The problem of the innovation stress in higher education

The article focuses on the stress of innovations in higher and secondary education. The authors discuss the concept of stress innovation, which is in educational institutions the stress occurred in the process and as a result of introducing innovations in education. Innovations are situations that give rise to stress and post-stress disorders (didactogenies in the forms of pediogeny, mathetogeny and eductogeny) for students and teachers. Innovations act as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern transformations at personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as stress manifestations in teachers and students at the personal, interactive, educational and organizational levels. The difficulties faced by educational organizations, their consequences should be studied in relation to the nature of the pedagogical innovations generating them. The pedagogical community, psychologists should find reasonable answers to the following questions: 1) are they innovations, and not simulacra (objectless, fruitless attempts, describing non-existent reality) to promote obsolete and unproductive technologies and forms of education and upbringing under new names; 2) are they useful for  education, improve its quality and facilitate the tasks of education and training; 3) are they timely/necessary; 4) whether their implementation  is possible (do all subjects of education have the  necessary resources for this in the existing educational environment to introduce and develop them).The main study objectives are to clarify the nature of the innovation stress effect on the professional and academic success of teachers and students, and the relationship of their self-satisfaction health and life in general. The main research method is a theoretical analysis of the stress innovation problems among students and teachers in higher education. At the same time, many conclusions are generalized and extended to secondary education and education in general. The results obtained made it possible to conclude that pupils (students) and teachers need both training in productive and effective techniques to prevent and correct the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas on possibilities, limitations, mechanisms and development ways at crisis and stress periods. It is known, that the risk of forming and fastening the deviant behavior, developmental disorders, diseases and injuries, etc. increases during crisis and stress states of the child and  adult psyche. These changes become more pronounced when, in the conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in  education are connected by an idea - creating conditions under which the human development as a person, partner and student/professional is inevitable, and not just stated or impossible. Many modern Russian  students and teachers need professional psychological assistance,  including counseling on the problems of educational stresses,  development crises, embracing the stress of innovation. The optimal result of such assistance can be expected only if it is systemic,  integrative, aimed to prevent and correct possible dysfunctions of stress  in education, in particular, the stress of innovation.

stress, innovation, pediogeny, mathetogeny, didactogeny, educatogeny, stress overcoming, students, teachers, anti-crisis management, psychological assistance,

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