The article presents a theoretical generalization and a new solution to a scientific problem, expressed in the application of an innovative personal approach to solving the problem of adolescent depressive disorders, the basis of which is the scientific and methodological interpretation of personal development as a defining construct of the system of psychological conditions for the onset of depressive disorders, models of their diagnosis and psychological conditions for overcoming , which ensures the formation of adolescents' ability to effective personal self-regulation and an arbitrary choice of constructive ways of self-realization. The methodological foundations of the study of the personal properties of adolescents with depressive disorders are disclosed, a program for the diagnosis of personal symptoms of depressive disorders of various forms of severity in adolescent schoolchildren is presented; carried out a quantitative and qualitative analysis of the results of the ascertaining experiment on the psychological conditions of the onset of depressive disorders in adolescent schoolchildren and the personality traits of adolescents with depressive disorders; the description of personal phenomenology and symptomatology of depressive disorders in adolescents has been carried out. Theoretical substantiation of the formative experiment is given, the program of correction and optimization of personal development of teenagers as a means of overcoming their depressive disorders is presented, the quantitative and qualitative analysis of the results of its approbation is carried out. A profound restructuring of the structure and qualitative characteristics of the psychological conditions of the personal development of adolescents, their system of personal self-regulation, optimizes the functioning of the mechanism of personal sensitivity - "Ego" -tolerance to destructive influences, is, as the results of the application of the experimental correctional and developmental program, an effective way to overcome depression in adolescents' disorders.

Under the conditions of precarious situation, caused by the global pandemic and unprecedented restrictions, aimed at countering it, productivity of specialists in various fields of work is reducing significantly. This is particularly true of activities, conducted through direct communication between concerned parties. In order to counter instability, workers have to develop creativity, readiness for changes and tolerance for ambiguity. The goal of research is to establish correlations between the type of professional activity and creativity, readiness for changes and tolerance for ambiguity. The respondents of the study were 260 people of working age —the staff of event, tourism, restaurant business, trade, IT spheres. The research procedure included organizational, target-oriented, empirical, final stages. Time limits of the study — April — July 2020. For psychodiagnostics the article uses the Torrance test of creative thinking, diagnostics of personal creativity by Tunik, the methodology "personal readiness for changes", the scale of individual's tolerance for ambiguity by McLain. The study found clear correlations between the indicators of creativity, readiness for changes and tolerance for ambiguity. The original model of a creative specialist (endowed with originality, adaptability, optimism and common sense) in the conditions of changes and uncertainty was formed in the research.

The results of psychodiagnostics showed the highest indicators of creativity among IT workers, readiness for changes—among the staff of IT and event spheres, tolerance for ambiguity—among retail workers. In the conditions of pandemic destruction, the workers of the tourism industry were the least creative, while the workers of the event sphere turned out to be unprepared for changes and the workers of the event and tourism industries —intolerant for ambiguity. The results of the study can be used to develop correctional programs to increase the staff's creativity, readiness for changes, tolerance for ambiguity. It is the development and implementation of effective psycho-correctional programs for the use of real communication and digital tools that are the prospect of further scientific research on the ways to solve the problem.

The study wants to put in relation prosocial behaviour with well-being. The study's participants were selected from various volunteering groups, involved in student organisations in Romania and outside of it. The data regarding one's own perception of prosocial behaviour and well-being was gathered during the pandemic's first week and after 8 weeks, but the volunteers' activity was tracked in the months that followed. This led to acknowledging that their activities diversified in this field and the participants' number in their groups grew bigger. Finding a meaning based on our prosocial behaviours brings benefits in the social dynamic, diminishes the feeling of loneliness, and leads to optimising our well-being.

