The article presents a neuropsychological analysis of aggressive manifestations of normal personality and aggression of persons with brain dysfunction. Theoretical analysis of foreign and domestic works on neuropsychological correction of aggressive behavior is carried out. The neuropsychological program on correctional and prophylactic work for persons with affective-personal disorders is offered, considering the peculiarities of determination of aggressive manifestations of personality. The essence of the concept of "aggression" is specified. The types and functions of aggression of personality of different nature are considered: positive, ambivalent, negative. The neuropsychological causes of aggression in connection with the conditionality of aggression by situational and individual and psychological personal factors according to the scheme "personality - aggressive reaction - situation - neuropsychological factor" are clarified. The multifactorial (combination of neuropsychological and social conditions of a formation of aggression) genesis of aggressive behavior in personality disorders, the basis of which is the destructive level of anxiety, which originates from childhood, is analyzed. The integration of neuropsychological and socio-psychological approaches to the study of the problem of aggression is presented.

In the area of scientific interests: methods of early development, psychological and pedagogical support of families and children at risk and with disorders of psychophysical development; implementation of sensor integration technologies in an inclusive educational environment. упровадження технологій сенсорного інтегрування в інклюзивному освітньому середовищі.

School manuals have special place among the socio-cultural acquisition of the past, which are the kind of reflection of certain era, the level of knowledge, worldview and prevailing stereotypes in the field of education. The manual is a carrier of the content of education, definitions, storage of knowledge and methods of learning that is necessary in this society. The complexity of the manual, the richness of its types, structure, diversity of its content and functions define it as a valuable historical document, the research of which provides opportunities to study the features and patterns of development and formation of the manual  in different historical periods and using modern manuals. The research of the history of school manual development begins with the establishment by scientists the fact of the manual origin, which historians associate with clay tablets on which the Sumerians placed manuals five thousand years ago. The formation of the pedagogical theory of the manual is associated with the idea that the manual was first defined as a special book created on the basis of pedagogical principles as one that implements a certain content of education.

Nowadays situation at the universities in Ukraine and all other countries round the world are faceted with different challenges almost every new quarter of the year. The very vivid example of it was the pandemic period, which determined transforming of forms of education and different approaches to education. Moreover, the Pandemia provoke the huge wave of challenges for scientific and pedagogical staff of universities. A great number of changes took place at the system of educational process organization: pandemic has exacerbated the need for digital, technology-enabled education experiences, new types of online-classes appared and new ways to scale them etc. But after pandemic period and all these transmitions in universities their appared the need for analyses of challenges which we are going to face with, when we come back to ordinary style of teaching? what problems are we going to solve? To answer these questions, we created a Questionnaire for teaching staff and students of different Universities in Ukraine in different regions. We asked them to give their feedbacks, opinions and feelings of the quarantine restrictions of COVID-19, what difficulties they had durining the next few months. The investigation helped to distinguish challenges to scientific and pedagogical staff of higher educational institutions, the nature of which is the peculiarities of the professional activities of teachers and challenges to the scientific and pedagogical staff of higher educational institutions, the nature of which are the features of the educational activities of students.