carried out, ensuring the continuity and integrity of the process of personality development, the continuity of the general and professional education. There are still no empirically verified data on the gaps (crises) of continuity at the stage of school-university and psychological means of overcoming them. The research purpose is to study the psychological conditions and develop psychological and pedagogical means to ensure the continuity in the development of students’ personality at the stage of transition from general education to higher education. Research materials and methods. The study involved 280 respondents: 43 schoolchildren and 32 school teachers and 177 students and 28 university teachers. The experimental study was carried out using methods aimed at studying the level of personal and professional development, self-awareness, psychological defenses of an individual, the features of interaction between teachers and students, the development of corrective and developmental programs. Research results. The research results made it possible to single out three continuity crises: the crisis of transition from general education to higher education, the crisis of the middle of studies at a university and the crisis of transition from university studies to professional activity. It is shown for the first time that overcoming and preventing continuity crises depend on a set of psychological conditions: 1) the level of the student’s self-awareness, 2) the level of the teacher’s personal and professional development, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical means (psychological programs) aimed at preventing and correcting continuity crises have been developed, implemented and they proved their effectiveness. The students of the experimental group showed an increase in indicators on most scales of the CAT test in the ratio “before” and “after” the formative experiment (p < 0.01), which indicates an increase in the level of their personal and professional development and self-awareness. Conclusion. The identification of psychological conditions and integration of corrective and developmental programs into the educational process of a university to ensure continuity in students’ development is a promising direction for improving the training of students – future teachers.

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Change of social and professional structure of Russian society has led to an inversion of value priorities in social and individual consciousness. Consumer society has replaced creating society and gave rise to a marginal subject, whose consciousness is focused on the post he/she takes, not the profession, the wish to achieve well-being not by way of selfrealization and becoming a unique professional but by getting undeserved wealth as quickly as possible. Professional evolution has transformed into professional involution. That's why the problem of personality and professional development of a modern man at all stages of his/her professional evolution becomes extremely important. In the framework of our system approach to personal development a concept of professional development has been created, experimental studies have been conducted, and two alternative models (strategies) of professional work have been identified: the model of individual's professional development (professional evolution) and the model of adaptive functioning (professional involution). A tailored educational technology of individual's professional development can transform the adaptive behavior into behavior aimed at creative self-realization in profession. The technology includes four stages of optimization (change) of behavior: preparation, realization, reassessment, action. At each stage motivational, cognitive, affective and behavioral spheres are transformed. A whole complex of influencing methods (traditional and active ones) is used. The concept and the technology of individual's professional development let us set up innovative projects and continuing educational programs at schools, universities, training institutes at a qualitatively new level, providing for personality and professional development (personal and professional evolution) of the parties of education.