The paper analyzes the issue of communicative competence as an element of the professional development of students studying psychology. It is established that in order to become a professional psychologist, a person should possess a number of essential psychological skills, such as communicative competence realized in the possession of verbal and nonverbal means of communication, ability to initiate and maintain contact. Based on this, the aim of the article was to conduct an empirical study on the communicative competence features as a component of the professional development of upcoming psychologists. A set of psychodiagnostic methods was selected, which helped to study the main parameters of communicative competence, features of professional orientation and motivation of future professional activity. The obtained results were subjected to quantitative and qualitative analysis. The sample included 72 Bachelor's degree psychology students studying at Vasyl' Stus Donetsk National University. The research consisted of two stages. The first stage incorporated the assessment of communicative competence, based on which the sample of subjects was divided into 3 subgroups according to their level of communicative competence development. The second stage analyzed the features of professional motivation and attitude to one's own professional development of psychology students with different levels of communicative competence development. The results demonstrate that students with a high level of communicative competence in comparison with students with medium and low levels of communicative competence in the structure of professional motivation are dominated by intrinsic motivation, which indicates that for such students their future profession itself is very important. Moreover, these students have a clear idea of their future professional activity, are more professionally oriented, which will contribute to their successful professional development.

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils.

It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.).

Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them.

The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

The practice of the integrated techniques of teaching children with impaired development of various nosological categories in comprehensive schools together with children with normal development is becoming increasingly extensive alongside with a series of researches in this direction. As it follows, in this complicated process a mentally correctional support of an educated specialist is essential for a child with impaired mental and physical development. The findings of the theoretical analysis of the role and place of the orientation phenomenon in the personality's professional activity have been given. Particular attention is focused upon the content, structure and formation levels of the personality's professional orientation in adolescence; as well as on the peculiarities of the correctional support in the context of the psychological assistance to the children with alternative abilities. The specificity of the empirical research of the peculiarities of future psychologists' professional orientation at the correctional support of alternatively able children has been described. The qualification characterization of a future special psychologist's support has been presented, the techniques and methods of the investigation of the psychological peculiarities of the professional orientation at correctional support have been outlined, the findings of the empirical research have been analyzed. The theoretical and methodological foundations of the psychological provision of the formation process of the future psychologist's professional orientation at the correctional support of the children with alternative abilities have been discussed. The organization of the activity aimed at the development of the future special psychologists' professional orientation has been described, methodological apparatus has been worked out and the approbation results have been adduced. On the basis of the findings the conclusion may be drawn that the suggested methodology is correct, the tasks have been successfully performed, the objective has been achieved, the efficiency of the methodological recommendations has been verified.

The research prominence lies in an increasing interest of the state in patriotic education and physical training of young people for homeland defenÑe. There is an urgent today to reconstruct the ethnic model of patriotic education and its component, in particular military-and-patriotic education, identify the means of physical culture and sports (physical exercise; natural, artificial and hygienic factors) and justify their use under reforms in education following the needs and demands of the individual and the society in Ukraine. The research aims to theoretically justify and experimentally verify the effectiveness of military-and-patriotic education of young people using physical culture and sports based on ethnopedagogy, following neuropedagogical criteria of their psychophysical readiness for homeland defenÑe. The authors of the research offer to introduce the specialized course on martial arts of Ukraine, which refers to the worldview and mindset of Ukrainians underlying the Ukrainian military (combat) culture, as well as strengthening and enhancement of neuropsychological properties and symptom complexes of character. The control group pupils (25) were taught based on the traditional system (they acquired and improved their knowledge, abilities and skills in preliminary military training). The experimental group pupils (25) purposefully studied the specialized course on the martial arts of Ukraine. Such methods as surveys, questionnaires, tests, interviews and observations were used to conduct neuropsychological diagnostics of young people's readiness for homeland defenÑe. In EG, the number of the respondents with a high level of psychophysical readiness for homeland defenÑe has increased by 10.3%; the number of the respondents with an average level of psychophysical readiness for homeland defenÑe has increased only by 2.2%; the number of the respondents with a low level of psychophysical readiness for homeland defenÑe has decreased by 12.5%. Modern military-and-patriotic education of young people can be considered effective if the pedagogical model of military-and patriotic education using physical culture and sports and taking into account neuropsychological and neuropedagogical factors is integrated into the modern system of national education.

