The article highlights the results of an empirical study of the motivational component of self-education of future specialists. The data of studying the components of self-education motivation have been presented: motivation for achieving success, motivation of learning, the ability to self-education and self-actualization. The results of diagnostics of the motivational component of self-education have shown that motivation for achieving success, motivation of learning, the ability to self-education, and self-actualization are manifested in future specialists at a fairly high level. Diagnostics of motivation of learning has demonstrated a preference for the motives of "mastering the profession" and "acquiring knowledge". This indicates that future specialists have already decided their priorities, the choice of profession was conscious and they strive to acquire the necessary knowledge to become qualified specialists in the field of pedagogy. Research of the motivation for achieving success and fear of failure has shown that most students have a stable motivation for success. Obviously, master's students become more self-confident, know what they want and go for their goal. The study of the degree of self-actualization has displayed the advantage of a high degree of self-actualization of the respondents. This testifies to the desire of future specialists for the most complete identification and development of their personal capabilities. That is, master's students strive to realize themselves, to find the meaning of their existence, to become what they can become, and not what others force them to be. Diagnostics of the ability to self-education and self-development has revealed the advantage of a high level of manifestation of these qualities. This shows that future specialists are aware of the need to improve their potential and realize themselves as individuals, acquire the necessary knowledge, skills and abilities. The results of the correlation analysis have made it possible to conclude that the ability to self-education does not have a significant dependence on the desire to master the profession and gain knowledge, but the ability to self-education determines the desire to achieve success and depends on self-actualization. Thus, the research hypothesis has been partially confirmed. A promising direction of future research concerns elaboration of psychodiagnostic methods for the study of the motivational component of self-education of future specialists; research of the dynamics of development of self-education motivation of future specialists in the process of training.

Individuals characterize a social anxiety disordered by individuals to fear social situations in which they anticipate negative evaluations. The impact of social anxiety, as one of the widespread mental health disorders, characterize by onset at an early age and affecting functioning in various domains of life and general wellbeing. The aim of the article was to conduct a review of scientific data devoted to parental behavior patterns and emotional response to the child in the process of socialization on the pathogenesis of social phobia. It was found that the results of empirical studies considered the pathogenesis of social anxiety and social phobia in the context of neurobiological vulnerability, psychological aspects of attachment, social learning models, and cognitive-behavioral models. The analysis of recent research points out that parental styles, relationship support, and emotional response can be factors of vulnerability to mental pathology and social anxiety disorder. Summing up, three paths of were realizing the influence of parental models of behavior on the development of persistent distress due to social phobia as an independent disorder are distinguished. The first considers the mutual vulnerability of the emotional response to parents' anxiety signals in the relationship with the child, which increases the tendency to behavioral inhibition or avoidance of the child's emotional experience during social interaction. The second path considers social phobia as the result of social learning parental patterns of emotional response and behavior. These links mediated by the child's low self-esteem, avoidant strategies and controlling parenting style as a protective strategy on the part of significant others. The third model considers the impact of social punishment or other socially traumatic experiences in the relationship with parents or the community (as models of parental image). According to such a strategy, a state of hypervigilance to social evaluation and avoiding behavior strategies bring temporary relief against retraumatization due to "punishment." These strategies reinforce dysfunctional cognitive and behavioral patterns that impair social efficacy and strengthen the fear of rejection through condemnation or devaluation in the long term. The obtained results will make it possible to expand the conceptual model of the pathogenesis of social phobia, which will contribute to the provision of psychosocial assistance and substantiate the need for further empirical research.

Narrative construction of personality’s experience is interpreted as a semantic integration of single eventive blocks of individual's life into a coherent wholeness by means of speech practices in process of personality’s meaning creation. Within the framework of psychological and hermeneutic approach, personality’s experience is considered as a semantic system constructed from running events (personality’s experience) by selecting events that are significant for a personality at the current moment and by arranging them into certain narrative structures. The leading mechanism of this process is interpretation, which considers the generation of new meanings through the use of process of dialogic interaction between internal and external contexts of a personality. At the same time, cultural patterns, which reflect the main sociocultural interpretive schemes, play a significant role in the process of narrative construction of experience. Construction of personality’s experience, understanding reality and oneself in it is one of the most important conditions for personality’s development, since the semantic structures of a personality reflect and objectify in a narrative. These very structures ensure the orientation of a personality in the sphere of one’s existence in a socio-cultural environment, that is, they act as mechanisms of semantic regulation of human’s activities. The main kinds of narrative construction of experience are therefore quasi-narrative, narrative and meta-narrative, and its main types are situational, eventive and semantic. The leading psychological mechanisms are quasi-interpretation, interpretation and dialogue.

