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Abstract. The article is devoted to the matters of the formation of universal competences as the basis of higher technical education taking into account the requirements of the Federal State Educational Standards of Higher Education FSES HE 3+ and FSES HE 3++. The necessity of integration of social and humanitarian disciplines into the process of professional engineering training is proved. The authors describe their work on the development of the training course |Principles of Legislation and Social Interaction in Construction", which united the disciplines "Psychology", "Sociology", "Political science", "Law". Authors have suggested to use the concept "Me" as the key element of this course, emphasizing personal responsibility of an individual for the social interaction. The authors present the results of the comparative analyses of the progress of the students, who studied the new course and those, who studied traditional separate disciplines. They prove that the results, gained within the competence approach, are significantly better, than the results, possible in case of the use of the traditional approach.

In contemporary society characterized by socio-economic and political instability, the problem of studying the factors and mechanisms that contribute to the constructive resolution of life difficulties and counteracting their negative consequences is very important. This paper contains the results of an empirical study of the characteristics and relationships of students’ coping behavior with different levels of their socio-psychological competency. The research methods comprised the following: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). The characteristics of indicators of socio-psychological competency were determined with the use of the technique for assessing socio-communicative competency, as well as a questionnaire that reveals the possibility of using socio-psychological skills by a person in difficult life situations. To study coping behavior, the following were used: “The ways of coping questionnaire” and “The youth coping scale”. The validity and reliability of the research results was ensured by the initial methodological positions, the use of tested tools, representativeness of the research sample, as well as mathematical processing of data with the help of software package for statistical analysis. The conclusions have been drawn that the basis of constructive mechanisms to overcome difficult life situations is a high level of formation of professional skills and abilities, introversion, motivation to achieve success, high intellectual development, moral standards, a high level of development of communication skills. It is these mechanisms that make it possible to resolve problem situations and tasks at work in a productive way. Their absence or a low level of development contributes to the dominance of situational methods of overcoming difficult life situations that impede professional formation and personal development.

The authors substantiated that the success of developing students’ introspectiveness is ensured by the created psychological and pedagogical conditions. A model of developing the introspectiveness as a personality quality of a future professional has been developed and tested. The results of this study create opportunities for further development of the problem in the context of the organization of lectures in the learning process for students of different courses and types of specialization. The article is intended for psychologists, tutors, education managers.