Security and the modern world are inseparable concepts, which is why one of the tasks of modern education has become the formation of a personality of the safe type; such a personality optimally combines rights and duties, freedom and responsibility, personal life needs and public interests.

To achieve this goal, the following tasks become priorities:

• 1) fostering a culture of safety in the younger generation;
• 2) forming motivation for success in emergency conditions, experience in preventing critical situations, emotional readiness for danger, a system of knowledge about behavior in extreme conditions, and practical experience in overcoming dangerous situations;
• 3) teaching knowledge of the rights for protecting one's own and others' health;
• 4) forming a sense of responsibility for personal safety and the safety of others, through direct or indirect influence.

At present, the problem of ensuring psychological safety has become significant for the theory and practice of psychological science. Ensuring positive personal development and the preservation of a person's mental health is impossible without maintaining a certain quality of the external environment. While the ecological, political, economic, and medical aspects of this problem are discussed in scientific research, the problems of psychological safety are only rarely mentioned.

Safety is one of the characteristics and criteria for the functioning and development of social, economic, technical, and ecological systems. Psychological safety is a leading characteristic determining the development of a socially and psychologically healthy personality. One of the main psychological conditions for its development is the formation of self-awareness, which includes self-knowledge (dangerous—safe personality type), self-attitude (adequate self-esteem), and self-regulation (equanimity, the ability to regulate one's emotional state).

PSYCHOLOGICAL WORKSHOP "STRESS RESISTANCE AND SAFETY"

Today, every person, bearing the whole burden of present-day overexertion, needs an understanding of the nature of stress, its causes, its consequences, methods of psychoprophylaxis for post-stress states, and generally accessible psychotherapeutic techniques for overcoming them.

Behavior in a stressful situation depends largely on a person's individual characteristics: the ability to assess a situation quickly; skills of instant orientation in unexpected circumstances; strong-willed composure and decisiveness. The overwhelming majority of people understand the concept of "stress" as trouble, grief, strong negative emotional experiences. This is partly correct. But only partly, since great joy, unexpected success, triumph — this too is stress. Or rather, not stress itself, but the stressor factor that causes a state of stress.

Stress resistance allows a person to maintain self-control in critical situations, and therefore helps ensure the safety of the individual.

Goals of the workshop:

• 1. Learn to assess the level of stress in one's own work and life and avoid a destructive stress state.
• 2. Identify the main qualities that will help control stressful situations.
• 3. Learn to derive benefit from stressful situations.
• 4. Learn to manage one's own state.
• 5. Develop the qualities of a safe-type personality.

Exercise "Associations with the Word Stress." The facilitator invites

participants to name associations with the word "stress." A small ball can be used for the exercise; the player who catches the ball names their association. During the discussion, the facilitator notes that the associations were an expression of a particular emotional state evoked by the word "stress." In order to manage one's emotional state in a stressful situation, one must at least determine the nature of these emotions, their depth, and the degree of their influence on behavior.

Exercise "Qualities of Stress Resistance." Participants are divided into two teams. Each team takes turns naming qualities that will help fight stress. Then one player is chosen from each team to argue that these particular qualities are the ones needed to fight stress, while the qualities named by the opposing team are less important. The team that names the greatest number of qualities and can justify them wins. The facilitator reviews the strengths and weaknesses of the teams' performances.

Exercise "Interview." The facilitator asks who considers themselves a stress-resistant person. Participants who consider themselves so sit in the center and answer questions from the other participants. The facilitator sums up the experience gained.

Exercise "Emotions." The participants or the facilitator propose a stressful situation. Participants are divided into several teams (of 2—3 people) and decide whether any benefit or positive emotions can be drawn from the given situation for themselves. They are given a few minutes to discuss. The facilitator summarizes the positive emotions that came up during the game.

Exercise "Finding a Solution." Participants are divided into two teams. In each team, a person is chosen to describe some stressful situation (where it happened, with whom, what happened, the causes, the emotions). The teams analyze the given situation, for which they are given no more than ten minutes, and propose various ways out of it (what could have been done to resolve the problem situation with the least losses).

The facilitator helps analyze the proposed methods, checking with the person who presented the stressful situation whether it would be acceptable for them to use these methods.

Exercise "Ways to Manage Stress." Participants are divided into several teams of 5—7 people, discuss, and write down on a sheet of drawing paper the stress-management methods they know. Then each team presents its version. The facilitator summarizes and supplements the experience gained. This can be arranged as a handout and offered to the workshop participants as a summary of the work.

Exercise "Personality Qualities That Determine One's Safety." At the beginning of the exercise, the facilitator discusses with the workshop participants what, in their opinion, is "dangerous—safe," and by what criteria a person is assessed as "dangerous—safe." Next, participants are asked to break into teams of 5—7 people and discuss the qualities of a safe-type personality. All the qualities named are written on the board. From the listed qualities, an ideal characterization of a safe personality is compiled.

On their own sheet, participants note which of the above-listed qualities they themselves possess and compare them with the qualities characterizing a safe personality. The facilitator helps participants summarize the experience gained.