The article says that despite the decline in health as a professional value and self-realization, future teachers have neurobiological inclinations for self-improvement and reflection. In this regard, new pedagogical conditions and stages of the formation of students 'readiness for physical self-improvement are proposed, namely: students' awareness of the importance of health as a necessary prerequisite for personal and professional self-realization; their mastery of diagnostic techniques, reflective analysis and practical skills to improve their own physical condition; providing pedagogical support for students in physical self-improvement. The experimental stage used a set of methods and techniques: step ergometry, Rufier's and Cooper's tests, watching movies, photos, test tasks, observations, interviews, questionnaires, expert assessments and etc. The number of students being at the local reflexive level increased from 12.2% to 22.2% and at the adaptive algorithmic level — from 28.1% to 41.3%. The percentage of students at the directive empirical level of competency in physical self-improvement decreased from 52.4% to 21.4%. The effectiveness of the designed methodology for developing students' competency in physical self-improvement was verified by the formative experiment. The hypothesis of the study, which was the subjective neurobiological basis of motivation to improve and reflect on future teachers, was also confirmed, which contributed to the choice of the appropriate profession in order to implement and transmit these personal values.

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers' qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage — 28.6%, at the formative stage — 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

The article is dedicated to modern approaches to development of digital civic space of the modern school, in the context of the research results in modern neuroscience, which is a new phenomenon in Ukraine. A brief analysis of results of recent scientific researches that raise the issue of digital citizenship in postmodern times is given. Theoretical principles and practical experience of European countries to create a digital civic space are considered. Definitions of "civic consciousness" and "digital citizenship", "creativity", "postmodernism" are given. The theoretical principles of research in neurosciencees in the system of pedagogical education are considered. Modern approaches to development of digital competence of participants in the educational process are singled out. Vision of the Council of Europe on the components of digital citizenship is considered, which is seen as empowering students and acquiring the necessary digital skills for successful self-realization in the postmodern era. A brief description of the Conceptual Model of Digital Citizenship Education adopted by the Council of Europe is given, emphasizing the importance of systematicity and consistency in its implementation. Prerequisites for achieving results of this Conceptual Model are generalized and highlighted. Tools for auditing the digital civic space of a modern school are proposed, which allows to determine the level of development of basic skills of a digital citizen in all participants in the educational process on the basis of modern neuroscience research results. The main audit methods for this tool are surveys, audit of school records and determination of access to digital technologies. The importance of integrating the content of the Conceptual Model of Education on Digital Citizenship into the content of subjects is emphasized, which should be reflected in the school documentation at different levels: from the Educational Program to the teacher's lesson plan. Criteria and indicators for auditing the school's digital civic space are detailed.

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

Language as a means of implementing the speech process is an independent system with its own structure. In the context of our research, the concept of M.I. Zhynkin (1958) on the grid distribution of information in the grammatical space, which explains the mechanism of perception and awareness of speech. It is important for us to conclude that the sooner a direct connection is formed between the conceptual system and the basal ganglia, the better the child's awareness, assimilation and use of grammatical categories. To organize the normal functioning of speech requires a complex coordinated work of millions of neural elements of the brain, which are included in its various parts. It is proved that after ten years the ability to develop neural networks necessary for the construction of speech centers it disappears. The problem of forming grammatically correct speech in preschool children can be solved quickly and efficiently if you intensify the interaction of different analyzers. It is proved that the sensory information complex consists of auditory, visual and tactile images, which, complementing, amplifying each other, increase the number of useful signals, expand the speech space, which, in turn, limits the choice of adequate speech pattern during acquisition, perception and oral awareness. Children's learning of the elements of the grammatical system of language is influenced by two main factors, namely: the dependence on the simplicity or complexity of the language phenomenon and the degree of its communicative significance. The formation of grammatically correct speech (morphology, word formation, syntax) is based on a certain cognitive development of the child.

The relevance of this topic resides in the fact that children with special developmental needs should have equal opportunities with other children in getting training and this means not only creation of technical conditions for unimpeded access of children with disabilities to secondary schools, but also specifics of the educational process to be built taking into account psychophysical abilities of physically disabled children.

