The aim: The aim of the article is to analyse the socio-psychological barriers to the COVID-19 vaccination process in the world and in Ukraine. Materials and methods: Electronic databases of Web of Science, Scopus and PubMed were searching using keyword searches. Conclusions: The implementation of an effective scientific strategy of health education and communication between representatives of the medical sphere and representatives of different social groups, gender and age is relevant today. At the moment it is difficult for the medical community and society to give an unambiguous assessment of the facts about COVID-19, because it is still unknown about the long-term impact of the COVID-19 pandemic on individual. To increase the vaccination coverage, vaccination evidence should be standardized and a choice of conditions, algorithm of beliefs instead of a standard approach should be proposed. Further research on individual health benefits is needed to identify and address socio-psychological barriers on COVID-19 vaccine acceptance.

The purpose of the article is to conduct theoretical analysis of the psychological safety formula and its components based on the basic mechanisms of the human psyche. Tasks of the article: to carry out a theoretical analysis of the problem of personal safety in national and foreign studies; to define the meaning of “safety”, “physical comfort”, “psychological comfort”, “social comfort”, “safety culture”, “risk analysis” in the socio-psychological dimension; to develop a psychological formula of safety aimed at ormation of skills of safe behavior of the individual. The scientific innovativeness and theoretical significance of the conducted study is in the fact that development of a conceptual basis for the formation of safe behavior skills of the individual is based on awareness and reflection of issues that meet the basic need for It is established that individual safety is an inner experience of safety sense, which reflects the degree of comfortable existence and absence of external threats. The main role in the formation of safe behavior skills of the individual is played by regulatory mechanisms related to various psychological areas, including activities, mental states, personal qualities and characteristics, as well as external conditions. Thus, the formation of safe behavior skills of the individual is a process of meaningful and reflective use of knowledge, skills and cultural experience in the field of personal and social safety. The result of the theoretical analysis of the problem of personal safety was a scientific base of the main structural elements of the psychological formula of safety. It is determined that the psychological formula of safety is a functional structure of personal safety, which is universal in relation to its content, which combines the results of mastering sustainable social traditions of protection (safety culture) and a set of favorable environmental conditions when physical, mental and social functions are in a state of less stress, and the person himself feels satisfaction (physical, psychological and social comfort), determined by the ability to explore and study life- threatening situations, their vulnerability to risky situations (risk analysis). One of the promising areas of research of this problem is development of algorithm of universal psychoprophylactic programs for formation of safe behavior skills of the individual.

The article carries out a theoretical and methodological analysis of the main scientific approaches to the definition of resilience in domestic and foreign psychology, attention is paid to conceptual ideas regarding the substantiation of the psychological conditions for the development of resilience: 1) restoration of a sense of security through an understanding of the specifics of living by each person in situations related to the threat to life in the conditions of martial law; 2) a safe andecological response to the emotional problems of the individual, which accumulate due to significant stress factors associated with the violation of the basic sense of security and military actions; 3) taking into account the peculiarities of brain functioning in conditions of external threats; 4) formation of a resilient educational environment filled with group and social values; 5) relying on the resource of psychological and physical comfort, which is an important element for restoring the resilience of the individual. The specified conditions formed the basis of the Teacher’s Stability Rules, specially formed for use in the educational environment: 1) «We take care of our own safety and the security of those around us»; 2) «We react to our feelings and help children live theirs»; 3) «We take into account the capabilities of the brain working under stress»; 4) «We create an environment of shared values»; 5) «We cultivate the skill of taking care of ourselves.» The psychological content of the five rules of teacher resilience, based on the main components of resilience, is revealed. The author’s approaches to fostering the teacher’s resilience are justified on the basis of the proposed psychological rules of resilience, which take into account the most effective modern psychological practices. Features and recommendations regarding the use of the rules of stability of a teacher who teaches under martial law are characterized. Attention is focused on the fact that an emotionally stable teacher can become a psychological support and a source of psychological security for children. The proposed rules, their psychological content and recommendations for effective implementation in the educational process can be useful to educators, both for their own self-support and for maintaining the psychological stability of students in war conditions

In the article the author ‘s concept of safe behavior skills formation in children is substantiated. The psychological content of five rules of safe behavior based on the functioning of the child’s mental mechanisms is described. The components, content and features of using the online course “I know how to protect myself” aimed at developing safe behavior skills are highlighted and substantiated. It is noted that the format of online interaction requires teachers specific training for classes, in particular to design an educational online space, conditions for cooperation with children and the choice of online tools. It is outlined that online interaction is based on additional stimulation of activity of all involved in the process of mastering theoretical knowledge and practical skills of safe behavior.