У статті розкривається поняття «нервово-психічна нестійкість», докладно викладаються форми, ознаки, а також причини та чинники її розвитку. Подано систему оцінки та прогнозування нервово-психічної нестійкості у військовослужбовців, а також методичні рекомендації щодо її діагностики.

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.

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.

Кандидат психологічних наук, доцент, Міжнародний економіко-гуманітарний університет імені академіка Степана Дем'янчука, м. Рівне (Україна)

The aim of the research is: to investigate the level of the development of creative potential of students -future foreign language teachers, to apply the program of group activity developed by us in order to develop the creativity of respondents, to analyze its effectiveness.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 we used experimental methods, such as statement research. For the last one we used such methodology, as: the test «Circles» by E.P. Thorens; the author's methodology «The development of Creativity of teenagers» (Михальчук, Eр. Івашкевич & Яцюрик, 2021).The results of the research. In our research low results were obtained at both heuristic and reconstructive research levels. This indicates considerable difficulties that are arisen in a case when students are characterized with: a) the emergence of the ideas of solving the problem; b) making the design of the personal development; c) the embodiment of the idea in the activity, in communication with other students within the micro-group; d) the analysis and the evaluation of the results of pupils' own creativity or innovation. The results having been obtained by us also indicate the need to organize special training for adolescents in order to make targeted influences on the development of their creativity.In such a way we've to make some conclusions. The concept of «creativity» is more general, because it includes creative qualities. Creativity reflects, in addition to subjective moments, also the process of reconciling novelty, innovation of the activity generated by the subject with the existing (so-called stereotypical) socio-cultural context.We consider creativity as the process of interaction that necessarily leads to the personal development. We also define creativity as an activity that crea tes something new, original, which is included not only into the history of the creator, but also into the history of science, art, etc. A similar point of view is expressed by us when we define creativity as going beyond the existing human knowledge, overcoming certain boundaries and obstacles. In such a way creati vity means the creation of something new, which can mean both the transformation of the consciousness and behavior of the subject, generated by the person, but also which is alienated from his/her products.Conclusions. According to received data of our empirical research we offer some more definitions of the creativity, focusing the reader's attention on "ПРОБЛЕМИ СУЧАСНОЇ ПСИХОЛОГІЇ"