The article deals with the problem of diagnostics of negative psycho-emotional states among students. The research done demonstrates that during the period of study at higher educational establishment students often experience states of stress, depression, apathy, fear, asthenia, rigidity, anxiety, aggression, frustration, etc. Such states are predetermined by the fact that new conditions of student's life lead to defensive reactions to various kinds of threats: threat to positive outcome of an important activity, threat to life, threat to well-being, threat to prestige. Negative psycho-emotional states affect various spheres of young people's lives and lead to a deterioration of their wellness, health condition as well as to the rise of psychosomatic and psychoneurological diseases. In order to get a better understanding of peculiarities of development and expression of negative psycho-emotional states the diagnostic research of all students at Khmelnytskyi National University whose major is Psychology has been done. The findings demonstrate that starting the first days of study at university the students undergo the effects of various negative psychoemotional states such as: depressed mood, sadness, anxiety, concern, decreased intellectual productivity, unreasonable malaise, intermittent sleep, decreased working ability. However, while studying at university, they learn gradually to overcome and control their negative emotions and experiences. The findings also demonstrate that not all students, even in their final year of study, succeed in it. Therefore, the need to apply methods and means of psychoprophylaxis of negative psycho-emotional states among students has been developed and substantiated.

The article considers the problem of the readiness of future specialists in the field of socionomics who will use information technologies in their professional activity. The analysis of references in the field of our research revealed that the effecient intoduction of information technologies in the sphere of socionomics depends on the readiness of specialists for innovation activity, as such activity is one of important components of their professional readiness. We determined the components of readiness of the specialists in the field of socionomics (psychologists, teachers) for applying information technologies in their future professional work. Such components are motivational, cognitive, reflective, communication and creative components. In order to investigate the level of formaton of each component by the future specialists in socionomics we conducted testing and suggested quiestionnaires for the students of psychology at Khmenytskyi National University and pedagogical students at Khmelnytskyi Humanitarian-Pedagogical Academy. The diagnostic results demonstrate that the motivational component of readiness of the students in the field of socionomics to use information technologies in their future professional activity has been formed at a sufficiently high level. However, the diagnostic results of all other components of readiness for using innovations by students of socionomics revealed only sufficient and low levels of formation. Such results necessitate the research effective psychological and pedagogical conditions for increasing the level of development of the motivational, cognitive, reflexive, communicative and creative components of readiness to use information technologies in professional activity by future specialists in the sphere of socionomics.

The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. To determine the causes of conflicts in inclusive student groups, a diagnostic study was conducted among the full-time and part-time students with special educational needs of Khmelnytsky National University. The results of the diagnosis showed that main causes of conflicts in inclusive student groups are the following socio-psychological characteristics of students with special educational needs: low level of self-esteem due to which they get painful experiences because of critical remarks addressed to them, try to adapt to other people's opinions, have low motivation for achievement, feel lonely and anxious; low ability to establish new contacts for communication, low level of sociability; the desire to avoid conflict or to get out of it with dignity accepting the opinions and interests of others without seeking compromise solutions. Taking this into consideration, we have developed and substantiated conflict prevention tools for inclusive student groups that can help students with special educational needs to interact effectively with other students while studying at higher education institution.

The paper presents the diagnostics of the state of formation of personal and professional qualities of future social workers being able to carry out street social work. While undergoing the study, it has been found that the professional readiness of street social work specialists involves the formation of such a level of professional skills and competence of future social workers that will allow them to perform the various functions of street social work successfully. Interpersonal interaction with clients of street social work provides for the presence of such specialists' traits as: empathy, compromise and speed of thinking, diplomacy in relations with others, optimism in perception of reality, communicativeness, sociability, high mental capacity, comprehensiveness of interests, mood stability, independence, initiative and business orientation in professional activity. To study the state of formation of the listed qualities of future social workers, we conducted a diagnostic study among students of second-fifth years-of-study of specialty "Social work" of Khmelnitsky National University. Diagnostic results show that the majority of future social workers, while studying in higher educational institution, have sufficiently low indicators of formation of both personal and professional qualities. They are diagnosed with low levels of business orientation and professional motivation for street social work, as well as low level of manifestation of diplomacy, pessimism in the perception of reality, rigid thinking, low mental capacity, changeability of interests, multilevel of mood, dependency, lack of initiative. Therefore, we propose to develop and introduce psychologicalpedagogical and social-pedagogical conditions (for the formation of future social workers' professional readiness for street social work) into the educational process.

The dynamics of formation of educational and professional attitudes of future social workers while studying at higher educational institution is viewed in the paper. During the study it has been found out that the concept of "attitude" means the readiness (perception of future events, forms of response to them, strategies for the professional tasks solution) of future social workers to carry out their own professional duties. The attitudes are closely connected with self-attitude-a structurally complex formation that contains a global feeling (for or against yourself), self-esteem, self-respect, auto-sympathy, self-interest, the expected attitudes of the others. In order to study the dynamics of formation of educational and professional attitudes of future social workers, we have conducted a diagnostic research among first-year students, Bachelors and Masters of the speciality "Social work" of Khmelnitsky National University. According to the results of the research, it has been found out that there is a positive dynamics of changes in the formation of educational and professional attitudes of students in the process of studying at higher educational institution. The need to workout and introduce the program of formation of educational and professional attitudes of future social workers while studying at higher educational institution is defined by the fact that a certain number of Bachelors of the speciality "Social work" has rather weak indicators of formation of such important professional and personal attitudes as decisiveness, confidence in yourself and own strengths, independence, social importance, autonomy, self-control and control over important vital situations.