Psychophysiological factors of professional adaptation of junior officers of the Armed Forces of Ukraine. – Qualifying scientific work as a manuscript.
Thesis for the degree of Doctor of Philosophy in Psychology (specialty 053 “Psychology”) (field of knowledge 05 “Social and Behavioral Sciences”). – National Defense University of Ukraine, Kyiv, 2024.
The dissertation is devoted to the theoretical substantiation and empirical study
of the peculiarities of psychophysiological factors of professional adaptation of junior officers of the Armed Forces of Ukraine.
In the modern world, where the pace of change and demands for professional development are high, the issue of adaptation of junior officers in military conditions becomes crucial in ensuring their effectiveness and physical and mental well-being. However, despite the significance of this problem, the understanding
of psychophysiological factors influencing the professional adaptation of junior officers remains insufficiently studied.
Analysis of scientific research allowed us to characterize the essence
of professional adaptation of junior officers of the Armed Forces of Ukraine
in psychological science and interdisciplinary approaches.
To understand the importance of the structural-functional model of professional adaptation of junior officers of the Ukrainian Armed Forces considering psychophysiological factors, the components of the model, their content, functional purpose, and internal relationships are theoretically substantiated. The developed model aims to create an organizational system of professional training that will ensure statistically significant improvement in the level of professional adaptation of junior officers of the Armed Forces of Ukraine considering the identified psychophysiological factors. The proposed theoretical model provides a general understanding
of professional adaptation and contains characteristics of its components.
The substantive component includes setting tasks and defining the functions
of professional adaptation.
The instrumental component of the model is presented in the form of such components: subjects, aspects, and tools of professional adaptation.
The resultant component of the model involves presenting the expected result
of the professional adaptation of a junior officer.
Qualitative professional adaptation can have a positive impact if all structural components of the model and the model as a whole have feedback. This system requires constant improvement to effectively achieve its ultimate goal: comfortable integration into military-professional activities considering the identified psychophysiological factors, reducing the duration of this integration, reducing the risks of errors, and the ability to control oneself and the situation.
Based on the definition of professional adaptation and analysis of the features of the professional activities of officers of the Armed Forces of Ukraine, we investigated the structural components of the professional adaptation of junior officers.
The cognitive component of adaptation reflects the level of theoretical knowledge that ensures effective performance of duties according to the position held. A junior officer must understand the specifics of military service in a specific unit, clearly understand the goals and objectives of this unit in the system of the Armed Forces
of Ukraine.
The practical component boils down to improving the confident military-professional skills and abilities of a junior officer. In the process of professional adaptation and assuming a primary position, a junior officer, based on theoretical knowledge about the construction and operation rules of weapons, military and special equipment acquired during training at a military educational institution, must acquire stable practical skills and the ability to operate it.
The psychophysiological component of professional adaptation involves the adjustment of a junior officer to new physical and psychological demands resulting from their arrival at a new place of military service and the assumption of their primary officer position.
The socio-psychological component entails the graduate’s adaptation to a new social status upon leaving the military educational institution and their integration into the system of relationships within the military unit. During the period of assuming the primary position, the officer becomes acquainted with the traditions of the officer corps and assimilates them, adapts to the requirements and leadership style of new commanders and chiefs.
The socio-domestic component includes familiarization and adjustment to the peculiarities of socio-domestic conditions at the place of military service, solving housing welfare issues, potential difficulties in the employment of spouses and children in schools or kindergartens, as well as leisure activities.
The identified components for assessing the professional adaptation of junior officers of the
