The article presents the results of theoretical and empirical research of professionally important abilities and skills of a counseling psychologist. Based on the analysis of scientific achievements and the results of anonymous questionnaires, the classification of professionally important abilities and skills of a counseling psychologist by certain groups was carried out. Professionally important abilities of a counseling psychologist are presented in four areas - volitional, gnostic, speech and perceptual; and professionally important skills are presented in seven areas - gnostic, communicative, perceptual, didactic, technological, organizational, control and evaluation. It is emphasized that professionally important abilities and skills should be classified separately. Since the abilities are due to the natural inclinations of the individual and mental phenomena, and skills are developed, formed and improved during the life of the person. Abilities and skills are interconnected and interdependent.Classification of professionally important abilities and skills of a counseling psychologist by certain groups provides opportunities: 1) to most systematically present the necessary professionally important characteristics of a counseling psychologist, 2) to review educational training programs for psychologists; 3) select the necessary methods and techniques for the diagnosis and verification of these professionally important characteristics of the candidate for the position of " counseling psychologist". According to the results of a scientific study on the expert assessment of the reference level of development of a counseling psychologist of professionally important abilities and skills, it was found that respondents believe that these abilities and skills should have a very high level of development.

The article conducts a theoretical analysis of the features of the neurotic response to uncertain situations as an important component and trigger of individual problems. In this regard, the issue of psychological correction of individual neurotic problems in uncertain situations at the theoretical, methodological and practical levels has been studied in the article. The neurotic experience of psychotraumatic events is due to internal conflicts. Effective methods of corrective work with neurotic reactions as prevention of persistent neurotic states are indicated here too. The neuropsychological content of psychotherapeutic techniques that can prevent neurotic development of an individual is revealed. It is presented the model of psychological correction of individual neurotic problems, which is capable to carry out effective corrective influence of the personal sphere on emotional, cognitive, motivational and behavioral levels. Important principles and conditions are noted regarding the psychological correction of such neurotic nature. The neuropsychological content of the body-oriented model of psychological correction of an individual in combination with psychotherapeutic methods is considered in detail.

Adolescence is characterized by contradictions of role behaviours and perceptions caused by age adjustment of adolescents. This is reflected in the system of self-attitudes of adolescents, which can lead to intrapersonal conflicts due to the dissonance of conceptions about their own real and ideal self-image. Such dissonances can hinder the construction of one’s own social roles. Therefore, timely detection of risks of personal dissonance emergence in the sphere of subjective perceptions of one’s own real and ideal self-images becomes one of the leading tasks of providing psychological and psychotherapeutic aid to adolescents, aimed at harmonizing their formation in the process of socialization. The aim of the research is to study the factors that determine the psychological peculiarities of personal dissonance of adolescents in the sphere of real and ideal self-image. The research is based on the use of psychodiagnostic methods of Leary (2004) and Pantileev (1993) for the survey of 303 adolescents of both sexes at the age of 14-17, who recognize the presence of discrepancies between real and ideal self-images. Empirical data has shown a relationship between a constellation of psychological factors that determine the emergence of personal dissonances in the sphere of authoritarianism, dominance, suspicion, aggression, subordination, dependency, friendship and altruism. The research will help to understand the psychological factors of the emergence and functioning of personal dissonances of adolescents, which affect both the system of their self-attitude and the building of their social ties. This opens up prospects for improving psychoprophylactic measures aimed at preventing personal dissonances in adolescents.

The article presents the authors’ course “Horticultural Therapy”, which includes various activities related to the interaction with flora and its images. Evidence suggests that Ukrainian discourse lacks methodical materials on horticultural therapy and, thus, requires methods that can contribute to developing the skills of conscious psychological separation from constant parental care, taking responsibility for their lives, setting real-life goals and destroying the position of helplessness in individuals with MSDs. The article aims to theoretically justify, methodically develop and present the results from implementing the authors’ course “Horticultural Therapy” in rehabilitation centres. The authors’ methodical complex is based on the use of the following methods: analysis of theoretical and methodical sources; modelling of educational conditions and programmes; methods of implementing the didactic content in the educational-rehabilitational process; expert evaluation; statistical methods. The verification quasi-experiment of the modelled conditions for corrective learning has shown a significant increase in social skills in individuals with MSDs. Besides, findings confirm the increased levels of their independence, social and personal incentives, household and self-care skills. The international relevance of the article lies in the further development of nature-centric methods of corrective pedagogy, conductive pedagogy and non-medical treatment of CNS diseases, which is an important area of neurorehabilitation today.