Components of the readiness of future service psychologists to work in emergency situations

the article provides a detailed analysis of the scientific and methodological literature on the research problem. The information is systematized through content analysis, for example, the definition of the concept of "readiness" from various authors. The main components of future psychologists' readiness to work in emergency situations (ES) are identified. The main goal of the research work is to determine the components of future professional psychologists' readiness to perform professional tasks in emergency situations. This goal of the study is achieved through the following tasks: 1. Analysis of the scientific, methodological and research literature on the research problem. 2. Identification of the definition of the concepts of "readiness", "psychologist's readiness to work in emergency situations", as well as the main components of these concepts. 3. Conducting an empirical study to identify the components of the future psychologist's activity and indicators of their achievement. 4. Formulation of the components of future psychologists' readiness to work in emergency situations and indicators of their achievement. The cognitive, value-motivational, emotional-volitional, social-communicative, reflective, and activity-based components of readiness are described, and key indicators and methods for developing them in psychology students are identified. Identifying the components and indicators of future psychologists' readiness for professional work in emergency situations in practice-oriented activities will provide a structured and comprehensive approach to the preparation of future specialists.

readiness, future psychologists, emergency situations, cognitive component, emotional-volitional component, professional motivation, emergency psychological assistance