The paper presents data on general level and expression of components of rehabilitation potential of per¬sonality in such chronic conditions as gastrointestinal and cardiovascular diseases, cancer, HIV/AIDS. It is stated that rehabilitation potential is closely connected with some other personality resources that promote a better rehabilitation and readaptation of patients, e.g. existential fulfillment, optimism, activity, vitality. The paper describes features of rehabilitation potential (in particular, its component — the inner picture of disease) and of several personality dispositions observed in various chronic conditions. As it was revealed, personality resources are most evident in young and middle-aged individuals with gastrointestinal diseases and least evi¬dent in their peers living with HIV/AIDS. Also, a correlation was found between the decrease of personality potential and chemical addiction in persons with HIV/AIDS. Finally, the paper describes a special technique that was developed by the authors in order to define the general index of rehabilitation potential and those of its components — motivational, emotional, self-evaluative communicative components and the inner picture of disease.

Today, the psychological science and practice face the task of singling out and systematizing the social risk factors, emerging either at the level of society in general and its specific subsystems (an organization, a working group) or at the level of an individual person in terms of his behavior and lifestyle. Security of a socio-professional group presents as such a condition of social work environment that does not disturb the psychological prerequisites of integrity of the subjects of labor, their adaptability and development. This research aims to substantiate the indicators of psychological security of the staff.The object of the study is a socio-professional group of educational organizations. The authors single out the following psychological indicators of security of a socio-professional group: managerial competence of the executive body; optimum psychological climate; corporate identity, referential significance of professional environment and positive group motivation. The study showed credibly correlative connections between the style of management in an educational establishment (democratic or authoritarian), psychological atmosphere and collective motivation. The study showed that in an educational establishment with a democratic style of management, the employees feel more psychologically secure as compared with employees at an establishment, run in an authoritarian fashion.A tough position of a leader causes the employees' anxiety, which renders the psychological atmosphere unfavorable. In conditions of authoritarian management, the employees share the values and motives of their group less compared to the employees operating in a democratic atmosphere.

The article deals with the theoretical and practical aspects of the study of the phenomenon of professional readiness of teachers as a condition of realization of effective inclusive educational practice. The article aims at studying the professional readiness of teachers of educational organizations to inclusive education. The methodological basis of the research was formed by the ideas of the humanistic pedagogy; axiological (value) approach to personality; personaloriented approach to education. Research methods included theoretical (system analysis, analysis of scientific and methodical literature on the problem of forming readiness of teachers to the realization of inclusive educational practice), empirical (resulting experiments; monitoring, expert assessment method), and mathematical processing of experimental data. It was examined the notion of professional readiness of teachers as a condition of realization of effective inclusive educational practice; components of professional readiness of teachers are allocated and substantially proved, according to components methods of diagnostics of professional readiness are picked up and approved. The state of professional readiness of teachers in the Stavropol region is studied. Targeted support of teachers is offered based on the results of the study. The main conclusion is that the professional readiness of teachers is a complex integrative education that requires targeted forms and methods of its formation, based on the needs of teachers in a variety of types of support: educational, psychological and so on.

The article is devoted to the justification of modern psycho-pedagogical paradigms of interactive methods of training and personal development of schoolchildren, seniors, students and other categories of students in a holistic educational and socio-developing process. The article reveals microgroups technology implies, in particular, as a universal means of implementation of inclusive education and social rehabilitation of different ages and of different health categories of people in interactive forms, including activities carried out with the elderly in social service centers. Development and adaptive psycho-rehabilitation programs using the method microgroups involves reliance on the principle of adequacy of the technology targets and objectives of the program, the systems principle, which means that coverage of all sides of the cognitive, behavioral and personal spheres of program participants; the principle of integrity, that is, the use of various and diverse psychocorrectional and rehabilitation methods and technologies in each program; principle of conformity of the proposed methods and technologies of the age peculiarities, the level of intellectual and language development, as well as the specifics of the features of the limited possibilities of health of program participants.

Экзистенциальные проблемы личности в современной зарубежной геронтопсихологии:результаты анализа исследований за последние пять лет Сенкевич Л.В., кандидат психологических наук, доцент кафедры социальной, общей и клинической психологии факультета психологии, Российский государственный социальный университет (ФГБОУ ВО РГСУ), Москва, Россия, lvsenkevich@mail.ru Шагидаева А.Б., кандидат психологических наук, доцент кафедры педагогики и психологии факультета педагогики и психологии, Московский социально-педагогический институт, Москва, Россия, asaliya76@mail.ru В статье представлены результаты теоретического анализа современных зарубежных представлений об экзистенциальных проблемах человека пожилого и старческого возраста. На основе результатов теоретиче-ского анализа в статье раскрываются современные психологические теории и концепции решения старею-щим человеком актуальных экзистенциальных проблем, таких как: поиск смысла своего существования и существования человечества в целом, проблема свободы и ответственности перед собственной жизнью, отношение к смерти как к экзистенциальной данности, переживание экзистенциальной изоляции.Ключевые слова: экзистенциальные проблемы, старость, смысл жизни, удовлетворенность жизнью, одиночество, ответственность, жизненная активность. Psychology, 2017, vol. 6, no. 3, pp. 22-29. doi: 10.17759/ jmfp.2017060303 (In Russ; abstr. in Engl.).Одной из тенденций развития современной психо-логии и, в частности, геронтопсихологии является усиление влияния экзистенциальных подходов к целостному познанию психологического бытия суще-ствующего человека. Реальность современности, с ее неопределенностью, непредсказуемостью поведения человека, независимостью его от внешних причин, требует самостоятельного принятия человеком своего жизненного выбора и полной ответственности его за свою собственную жизнь.Экзистенциальные подходы к исследованию пси-хической реальности приобретают особую актуаль-ность и значимость в связи с рассмотрением проблем старости и вопросов, связанных с данным возрастным периодом развития человека.Обыденное восприятие старости во многом стерео-типно и связано с представлением о пожилом и старче-ском возрасте как о периоде угасания жизненных сил и жизненной активности человека, как о периоде мучи-тельного ожидания им смерти и принятия ее. Пожилой человек представляется беспомощным, не имеющим возможности жить «полной жизнью», «доживающим свой век», а потому и жизнь в старости не имеет ника-кого смысла. В связи со стереотипным восприятием старости и страхом перед ней, в обыденной повседнев-ной жизни человек стремится хоть как-то отсрочить ее приближение, предпринимая все к тому усилия.В настоящее время в западных культурах все чаще отказываются от употребления таких терминов, как «старость» или «человек престарелого возраста».Еще Г. Гессе отметил, что «…быть старым -такая же прекрасная и необходимая задача, как и задача быть молодым, а учиться умирать -такая же почтенная функ-ция, что и любая другая». Он подчеркивал, что «… только при условии осмысленности жизни, ее призн...