The purpose of the article. In the process of our empirical research, we had the aim to examine the level of professional reliability of doctors who performed their professional duties during the COVID-19 pandemic in Ukraine. We assumed that the higher the level of professional reliability was, the more effectively doctors will perform their own professional activities in unusual, extreme conditions of their professional activity. The research involved 550 doctors of Rivne Regional Hospital (Rivne, Ukraine). Methods and methodical instrumentation of the research. To solve the problem of our research, a set of methods was used, the choice and combination of which have been determined by the subject, the purpose and the objectives of this research: - theoretical methods – theoretical and methodological analysis of scientific sources and available according to the problem of our research psychological approaches: their systematization, classification, generalization, theoretical modeling to study the phenomenon of professional reliability of doctors who worked in difficult conditions of the COVID-19 pandemic in Ukraine; - empirical methods – the observation, the interview, a questionnaire, testing, the method of expert assessments, which have been used for a deeper, holistic research of the structure of professional reliability of doctors; psychological and pedagogical experiment in the form of the empirical studying of the formation of a structure of professional reliability of doctors. The results of the research. We proved, that for specialists of medical sphere of the activity with a high level of professional reliability there was a main characteristic: the ability to perform professional activities in special and extreme conditions, the formation of professional and moral culture of a doctor, the constant development of components of his/her professional competence, professional readiness and professional reflection, the ability to implement effective psychological and acmeological influences, the development of reflective culture, the formation of a harmonious “self-concept” in professional and managerial activities, the actualization of psychological mechanisms, conditions, factors and determinants of the person’s professional development, etc. In our opinion, the professional reliability of a doctor is characterized by: a high level of stable productivity (or efficiency) of the professional activity; a high level of professional qualification and developed professional competence; optimal intensity of the professional activity; a high level of accuracy and reliability; a high level of organization of the professional activity; low indirectness (depending on purely external factors); creativity; the possibility of developing the subject of the professional activity and ensuring the actual professional growth; focus on achieving positive socially significant goals and results. Conclusions. We proved that bifurcation space of a professionally reliable Doctor includes: the ability to transfer professional experience; a high stable productivity of professional activity; the responsibility for the decisions having been made and their implementation; the ability to achieve own goals in any case; professional knowledge and the experience to be the director of some medical organization; the ability to act in critical situations and situations of cognitive dissonance; the ability to control the flow of doctors’ professional activity; a high level of professional competence; the ability to make and clearly implement their own decisions. If these components of a professionally reliable Doctor are formed at a high level, the Doctor can perform his/her professional activity with a high degree of its productivity, in difficult pandemic conditions, in situations of stress and cognitive dissonance. The latter emphasizes on the difference between the capabilities and the style of internal activity of Doctors who provide their activity in a period of COVID-19 pandemic: the ability to achieve meanings until the moment of meaningful acceptance of surrounding us reality and move on – to expand the meaning of the symbolic space (which is the COVID-19 pandemic) and, according to this, to show the measures of our own meaningful space (human life in a pandemic). Such conditions significantly encourage doctors to improve themselves as real professionals, to update their own professional reliability.

the purpose of our research is to show what is facilitation; how to organize facilitative interaction to help the teacher for better guidance that can enhance performance and success for the students; to present the ways of facilitative education at the universities; to show the place of facilitation in the structure of Blocks of Cognitive Activity of students. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as statement experiment.the results of the research. We proved thatthe process of facilitation in educational activities cannot be understood simplistically. Participating in any form of activity and learning consciously are doing quite different things. The ac-tion, if it is imposed by a team of methodologists, teachers, pedagogues, etc., is carried out under pressure on the student, then it is perceived beyond any mea­ning as a so­called “temporary” necessity. In Psychology the following attributes of a person are recognized: a student’s consciousness and activity; attributes of the psyche, such as subjectivity, activity, adaptability; attributes of the person’s consciousness – the experience, knowledge and attitude; attributes of the acti­vity – the awareness, purposefulness, motivation.conclusions. We can unmistakably outline the role of facilitation in these interacting blocks of cognitive activity of students. Facilitation involves chan ging the teacher’s position in the learning process. Updating his/her pedagogical activity in all its directions (blocks), the teacher skillfully facilitates – manages, directs, helps students in their educational activities. As a result of pedagogical activity, a certain new formation appears. So, it is a process of facilitative inter-action, where the main figure is the student himself/herself as the subject of his/her own cognitive activity. Meanwhile, the teacher only uses all the possibilities of the educational environment, directing the activity of the student in order to further in­depth developing of his/her personality.

