Formation of confident behavior among young police officers using active training methods

The research problem and the rationale for its relevance. The peace and security of citizens depends to a large extent on the competence of law enforcement agencies that protect them. However, young police officers are rarely highly professional due to lack of experience. This leads them to behave in a precarious way and reduces their satisfaction with their professional activities. The goal of research is to describe active training methods that promote confident behavior among young police officers. Methodology. The methodological approach is the position of E. F. Zeer about professional crises at each of the stages of professional formation. Young specialists may experience two crises: a crisis of professional expositions and a crisis of professional growth, which reduces job satisfaction. In order to pass these crises successfully, it is important to pay special attention to the formation of confident behavior of young professionals at the courses of professional development of police officers. N. P. Fetiskin's methodology and Rathus's test were used to study professional satisfaction and self-confidence. Young police officers were found to be less satisfied with their work and exhibit less confident behavior. The review of scientific researches of scientists of domestic and foreign science showed the necessity of development of personal qualities of young police officers, conservatism of the system of professional development of the Ministry of Internal Affairs of Russia and the necessity of its renewal by active methods of training. Results. Three active methods that have a high potential for developing confident behavior among young police officers were substantiated and disclosed. These are: assertiveness training, mentoring technology and virtual interaction in digital format, particularly in social networks and forums. These solutions are distinguished by their scientific novelty and practical importance, contributing to the enrichment of theoretical and practical aspects of professional development in the system of the Russian Interior Ministry. The advantages of the proposed solutions are in their relative cost-effectiveness, but the need for psychological competence of teachers and orientation of students to adhere to ethical principles of professional communication, especially in the digital space.