The paper presents the results of empirical study of parents' attitudes towards their children with special educational needs. The following methods have been used: PARI method (E. Schaefer, R. Bell; adaptation by T. Nescheret), test-questionnaire of parental attitude of A. Varga and V. Stolin; questionnaire 'Analysis of family myth' by A. Nesterova. To clarify and deepen the analysis of research data, two samples of selected participants have been created: a) parents of children with special educational needs and b) parents of children without special educational needs. Two Google forms have been made with appropriate introductory questionnaires and research instructions. The analysis of the results obtained by the methods has revealed the following tendencies in the attitude of parents of children with special educational needs, in comparison with parents of other children: lower level of acceptance; greater concentration on the child and his/her control; a kind of inconsistency in the attitude to their children (simultaneous optimal emotional contact and excessive emotional distance); a sense of self-sacrifice and belief in its necessity. It has been proved, that the usage of different types and forms of art therapy (music, dance-movement, bibliotherapy, fairy tale therapy, phototherapy, film therapy, fine art therapy) helps to correct parents' attitude to their children with special educational needs. In addition, a number of recommendations for the use of art therapy to work with parents of children with special educational needs has been proposed.

The paper presents the structure, contents, principles of the organization of the forming experiment on personal reflection development, the results, the interpretation and conclusions of the research. The program of development of creative abilities during the process of understanding the scientific text is described and tested, and it testifies about the significance of creative interpretation for the success of educational and professional activity of students of Humanities of higher educational institutions. The purpose of the paper is to prove that the process of creative interpretation promotes text understanding, determines the formation of adaptive strategies of behavior and reduces the probability of occurrence of stereotyped and maladaptation strategies. The forming activities include training for developing creative abilities, in which group discussion, psychotechnical and psychotherapeutic exercises, elements of psychoanalysis (psychoanalysis, symbol-drama) are used. The paper explores and discusses a concept of personal reflection, which has been used as a means of forming culture of perception of the scientific text during 2019-2020 among the students of the Humanities Faculty at Khmelnytsky National University, Ukraine. In conclusion, the author emphasizes the guided questions for the development of personal reflection as a means of forming culture of perception of the scientific text by humanitarians. Besides, the paper lists and explores benefits and drawbacks of interpretation levels (scientific, emotional-sensitive, creative) and their relations due to the components of intellect, strategies of interpreted behavior, success of educational and professional activity and creativity.

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.

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.

Social, technical and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and technicians are not exception. The English language study plays a major role in forming professional qualities of future technicians. The implementation of tasks requires the use of various methods in teaching English to students of technical departments, but the main methodological innovations today involve the use of interactive methods. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods, become a thoughtful professional, which means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. In turn, students learn to think critically, solve difficult problems based on analysis of circumstances and relevant information, make thoughtful decisions, participate in discussions, communicate with other people. Participants of interactive learning set learning objectives, develop a learning activity, identify problems in the course of training, study the reflection of their training activities. The article describes the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language classes with students of technical departments. The interactive learning is important for personal and professional development. Interaction helps involve students in performing activities with technical terms, and such activities can enhance vocabulary acquisition and promote the development of lexical skills. Students are able to take control of their learning process and also figure out their preferred resources with the help of interactive technology. In this way, they can choose the method to present projects and also develop important research skills for the upcoming days. Furthermore, students are able to develop their communication as well as collaborative expertise by working on shared projects or documents and this will help them significantly afterward when they mature into working individuals. The author comes to the conclusion that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of technical communication.