The article presents research results of domestic and foreign scientists, teachers and psychologists on education of students with special needs in the context of modern neuropsychology. It is the neuropsychology of children that allows us to get acquainted closer with peculiarities of children's development and, accordingly, to correctly determine methods and principles of working with students.

We considered disorders in the process of ontogenesis, which most often occur in children: speech delay, autism, hyperactivity, intellectual disabilities. All of them complicate social connections, which often leads to low self-esteem, especially with hyperactive children and students with speech impairments. Therefore, in the process of educating students with special needs, domestic scientists call for the use of neuropsychological correction, which is the basis of social protection of children with developmental problems and creates the most favorable conditions for their education and socialization. Methods of correctional work are aimed not only at overcoming some of the disorders, but at development of a harmonious personality.

The ICT (Internet Communication Technology), with the assistance of Web 2.0 tools, made a revolutionary impact on organizational performances, including the governmental ones. The Electronic Government or (E-Government) is a modern approach that contributes positively to the governmental organization's performances; it leads to a structural reforms and creates an innovative atmosphere in the flow of information. The Mobile Government or (M-Government) created by the technology innovators to add better efficiency to the governmental organizations works for saving time and efforts. Between 2000 and 2021, this study looked at publications that supported E-Government and M-Government that were published on the Scopus website or contributed to the Scopus database.  

Motivation is one of the most important factors (along with abilities, knowledge, skills and abilities) that ensures the success of music teaching. Becoming a successful teacher of art disciplines is closely related to the internal needs of his self-realization in professional activities, self-awareness in this state. The pedagogical profession requires from the teacher the formed need for artistic and educational activity, awareness of its importance for the spiritual development of society; high level of ideological, humanitarian and aesthetic culture; developed professional and pedagogical abilities, deep professional knowledge and skills, experience of artistic and creative pedagogical activity. The artistic needs of students arise and develop in the process of music-educational activities, which should be based on their positive emotional attitude to it. It is proved that in the process of educational activity a system of mental actions of reproductive and productive nature is formed, which is self-regulated and self-organized by the individual. Any activity, and in this case educational, is affected by certain incentives that become the driving force of student activity. Such incentives are needs, interests, beliefs, values, ideals, forming the motivation to learn. Along with the abilities, knowledge, and skills that ensure the success of teaching, motivation also includes emotional and value attitudes, sustained interest and inclination of the future teacher to pedagogical work; the need for active influence on the moral and emotional, intellectual and volitional spheres of the student's personality.

The article reveals the essence of the concept "mobbing" and its classification in the context of pedagogical management. An empirical study has been conducted to identify the presence, frequency, causes, features of manifestations and consequences of mobbing processes in the teaching staff of general secondary education in Ukraine. Methods of randomized experiment, correlation analysis, scaling and ranking were used to process the research results. The results of the correlation analysis revealed causal relationships between some causes, manifestations, consequences of mobbing and certain statistical characteristics. The results of the empirical study prove the presence and prevalence of cases of mobbing in the teaching staff of secondary schools in Ukraine. The results of the study allow us to conclude that in general secondary education institutions, depending on the status of the persons involved, all three types of mobbing are implemented. Vertical prevails - 41.5%. Horizontal - 27.7% of respondents, mixed - 11.8%. 19% of respondents did not face mobbing. Depending on the specifics of harassment, there are different variations of mobbing processes, which sometimes overlap in their manifestations. Bosing prevails - 41.5%. 27.7% indicated bullying, social isolation - 15.8%, staffing - 14.7%, sandwich mobbing - 11.8%, gaslighting - 8.4%, outing - 7.7%, ageism - 6.8%, stalking - 5.9%, cyber mobbing - 4.7%. Also, based on the results of the survey, we can conclude that in educational institutions there are manifestations of obstruction - 3.1% of respondents. The general bases of anti-mobbing technology have been developed - a system of measures of the head and pedagogical workers to prevent, detect and combat harassment, moral pressure, psychological terror in an educational institution.