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The study of psychological adaptation requires consideration of its functions in the overall adaptation process. Since any adaptation is a process of building optimal ratios between the organism and the environment, determining the value of psychological adaptation presupposes answers to the questions about exactly which ratios between a person and the environment depend mainly on psychological adaptation and how changes in psychological adaptation affect the homeostatic systems of the body. The search for answers to these questions forces us to consider psychological adaptation as a complex process, which along with psychological adaptation (i.e. maintaining mental homeostasis) includes two more aspects: optimization of the constant interaction of the individual with the environment and the establishment of an adequate correspondence between mental and physiological characteristics, expressed in the formation of certain and relatively stable psycho-physiological (psycho-vegetative, psycho-humoral and psycho-psychological otornyh) ratios.

Supporting the thought of V.A. Petrovsky that human behavior cannot be reduced to the manifestation of any one, albeit fundamental, vital relationship, came to the idea of ​​interactive imbalance of adaptive behavioral acts, defined as the realization of an inner potential of an individual through an individually specific sphere of needs and motivations, intellectual activity, emotionally -wheel and communicative, moral properties, and external conditions for their realization and initiation, mediated by culture, social relations. The higher this level, the more the adaptation is perfected, the more energy and informative connections are required for productive adaptation, which grows from passive imitation into active adaptive behavior at a qualitatively higher level with full uniform development of the resource apparatus that ensures the process of self-development of the individual. Thus, self-development as a process is possible only in a civilized (in the productive sense of the word) mature personality.

In general terms, an interdisciplinary study of a person today is about developing the concept of human potential. This concept means the integral characteristic of a person’s physical, mental, intellectual, spiritual abilities. It is obvious that, depending on various causes and circumstances in real life of each person, its potential is maintained or destroyed, developed or stagnated, realized or not realized. Therefore, the developed methodology of psychological preparation is aimed at assessing the degree of influence on the human potential of various socio-economic, scientific-technical, environmental and other changes. At the level of scientific intuition, there is no doubt that, unlike physical systems, the realization by man of his potential in many cases does not lead to its reduction and exhaustion, but to the creation of new opportunities for its development and formation.
Therefore, today it is particularly important to develop methods that allow tracking the qualitative characteristics of a person’s development and self-development, the dynamics of the self-actualization process of his personality.

The final, generally accepted solution to the problem of personal potential at the level of a generalized theory has not yet been found, and therefore it is necessary to reveal the substantial psychological characteristics of this phenomenon. Appeal to the history of scientific thought shows that researchers traditionally viewed potential as “hidden opportunities”, “source” in achieving goals, as “internal direction”, which gives human life the highest value and value.

It seems to us that the potential can be defined as a personal resource, realized in the current or anticipated situation. In terms of content, it can be revealed through the characterization of moral, aesthetic and intellectual values ​​that form the basis of a person’s spirituality. These values ​​are not only independent components in the structure of the potential, but are also closely connected with various spheres of human activity, his relations with other people, with value orientations. It follows from the above that the potential is the basis of the spiritual development and self-realization of the individual.

The dissertation proved that the success of adaptation is achieved by purposeful psychological training of servicemen, which allows them to develop the potential of the individual through the mechanisms of self-development and self-realization. In general, in the course of the dissertation research, the tasks have been solved, that is: the genesis, strategies and mechanisms of the adaptation process of servicemen discharged to the reserve are traced; studied the features of the dynamics of the adaptation process of servicemen discharged into the reserve; revealed the adaptation capabilities of the individual through the assessment of the level of development of psychological characteristics, the most significant for the regulation of mental activity and the process of adaptation to civilian life; built a model of psychological preparation for civilian life of servicemen discharged into the reserve, and given the way of its practical implementation. The proposed hypotheses were confirmed, which was reflected in the provisions submitted for protection.

A further prospect for the development of the subject matter of this study is to find the main reasons for the emergence and development of the adaptation potential of the individual as a component of the potential of the individual as a whole. The solution of this task will allow, in terms of psychological preparation of the individual, to work not with a complex of consequences of its vital activity, but with the main determinants of its development, which seems to be more productive.
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  1. About conclusions
    Conclusions are written on the content of the entire work. Often for convenience they are numbered. Begin with a very brief description of the relevance of the problem being studied. Then, again, they briefly disclose what they found during a theoretical analysis of a problem. Then they proceed to how they studied this problem empirically: which hypotheses were put forward, which was confirmed to be not. Conclusion conclusions important mandatory
  2. . Findings.
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    The difference of the demonstration experiment from the "true" and "control" experiment. The idea of ​​an experimental fact as a result of decision making. Requirements for the hypothesis in terms of the possibilities of its experimental testing. The scheme of K. Holzkamp, ​​which correlates the types of hypotheses by their empirical loading and the applicability of the experimental method for their verification.
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