Introduction. Healthy personality development is considered as a process of co-adaptation of educational environment of pedagogical university and its subjects (teachers and students). The paper presents subjectivity as a basis for personal health. Based on the predictive analysis of subjective problems of professional development of teachers and pedagogical university teachers and students, which lead to violation of their subjectivity, the necessity of “Healthy Personality Development Support Center” as a condition for improving the health of the subjects of the educational process is brought up to date. The aim of this article is to identify and ground the problem areas of students and teachers in pedagogical university and establish “Healthy Personality Development Support Center” for solving urgent tasks of preserving and strengthening of health.

Materials and Methods. In the course of the study we used the logical-theoretical analysis of psychological, educational, ecological and valeological literature devoted to the problems of health promotion in higher pedagogical education as well as the diagnostic program of the subjective health component “Harmony”. Mathematical methods of statistical data processing allowed us to summarize the results.

Results. The analysis of psycho-pedagogical literature and the conducted research revealed problem zones of students' and teachers' health including psychophysical, cognitive and value-motivational spheres that are expressed through common subjective indices in the transitional zone. It has been revealed that 60 % of teachers consider that they lack the skills to build harmonious interpersonal relations while 79 % of students want to be “understood” and strive for self-actualization. The identified problem areas in the health of students and teachers make it possible to develop and test the service of support for higher teacher training “Center for Healthy Personality Development”.

Discussion. Internal barriers to the development of students' and teachers' subjectivity are low motivation for personal changes, orientation for mental peace, and inability to manage their own way of life. The article presents the activity of support service of higher pedagogical education “Center of assistance to healthy personality development” which is aimed at students' and teachers' self-management ability development.

Conclusion. It is concluded that the unformed hierarchy of values and egocentric nature of values forms the dependence on short-term tasks. This dependence in a combination to the low motivation for personal changes and the orientation on the achievement of peace of mind is a subjective precondition of socialization problems. The Centre for the Promotion of Healthy Personality Development, working on the basis of the author's technology of consulting on the subjective component of health, contributes to the successful co-adaptation of the educational environment of a pedagogical university and its subjects.

Peculiarities of the subjective health of students and teachers in a pedagogical university have been revealed;

Internal link between the peculiarities of subjective health of students and teachers and their life activity strategies has been revealed;

Relationship between peculiarities of educational environment in a pedagogical university and peculiarities of students' and teachers' subjectivity development with the activity of the centre for healthy personality development support has been revealed;

The content of activities of the centre for the promotion of healthy personality and algorithm of its work are determined.

1. Arestova O.N., Mitina O.V. & Chukarin B.A. (2021), Uroven emocionalnogo blagopoluchiya i stroenie ierarhii lichnostnyh cennostej [The level of emotional well-being and the structure of the hierarchy of personal values], Voprosy psihologii, 3 (17), 85–93. EDN: DJQEEY (Scopus, WoS, RSCI). (In Russian).

2. Malyarchuk N.N. (2008), Kultura zdorovya pedagoga [Educator health culture], Monografiya, Izdatelstvo Tyumenskogo gosudarstvennogo universiteta, Tyumen’, 190 p. ISBN 978-5-88081-919-5. EDN: QWPWMR (In Russian).

3. Petrovskiy A.V. (1981), Lichnost' v psikhologii s pozitsiy sistemnogo podkhoda [Personality in psychology from the standpoint of a systems approach], Voprosy psihologii, 1, 57–66. Available at: http://www.voppsy.ru/issues/1981/811/811057.htm (Accessed: 05.05.2021). (Scopus, WoS, RSCI). (In Russian).

4. Sergienko E. A. (2021), Psihicheskoe razvitie s pozicij sistemno-sub"ektnogo podhoda [Mental development from a systems-subjects approach], Monografiya, Institut psihologii RAN, Moscow, 278 p. DOI 10.38098/mng_21_0435. EDN: OGNLRM (In Russian).

5. Leonova E.V., Krivchun A.V. & Sitceva M.S. (2022), Vneshnie i vnutrennie faktory psi-hologicheskoj bezopasnosti starsheklassnikov [External and internal factors in the psychological safety of high school students], Sbornik materialov Vserossijskogo psihologicheskogo foruma “Psihologiya segodnya: aktual'nye issledo-vaniya i perspektivy”, v 2 tomah, 28–30 sentyabrya 2022 goda [Collection of materials from the All-Russian Psychological Forum “Psychology today: current research and prospects, in 2 volumes], Izdatel'stvo Ural'skogo universiteta, Ekaterinburg, September 28–30, 20221, 553–557. ISBN 978-5-7996-3516-9. (In Russian).

6. Velichko G.A., Lizunova G.Yu. & Taskina I.A. (2021), Psihologicheskaya sluzhba vuza: krug problem i napravleniya razvitiya [Psychological service in higher education institutions: the range of problems and areas of development], Vestnik universiteta, 12, 179–184. DOI 10.26425/1816-4277-2021-12-179-184. EDN: EMCZMG (In Russian).

7. Antonova N.A., Ericyan K.Yu. & Cvetkova L.A. (2021), Zapros na psihologicheskuyu pomoshch' studentov pedagogicheskogo vuza [A request for psychological help for university students of education], Psihologiya cheloveka v obrazovanii, 2, 208–217. DOI 10.33910/2686-9527-2021-3-2-208-217. EDN: YZAZBA (In Russian).

8. Nasledov A.N. (2013), 31 IBM S P S S Statistics 20 i AMOS: professional'nyj statisti-cheskij analiz dannyh [31 IBM S P S S Statistics 20 и AMOS: professional statistical data analysis], Piter, St. Petersburg, 416 p. (In Russian).