Exercise "Personal Choice and Safety of Activity." The facilitator offers workshop participants situations in which they need to make their choice:

1. Oil Company. Oil deposits have been discovered in Lake Baikal. Your company has the opportunity to buy a license for oil extraction; this is a very profitable venture that could bring in billions.

Problem: the uniqueness of the lake will be disrupted, and in the future it may become dead.

Characters: an ecologist, a director, a sponsor, a governor, an accountant.

2. Cosmetology and Medicine Center. You purchased a large batch of imported cosmetology products without a certificate (trusting old business partners). During a medical examination, harmful substances were found in the cosmetic products. Returning the goods is not possible.

Problem: sell the goods and make a profit, or not sell them.

Characters: a director, a chief cosmetology physician, a lawyer, a sponsor, a representative from the consumer company.

3. Manufacturer of Genetically Modified Food Products. You can start a very profitable business — producing cheap food products. At present they have no effect on the human body. But in future generations, mutation processes are possible.

Problem: whether or not to produce genetically modified food products.

Characters: a director, a dietitian, a sponsor, a medical expert, product distributors.

Each group is given time to prepare, and then, in turn, each group performs in front of the other groups, acting out a discussion between the characters. In each situation, the problem posed must be resolved, and conclusions must be drawn.

When summing up, it is discussed how the qualities of a safe personality were shown by the participants in the game.

Exercise "Qualities I Want to Ask of Another Person." Participants stand in a circle. The participant who currently holds the ball may ask any member of the group for the quality that they themselves lack and that the other person has. The exercise should involve all workshop participants.

Stress Resistance Test

Rate the degree of your irritability, nervousness, and quickness to anger, and your ability to control these qualities. Answer the list of questions below in one of three ways:

• • definitely,
• • but not very much,
• • no, not at all.

Questionnaire: Are you irritated by:

• 1. A crumpled page of a newspaper that you want to read.
• 2. A woman "of a certain age" dressed like a young girl.
• 3. Excessive closeness of the interlocutor during a conversation.
• 4. A woman smoking on the street or in a public place.
• 5. A person coughing in your direction.
• 6. When someone bites their nails in front of you.
• 7. When someone laughs at the wrong moment.
• 8. When someone tries to teach you what to do and how.
• 9. When someone is late for a meeting with you.
• 10. When, at the movie theater, the person sitting in front of you keeps fidgeting and talking about the film.
• 11. When someone retells you the plot of an interesting novel you are just about to read.
• 12. When you are given unnecessary gifts.
• 13. Loud conversation on public transportation.
• 14. An overly strong perfume smell.
• 15. A person who gestures while talking.
• 16. A colleague who often uses foreign words.

Key

For each answer, the subject is awarded:

"yes, definitely" — 3 points;

"yes, but not very much" — 1;

"no, not at all" — 0.

Points are summed.

Results

More than 36. You cannot be counted among patient and calm people. You are irritated by almost everything, even the most trivial things. You are quick-tempered and easily lose your composure. This wears down your nervous system, increasing friction with those around you.

From 13 to 36. You belong to the most common group of people. Only truly unpleasant things irritate you. Without dramatizing everyday troubles, you are able to easily forget about them.

Less than 13. You are a fairly calm person with a realistic outlook on life. It is not so easy to throw you off balance. And this is a guarantee against stress.

Questions for Discussing the Results of the Workshop

• 1. Stress — what is it?
• • What do I know about stress?
• • What do others know about stress?
• • What do science and practice say about stress?
• 2. The face of my stress.
• • What do I know about my own stress?
• • What does my stress look like?
• • Where in my body is my stress located?
• 3. My ways of overcoming stress: what I already rely on now.
• • What do I know about different ways of overcoming stress?
• • Why doesn't my knowledge about stress help me enough to overcome it?
• • What do I know about my own ways of overcoming stress?
• • Investigating my own mechanisms that trigger stress reactions.
• • Becoming aware of my own methods of overcoming stress.
• • Why do I need stress: exploring my own "benefit" from stress.
• 4. My resources: what I could rely on.
• • Changing my attitude toward stress.
• • How can I "come to terms" with my own stress?
• • How can stress be turned from an enemy into an ally?

Practical Work "The Psychology of the Safe Personality"

Task

Answer the questions in the proposed diagnostic set of methods, and analyze your results:

• • Which personality type do you belong to (safe, situationally dangerous, dangerous)?
• • Which characteristics of your personality will contribute to a favorable outcome in an extreme situation?
• • Which characteristics of your personality will hinder a favorable outcome in an extreme situation?

Diagnostic Set of Methods

1. "Personality Questionnaire" (EPQ) by G. Yu. Eysenck.

Goal — to study one's own type of temperament.

2. Cattell's "16PF Questionnaire."

Goal — the study of the individual psychological characteristics of personality.

3. Rotter's Method for Determining Locus of Control Orientation.

Goal — to determine the type of a person's orientation of control over a situation: internal and external.

4. Elers's Questionnaire "Assessing the Degree of Risk-Taking Motivation."

Goal — to assess the propensity for risk and the level of motivation for achieving goals and success.

5. Leary's Method for Diagnosing Interpersonal Relations. Goal — to determine the leading type of attitude toward others.