The purpose of the study was to explore three characteristic features of the East European educational services market. The study was carried out since December 2018 till January 2020. The following research methods were used in the work: empirical methods, methods of theoretical analysis and methods of social statistics. The results have a few significant implications for science and practice. For the first time three characteristic features of the East European educational services market were explored in the study: 1. The first characteristic feature of the East European educational services market is lack of strong research on higher education challenges. 2. The second characteristic feature of the East European educational services market is lack of the definition of "educational services" in the legislation of East European countries. 3. The third characteristic feature of the East European educational services market is weakness. The results are highly statistically significant (0.01). In this sense, the decision-making process is with accurate, controlled probability. Hence, some recommendations for the Governments of East European countries were generated: The governments should provide funding for research on the educational services market, and the governments should add the definition "educational services" to the normative legal acts.

There were three main reasons for choosing the topic for this empirical research. The first reason was that the world faced a global threat of the COVID-19 pandemic. The second one was that the new university offering the relative share of e-learning equals 100% must meet students' needs as educational services buyers. The third reason was that the sudden transition to 100% of e-learning could affect the mental and physical health of students. The goal of this empirical research was to study whether public decisions on student health care during the COVID-19 pandemic era in Ukraine meet students' needs. The authors have used powerful research methodologies such as literature review, analysis of public decisions on student health care during the COVID-19 pandemic era in Ukraine, experiment planning, questionnaire survey, primary processing and grouping of the results and verification of statistical hypotheses. The study surveyed 142 respondents in seven groups. The authors put forward the key hypothesis: public decisions on student health care during the COVID-19 pandemic era in Ukraine meet student needs in e-learning. This empirical study gives us six new scientific results. Mainly, the comparison of public decisions on student health care during the COVID-19 pandemic era and student needs in e-learning shows that the difference is statistically significant. The alternative hypothesis was accepted: student needs in e-learning are not equal to 100% if random deviations will not be taken into account. This main scientific result is highly statistically significant (0,01). Additionally, the new scientific result is that the theory of learning should be adjusted taking into account that the share of e-learning equals 100%. Implementation of these and the rest of the new scientific results will improve public decisions on student health care in Ukraine during the COVID-19 pandemic. One of the tasks for the next exploration is to study how the sudden transition to 100% of e-learning affected mental and physical student health.

The article shows that under the personal destructions understand the pathological process of destruction of the structure of the individual or its individual elements. Personal destructions include such formations of the human psyche that create barriers in its contacts with others and thus complicate the realization of their own goals. The main types of destructive changes in personality include pathological deformation of personal needs and motives, destructive changes in character and temperament, violations of volitional regulation of behavior, systems of interpersonal relationships, formation of inadequate self-esteem. Among the leading forms of personal destruction are partial and deep personal destruction, as well as temporary (transient), with the subsequent restoration of the functioning of all structural components of the personality, and progressive (irreversible), followed by a personal defect. It is established that personal destructions can be as a result of self-destructive activity of the person, as well as purposeful external influence, or as a result of psycho-traumatic and crisis situations, in particular loss of a person's disability. The negative (crisis) type of personal attitude of the examinees to the situation of temporary disability is defined, which distinguishes the unpreparedness for its adoption, consideration of the existing conditions as crisis with distortion of life plans and prospects, and the adaptive (constructive) type, with adequate assessment of the current situation adoption, formation of an adaptive model of behavior. It is established that the determinants of personal destruction are social and psychological characteristics that cause negative changes in the cognitive, emotional, semantic and communicative spheres of personality. As indicators of the destruction of the cognitive sphere of the personality are rigidity, limited thinking and conservatism; emotional sphere - psycho-emotional exhaustion, emotional instability; the semantic sphere - reduction of personal achievements, insufficient cognitive activity, the communicative sphere - social distance, reduction of interpersonal contacts, seclusion and self-centeredness.