the purpose of our research is to denote the principles of facilitative inte-raction in the process of interpersonal communication at lessons, to show the facilitative aspects of students’ autonomy, to describe facilitation as a pheno-menon of interpersonal communication, to display the nature and genesis of facilitative interaction according to our own empirical researches, to prove that facilitative interaction is the mechanism of actualization of “Me-real” and “Me-ideal” of a personality.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, struc-tural and functional methods, the methods of the analysis, systematization, model-ing, generalization. The pilot study as an empirical method was used in the study.the results of the research. So, we’d like to show that facilitation is a change in the students’ performance during a contact with the teacher or other students. Even the passive presence of the teacher in the classroom greatly acti-vates the students, directs their activity in the correct direction, stabilizes it out-side of purposeful actions on the part of the teacher. However, the phenomenon of facilitation has considerable influence only if the teacher is authoritative, re-ferential, recognized. Then, as a result of psychological and pedagogical intera-ction, various psychological new formations of a personal and interpersonal na-ture are arisen, which are usually called “changes” or “phenomena”.conclusions. We proved that one of the significant constructive pheno mena of facilitative interaction is a psychological status of the individual, without the acquisition of which there cannot be a process of active, consistent progressive development and self-development of the individual. Psychological status cha-racterizes not only the student’s real place in the system of interpersonal re-lationships, but also the position in a class, in family, peer groups. They also depend on the situation how he/she attributes to himself/herself. The need to build oneself as a personality, to get self-improvement, etc. does not arise spon-taneously – it is formed in the process of facilitative interaction. It is psychologi-cal and pedagogical influences which allow the student to realize the difference between “Me-real” and “Me-ideal”, without which personal development can-not take place.

In the article we showed, that facilitative interaction is based on the following psychological approaches: finding specific features or individual personal characteristics that contain essential qualities of a humanistic ideal; they are the person’s specific incarnations; in a life itself can be identified and on this basis be studied, explored the conditions that contribute to the formation of harmonious personalities and their inherent personal qualities (feelings, actions, forms of communication and reflection); only within this paradigm “from the life to the ideal person”, which allows you to analyze ideal ideas in a real space. You can formulate real-life theoretical ideas about a particular ideal, and simulate non-directive psychological and pedagogical practice of reproducing this ideal through human development reality.           We believe that Behavioral Psychology has the aim primarily at controlling human behavior, consciousness and personality. In such a way the individual becomes the object of the research and manipulation, and his/her free personal choice is not taken into account. Hence the traditional system of teaching based on a hierarchical structure: teacher guidance – pupil subordination.           In the paradigm of Humanistic Psychology, we consider the work of a teacher in comparison with the work of a psychotherapist who does not shape the personality, trying to create its form, but helps the pupil to find something positive that already has a certain level of the development. The teacher should be sensitive and receptive to the individual qualities and characteristics of a pupil. Also, the teacher should fully accept the pupil’s personality and try to understand what kind of person he/she is, what his/her inclinations are, what he/she is capable of, how he/she will develop. If the teacher without any preconditions is quite positive about the pupil, rejoices in his/her success, it minimizes the anxiety and fears of a pupil, his/her protective reactions and ensures the development and self-actualization of his/her personality. Thus, every teacher should not only unconditionally accept the student, but be congruent, empathically understand him/her as a person and be able to explain himself/herself and his/her attitude to the student, so that he understands exactly how he/she should behave to strive for self-development.           Certainly accepting the pupil, the teacher creates in the classroom a special psychological climate of the acceptance of each other. The facilitator shares the group’s thoughts and feelings without imposing their own beliefs on pupils; he/she does not cover himself/herself with a mask, he/she openly expresses, demonstrates his/her feelings and thoughts, that is he/she is himself/herself. These attitudes of the teacher-facilitator are also related to the change of his/her thinking, values and a life in general. Facilitation guidelines also actualize the teacher’s thinking, which can not be conditioned either by the improvement of skills or the introduction of modern technical teaching aids. Thus, the facilitative attitude, based on the restructuring of personal attitudes and values of the teacher is realized in interpersonal communication with pupils and in new methods and technologies of teaching.           We think, that the reform of education should be based on the restructuring of certain personal attitudes of the teacher, which become explicit in the process of his/her interpersonal interactions with students. Thus, K. Rogers identifies three main guidelines of the teacher-facilitator. The first of them is described by the terms “truth” and “openness”, and involves the teacher’s openness to their own thoughts and experiences, the ability to sincerely express and broadcast them in the process of interpersonal communication with pupils. This attitude is seen as an alternative to the typical, traditional attitude of the teacher to the implementation of a facilitator of a role behavior.           The next, the second attitude of the teacher-facilitator is characterized by the terms “acceptance”, “trust”, the inner, personal confidence of the teacher in the capabilities and abilities of each pupil. In many aspects, this attitude coincides with what in the psychological and pedagogical science is called “pedagogical optimism”, taking into account the positive qualities of pupils.           The third attitude is described by the term “empathic understanding”. It is a kind of teacher’s vision of the inner world and the behavior of each individual from his/her own position, as if through his/her eyes. K. Rogers notes that the teacher-facilitator, communicating with his/her pupils, is able to speak, “to walk in other people’s shoes”, to look through the eyes of children at everything around, including himself/herself. This attitude is a purely alternative to the traditional teacher’s “evaluative understanding”, such a type of understanding through evaluation in terms of “attribution” to pupils of fixed evaluation clichés (fool, clever, coward, quiet, etc.).

The purpose of the article is to reveal the personal factors of facilitative interaction that most effectively influence on the successful realization of the subjects' activity in general and cognitive activity in particular.Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.The results of the research. It has been proved that some misunderstandings in the perception of a task or a problem were a major factor affecting facilitative interaction.