The article actualizes the problem of becoming a leader in a youth social group. Leadership is found to be a natural social and psychological process within a group aimed at personal authority influence on the behavior of group members. At the same time under the influence we understand the behavior of a person, which introduces changes in behavior, relationships, feelings of another person. The individually-psychological characteristics of the leader, the determinants of development and the manifestation of leadership are empirically determined and analyzed. The main individually-psychological characteristics of the leader's personality are empirically identified: a high level of self-esteem, which affects all aspects of life, namely emotional well-being, relationships with others, the development of creative abilities, attitude to successes and failures; creativity, that is, the personality must solve complex social problems, find new, non-standard ways of action, flexibility in communication with other people, emotional intelligence, flexibility of thinking, high motivation, education, ability to find new methods to implement a plan or solution, quickly switch from one way to complete a task to another. It is established that the level of formation of capabilities and skills required by the leader depends on the listed individually-psychological characteristics, which development is significantly influenced by the social environment of the individual throughout life, namely, the youth group. The characteristics of leaders in the youth social group are revealed, in particular, in the process of intragroup identification. The intragroup identification is enlightened in acts of personal and behavioral likeness of team members to each other.

Personal anxiety in adolescence is largely determined by psychological factors (personal, adaptive, motivational), and the correction of personal anxiety in adolescents is possible by combining two areas of work: reducing the effects of psychological factors on its occurrence; development of constructive forms of behavior in psychogenic situations, in conditions of increased anxiety through the use of music therapy. The aim of the study is to study the state of anxiety in adolescence after psychocorrection by music therapy. A set of methods was used to study the psychological features of anxiety in adolescents, ways to overcome and level before and after the psychocorrection program. There are a number of positive changes in the indicators of personal and motivational factors of anxiety: an increase in self-esteem and responsibility, increased self-esteem, which, in turn, led to a decrease in the difference between this indicator and the level of claims, a change in attitude realistic type, changing the distribution of affiliation motives and achieving in favor of the motive of the desire to accept and the desire to succeed, respectively. The effectiveness of the corrective effect was manifested in the change in the distribution of subjects by levels of anxiety. A high level of personal anxiety was recorded, after the implementation of the program it halved. During the study, a number of positive changes in the indicators of personal and motivational factors of anxiety were recorded. The results show, however, that psychocorrectional work with music therapy is effective in the work of a psychologist. The obtained results can be used both during the training of future psychologists, the development of a psycho-correctional program and during family counseling.

The article actualizes the problem of psychological research features of procrastination, and definition of its influence on formation of professionalism at student's age. The psychological analysis of the concept of "procrastination" is carried out, the essence and specifics of procrastination development in student age are investigated, the level of procrastination development in student age and psychological mechanisms of its influence on formation of professionalism are investigated. The following methods were used in the study: theoretical methods (analysis of scientific and methodological literature of noctive and foreign authors in psychology); empirical methods (Scale of assessment of the need for achievements of Yu. Orlov; Methods of research of volitional self-regulation A. Zverkov, E. Eidman; Melbourne decision-making questionnaire (adaptation of T. Kornilova, S. Kornilov); Scale of procrastination for students S. Ley; Methodology "Self-assessment organization"; Questionnaire "Control over action" Yu. Kulya; Temporary Perspective Questionnaire (ZTPI) Zimbardo; Questionnaire "Integral job satisfaction" N. Fetiskin, V. Kozlov, G. Manuilov). The experimental base of the study were students majoring in 053 "Psychology" of Donetsk National University named after Vasyl Stus (n = 92 people) aged 18-22 years.

Шпортун Оксана Миколаївна, доктор психологічних наук, доцент, професор кафедри психології Донецького національного університету імені Василя Стуса Савчук Зоряна Степанівна, кандидат історичних наук, доцент кафедри психології та соціальної роботи Вінницького державного педагогічного університету імені Михайла Коцюбинського ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ САМОЕФЕКТИВНОСТІ ОСІБ ЮНАЦЬКОГО ВІКУ Стаття актуалізує проблему детермінації самоефективності осіб юнацького віку. Мета дослідження-теоретично обґрунтувати й емпірично дослідити психологічні особливості самоефективності осіб юнацького віку. У результаті емпіричного дослідження виявлено взаємозв'язок індивідуально-психологічних чинників та рівня самоефективності молодих людей. Самоефективність осіб юнацького віку-системна якість, яка детермінується індивідуально-психологічними чинниками, а саме: станом задоволеності власним функціюванням у різних сферах життєдіяльності, складниками самоставлення, локусом контролю, особливостями мотивації досягнення й смисложиттєвих орієнтацій. Ключові слова: самоефективність, особи юнацького віку, індивідуально-психологічні чинники самоефективності, смисложиттєві орієнтації.

The article actualizes the issue of the effectiveness of the influence of Katathym-Imaginative Therapy on the correction of mental disorders. An analysis of an empirical study of the features of the influence of Katathym-Imaginative Therapy on the correction of mental disorders in neurotic conditions is conducted. The purpose of the study: a psychological analysis of the concepts of "psychogeny", "neurosis" and "neurosis-like conditions"; An empirical study of the effect of Symbol Drama on mental states of patients with neurotic disorders. The following methods were used: conversation, testing ("Minnesota Multiphasic Personality Inventory ММРI ", "SAN" method, "Self-assessment of mental states" test by G. Aysenck, O. Kondash's scale of socialsituational anxiety, PEN Questionnaire (Hans and Sibylla Aysenck) of the Katathym-Imaginative Psychotherapy methods, which forms the experiment. The sample included 86 people-patients of the neurological department of the Vinnitsa Regional Psycho-Neurological Hospital named after academician Nikolai Yushchenko. Based on the correction program with the help of the Katathym-Imaginative Therapy it is proved that the Katathym-Imaginative Therapy method is a quite effective means of psycho-correction of mental conditions of patients with neurotic disorders, and is more effective with labile mental states, where the emotional component is crucial, and is less effective in the less emotional stable psychological state.