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The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students' self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students' self-realization in the integrated educational environment and the features of its implementation.
The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students' self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules.
Approbation of the program has showed its high efficiency. The analysed components of students' self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students' psychological well-being.

The article presents the empirical study on the psychological factors of disabled students' psychological hardiness. Studying in integrated groups is a challenge of particular difficulty for disabled students who dare to exercise their rights to higher education and equal opportunities proposed by the inclusive environment, which requires from them much more efforts than those in situations of chronic illness, as well as activation of their personal resources. Therefore, it is important to study psychological hardiness as a general indicator of an individual's mental health, determining their ability to overcome life difficulties. The aim is to study the psychological characteristics, factors and predictors that determine disabled students' psychological hardiness. Methods. Factor analysis allowed us to determine the parameters of psychological hardiness for disabled students having different intensity of its components. According to the performed regression analysis, the indicators of disabled students' psychological hardiness having low and medium-high general hardiness are predicted. Results and conclusions. The factor structure of psychological hardiness for disabled students having low intensity of its components includes the following parameters: time perspective; active coping strategies; self-attitude, with the focus on assessment of them from others and an expected positive attitude of others; the need to actualize one's own Self. The predictors determining these respondents' psychological hardiness are self-esteem as a source of one's own strength, the search for social support as a strategy for active overcoming of difficulties, and self-actualization as a need for self-development and self-realization. The factor structure of psychological hardiness for disabled students having medium-high intensity of its components includes the following parameters: meaningful life orientations as a result of existing conscious goals and meanings for their lives; good self-attitude as a determinant of an individual's internal activity, time perspective as a holistic self-image in time; the individual's basic beliefs as their implicit ideas about the world around, other people, themselves and relationships with the world; values as an ability to be guided in interaction with the world around by the values of self-actualization. Predictors that determine these respondents' psychological hardiness are: the future (as a parameter of an individual's time perspective) and the values of self-actualization. The personality parameters revealed at our empirical research are the resources of disabled students' psychological hardiness and the condition of their successful self-realization.

The article analyzes the salutogenic approach in psychology, reveals the role of an individual's salutogenic attitudes to help counteract stress impact. The relationship between the constructs of salutogenesis and an individual's hardiness are analyzed. An individual's salutogenic orientation is understood by us as his/her value attitude to his/her own psychological health; and health is considered not as an absent illness, but as a state in the continuum between mental disorder and psychological well-being. The integral indicator of a valuable attitude to health is a sense of coherence as a special structure of attitudes that includes three interrelated components: comprehensibility, manageability, meaningfulness. The study purpose is to determine empirically the salutogenic factors of an individual's hardiness. The study used the following methods: C. Riff's Psychological Well-Being Scale; A. Antonovsky's sense of connectedness scale, S. Maddi's Hardiness Test; Zimbardo Time Perspective Inventory; Ways of Coping questionnaire by S. Folkman and R.S. Lazarus. The study sample consisted of 183 people, 48 men and 135 women; average age was 37.7 ± 11.1 years. The correlations among the components of salutogenetic orientation, hardiness, coping strategies and time perspective were determined empirically. The resources of an individual's general resistance, which alleviate stress impact and contribute to the individual's optimal functioning, are related to understanding and assessment of a situation by the individual, existing acknowledged life goals, the ability to influence life events, one's own capabilities understood by the individual and existing positive relationships with others.