THE ROLE OF «TOLERANCE» CONCEPT OF IN THE PROFESSIONAL COMPETENCE OF FUTURE MILITARY PSYCHOLOGISTS

Introduction. A military psychologist has a wide range of duties and tasks related to the preservation of the mental and emotional state of military personnel. Tolerance, as a component of the professional competence of a future psychological officer, will help to understand the individual psychological characteristics of a person, his or her attitudes, and beliefs, and will provide an opportunity to communicate constructively in difficult non- standard situations. However, the role of tolerance in the formation of the professional competence of a future psychological officer during his/her studies at a military higher education institution is not yet clearly understood. Purpose. The article aims to investigate and substantiate the role of the «tolerance» concept in the development of the professional competence of future military psychologists. Methods. Literature analysis, analogy, induction and deduction, and questionnaire were used. Results. To create favourable conditions for the formation of tolerance as a professionally important attribute of future military psychologists, it is necessary to take into account the peculiarities of their activities and identify factors that may affect the formation process. A test was conducted to determine the level of tolerance in the behaviour of future psychology officers. It was determined that 16.7% of respondents have a low level of tolerance, 53.3% – an average and 30% – a sufficient level. The most significant factors among the academic staff were: the psychological climate in the team – 73%; special measures to build tolerance – 84%; high level of team building – 68%. Among the cadets: personal example of teachers 87%; special measures to build tolerance – 75%; organization of daily activities of cadets based on tolerance – 64%. Therefore, we propose to provide the following pedagogical conditions for the formation of the professional competence of future psychological officers: organization of a tolerant educational environment; training of teachers and officers of structural units to form tolerance; preparation of high-quality teaching and methodological support. Originality. The novelty of the work is to define the role of tolerance as a professionally important quality of a psychological officer and the need for its development during professional training. Conclusion. Tolerance should be formed in the process of professional training of future military psychologists. At the same time, the following pedagogical conditions should be ensured: organization of a tolerant educational environment; training of teachers and officers of structural units to form tolerance; preparation of high-quality teaching and methodological support. In the future, we expect to characterize the means of development tolerance as a professionally important quality of a military psychologist.