The article discusses the relevance of the study of the phenomenon of envy, which is due to the multidimensionality of this concept, since our country is characterized by significant changes in the moral, ethical, socio-economic and value orientations of society, political, socio-cultural and legal changes that impose their reflection both on social relations between people, but also on their inner world. It is noted that many scientists are studying the psychological mechanisms of the formation of envy and determinants; internal determinants of envy in the gender aspect; acceptability of antisocial behavior by the subject of envy; features of the relationship of aggressiveness and hostility with the envy of the personality and its propensity for the strategy of rivalry. Envy is also studied in the system of socio-economic attitudes. Attention is paid to the study of personal, behavioral and cognitive correlates of envy and an envious attitude to success and luck, as well as the socio-demographic specifics of envy. Particular attention is paid to the consideration of factors that contribute to the emergence and development of feelings of envy (external and internal) and factors influencing the reduction of envy. Attention is focused on the fact that the growth of inequality and stratification of society, the increase in the level of crime, in particular crimes for useful reasons, leads to a feeling of injustice, dissatisfaction with one's own social position, and hence envy of more successful and adapted to modern conditions people. The purpose of the article involves a theoretical review of the concept of envy in the studies of domestic and foreign scientists. The conclusions emphasize that the feeling of envy is a little-studied phenomenon of scientific interest to researchers. It is pointed out that envy should be considered not only from the point of view of its destructive influence on the development of the personality, but also as a kind of motivation and motivation to achieve the goals set by the individual and improve the standard of living. In view of the data on envy available in the scientific literature, to a greater extent they are in the nature of theoretical generalizations, and the deployment of empirical research on this problem is an urgent area of ​​work in the field of legal and social psychology.

The article shows that effective mutual relations between specialists of information technologies and their business-clients are one of fundamental factors of successful acquisition of competitive advantages through the use of ІТ. It is proven that the psychological profile of an ІТ-specialist gradually changes from such, where technical skills play a primary role, on such, where ability to form and support business relationships is equally important. It is argued that ability to form and support such relations tends to be one of key organizational features among ІТ-professionals. Communication and mutual understanding between parties of the process are the most important factors of creation of favourable relations. It is shown that knowledge is the most strategically important resource in resource-centered models of enterprise, knowledge also has organizational potential which comes forward as a source of competitive advantages. In the new knowledge economy human capital of an enterprise, its labor force, forms the major strategic asset. In particular, human capital in information technologies is critically important for establishment of partner relations between business and ІТ. Thesis is analyzed that in order to develop such relations ІТ specialists must understand and participate actively in the processes of the strategic planning of their business partners. It is underlined that business competence among ІТ-specialists could be defined as a set of business and interpersonal knowledge, abilities and skills of ІТ specialists, which enable them to understand business domain, use the business language, and co-operate with business partners. Such competence represents understanding of business domain on every level. Conclusion is drawn that organizational competence of ІТ professionals combines knowledge and ability from two wide categories: organizational-concrete knowledge and interpersonal/administrative knowledge. Each of these two categories is formed by combination of more concretely-specific areas of knowledge. Description of organization, organizational subdivisions, organizational responsibility and integration of business and ІТ, form organizational-concrete knowledge; skills of interpersonal communication, leadership and knowledge network create interpersonal and administrative knowledge.

The article presents the theoretical aspect of the problem of professional self-determination of high school students. The essence of the concepts of the presented problems is revealed. Professional self-determination of high school students is presented as a purposeful process that requires the development of effective conditions for its implementation. A procedural model of professional self-determination of high school students is proposed for consideration as one of the reasons for personal growth, which includes cognitive-reflexive, value-semantic and behavioral-modeling components. The stages of realization of purposeful professional self-determination of senior pupils as a reason for personal growth are presented: theoretical and analytical, ascertaining, formative and developmental. A number of methods are presented that create the basis for the purposeful process of professional self-determination, namely: the method of self-knowledge, the method of identifying and activating the values ​​of personal growth, the method of designing the professional "I"; the presented model activates and directs the process of professional self-determination of high school students. It is concluded that a high level of development of the cognitive-reflexive component presupposes the involvement of high school students in active self-knowledge, the result of which is a thorough knowledge of their own individual-typological characteristics, an understanding of the strengths and ways of their successful use, a constant interest in the topic of choosing a profession. The high level of development of the value-semantic component testifies to the formation of high school students' values ​​of labor and values ​​of growth, the presence of a stable desire for self-improvement. A high level of the behavioral modeling component presupposes that high school students are aware of their responsibility for choosing a future profession, the ability to make informed decisions, and a willingness to model the professional “I”.

