The paper presents the results of empirical study of parents' attitudes towards their children with special educational needs. The following methods have been used: PARI method (E. Schaefer, R. Bell; adaptation by T. Nescheret), test-questionnaire of parental attitude of A. Varga and V. Stolin; questionnaire 'Analysis of family myth' by A. Nesterova. To clarify and deepen the analysis of research data, two samples of selected participants have been created: a) parents of children with special educational needs and b) parents of children without special educational needs. Two Google forms have been made with appropriate introductory questionnaires and research instructions. The analysis of the results obtained by the methods has revealed the following tendencies in the attitude of parents of children with special educational needs, in comparison with parents of other children: lower level of acceptance; greater concentration on the child and his/her control; a kind of inconsistency in the attitude to their children (simultaneous optimal emotional contact and excessive emotional distance); a sense of self-sacrifice and belief in its necessity. It has been proved, that the usage of different types and forms of art therapy (music, dance-movement, bibliotherapy, fairy tale therapy, phototherapy, film therapy, fine art therapy) helps to correct parents' attitude to their children with special educational needs. In addition, a number of recommendations for the use of art therapy to work with parents of children with special educational needs has been proposed.

The paper presents the results of an empirical study of the dynamics of self-regulation indicators of first-year psychology students in the process of studying the course “Psychology of self-regulation.” The study aims to clarify how the indicators of self-regulation ability of first-year psychology students change during the study of a semester course, “Psychology of self-regulation” (from late February to early June 2021), and to find out how the correlations between individual parameters of self-regulation alter. Research results of students (which are made at the beginning and the end of the study of the course) are described and compared according to theoretical, empirical (psychodiagnostic), and statistical methods. The following indicators of self-regulation are studied: self-control in the emotional sphere, self-control in activity, self-control in behavior (social self-control), and a few coping ways (confrontational coping, search for social support, problem-solving planning, self-control, distancing, positive reassessment, acceptance of responsibility, escape-avoidance), as well as alexithymia. It was found that (at the beginning of the study) psychology students had mostly the average level of all studied indicators, except for the coping way “escape-avoidance” (which was at a high level) and a level of alexithymia (a little higher). After studying the course “Psychology of self-regulation,” which took place during one semester along with the study of other psychological courses, changes in the studied indicators were revealed: the indicators of self-control and confrontational coping increased; the level of escape-avoidance decreased. Correlation analysis was performed between all scales of the first and second surveys.

The article examines the gender characteristics of the development of creativity in students of psychology who study at a higher education institution. In the process of research, it has been found out that the concept of "creativity" means the ability of a person to produce new and unusual ideas, think unconventionally, solve problems creatively and quickly. It has been found that creativity has many definitions, each researcher considers this concept from a certain point of view, highlighting one or another aspect of creativity. The article finds that students' creativity includes various indicators: originality, uniqueness, curiosity, developed imagination, propensity to reasonable risks, interest in complex things and ideas and more. Therefore, the authors of the article emphasize the need to use in the educational process of higher education methods that promote comprehensive training of future professionals and the development of their creative thinking. To study the gender features of the development of creativity in future psychologists, the authors of the article conducted an empirical study among students of psychology studying at Khmelnytskyi National University. According to the results of the study, it is established that most students of psychology have average levels of development of personal traits of creativity, creative abilities and creative potential. But girls studying in Psychology have a slightly better level of development of creative potential and creative abilities than boys who also study in this specialty. Based on the results of the research, recommendations for students-psychologists on the development of creativity as an important component of their successful future professional activity have been developed.

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ційної дистанції від своїх дітей і 15%-навпаки-до надлишкової концентрації на дитині. Дослідження за тестом-опитувальником батьківського ставлення А. Варги і В. Століна виявило високі показники відкидання батьками своїх дітей з ООП, намагання створити соціально бажаний образ батьківського ставлення, з іншого боку, виявлено тенденцію до симбіотичних стосунків із дітьми, досить високий рівень довіри їм, низький рівень авторитаризму. За методикою Л. Лєбєдєвої «Моя сім'я в образі квітів» виявлено досить високий емоційний контакт із дітьми. Проведений кореляційний аналіз виявив тісний додатний зв'язок між узагальненими досліджуваними показниками батьківського ставлення. Було розроблено корекційно-розвивальну програму з використанням методів арт-терапії, спрямовану на підняття загального психічного стану батьків дітей з ООП. Програма складається з десяти занять тривалістю до 50 хвилин. У ній використано як провідні арт-терапевтичні вправи (ліплення, казкотерапевтичні та малюнкові техніки), а також елементи з таких тренінгових вправ, як «Сім кроків», «Гармонізація відносин між матір'ю та її дитиною», «Гармонізація внутрішньосімейних відносин». Завдання корекційної програми-допомогти батькам знайти спільну мову з дитиною та збільшити відчуття комфорту в сім'ї. Очікуваним результатом, насамперед, є наближення до емоційного світу дитини, розвиток емпатії. Програма може бути використана у практичній роботі соціальних працівників і психологів, які працюють із сім'ями, що виховують дітей з ООП.