The article presents the program of formation of the leadership position psychological features of the personality of the social services specialist. The publications of scientists on the formation of a leadership position, its value as one of the components of professional development in the field of social work are analysed. The purpose, main tasks, features of leadership position formation and scope of the program are revealed. Three sessions of the program are described in detail. The first session is aimed at forming a value attitude to the leadership position of a social services specialist, meaningful life prospects; the second - to understand and realize the essence of the leadership position and experience a positive attitude, the formation of an active-positive type of attitude towards other people in the activities of social services; third - the ability to show leadership and act constructively in problematic situations of professional activity, etc. The components of the sessions are described, which will allow achieving the results of forming a leadership position and form values, meanings, understanding the essence and experience of a positive attitude to the leadership position, to promote the ability to self-expression of the leadership position, the value of the desire to lead, meaningful life perspective, the idea of him/herself as a leader, cognitive-reflexive - awareness of the essence of leadership and leadership position, formed understanding of the role of leadership in the professional activities of social professionals, reflection, affective-evaluative - formed attitude to other people, active-positive type of attitude towards other people, developed motives for leadership in professional activities, the ability to empathize and regulatory-behavioural - formed the ability to act constructively in problematic situations of professional activity, to show social courage, communicative tolerance, use and generate innovative technologies, initiate and manage changes in the field of social services.

Coronavirus (Covid-19) pandemic has affected our lives at macro, meso, and micro levels, disrupted educational practices, caused challenges for university teachers but created opportunities as well. The study aimed to identify the strengths, weaknesses, opportunities, and threats which university teachers envision in their work during the Covid-19 pandemic. The study was performed by using the survey with the help of the questionnaire created by the authors and a Standardized STAI form (State-Trait Anxiety Inventory), constructed by Spielberger. The data were analysed with the help of SPSS v 21. The participants were 140 teachers (80 females, 60 males), aged between 30-50, from 6 universities of Ukraine. Strengths suggested by the teaching staff of Ukrainian universities: good relationships with students and administration, the grading system in universities, satisfying working conditions, good socializing, good experience, and moral satisfaction. Weaknesses: low salary, huge workload, bad technical support. The disadvantage of online teaching mentioned in the study is the absence of live communication. Other drawbacks of online teaching are as follows: online classes and preparation require more time and good time-management skills. Online teaching may create a sense of isolation. Lack of appropriate resources, power cuts were some of the challenges that teachers faced during their virtual classes. Some more issues mentioned by the teachers: passive students and difficulties in encouraging collaboration. The following Opportunities were identified in this research: the opportunity to develop skills, creativity, the opportunity of further education/teacher training, the opportunity to realize plans, the opportunity of promotion. The teachers pointed out the following threats at work which they anticipate: conflicts with colleagues, unhealthy competition, loss of job, high demands, great responsibility. The findings suggest that the pandemic affects the mental health of both male and female university teachers; the levels of state and trait anxiety are higher among women. This research can serve as a basis for in-depth study of such issues as job satisfaction, well-being, and mental health.

The article substantiates the relevance of the study of the problem of personal and professional self-determination of high school students with special educational needs. The degree of elaboration of the problem is analyzed, the results of research of the problem of professional self – determination of senior pupils in the conditions of inclusive education are presented. The aim of the article is to study the psychological features of the choice of profession by high school students with special educational needs. Research methods: theoretical – analysis of psychological and pedagogical sources on the researched problems, generalization and systematization of data on the choice of profession of high school students with special educational needs; empirical – the method «Motives for choosing a profession», «Questionnaire to identify the readiness of students to choose a profession» (VB Uspensky) and the method «Readiness to choose a profession» (adaptation of AP Chernyavskaya). The study involved 25 high school students with special educational needs and 25 high school students who do not have health problems. The results of the study showed that high school students with special educational needs who study in an inclusive education have a well-developed need to choose a profession. Characteristically, most of them have a clear idea that they are going to realize their potential in the professional sphere. Professional self-determination of children with special educational needs should be carried out comprehensively, involving various specialists and parents in this process. It is necessary to adjust the professional plans of high school students with special educational needs according to their abilities throughout the career guidance period. The task of the career counselor is to establish the most appropriate for people with special educational needs types of work corresponding to their knowledge and skills. Career guidance should take into account the personal wishes of each person and be based on the most careful assessment of professional aptitudes and, of course, the medical diagnosis of the subject of professional choice.