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In the article are represented results of empirical research of anxiety features and life goals of personality in professional development crisis. Our sample included 80 persons in the age 17-35 years. It was divided on two groups: first group consisted of 34 people, students of 1-3 courses, the second group consisted of 46 people that were changing their profession and are actually practicing new trade. We used anxiety test of Spilberger-Hanin to explore level of individual and situational anxiety. In addition, we used "Life goals of personality" method that was developed by laboratory of social psychology ISPP NASU led by T. M. Tytarenko. With the help of this method, we explored characteristics of life goals of our sample. It was found that there is a significant difference by Rs criterion on the level p ≤ 0,05 between two groups on a scale "Operational characteristics of life goals". Among working people prevail doubts that they can cope with difficulties, thoughts that success is just an accident, orientation on "need", but not "want". In students group we can see lack of stability and flexibility in solving life tasks. There is straight correlation between motivational directions level and individual anxiety level on the group of working people (p < 0,01). It means growing of inside tension in the presence of motivational directions number increasing. We can assume that motivational direction is some sort of coping-strategy that is using by anxious individuals to put their lives in order. In that way they try to create "image of desired life", that combines expectations, demands and intentions, determining choice of life-realization strategy. In both groups was identified inverse correlation between attitude to the future and individual anxiety (P < 0,01). Operational characteristics of life goals inversely proportional to anxiety level in both groups. That means, that recognition of self-meaning in life-realization, orientation on own plans and needs and ability to take responsibility are low anxiety level related factors. This results gives us an opportunity to say that higher identity, own life goals realization, sense of resilience, life integrity, using of flexibility and activity strategies helps to cope with anxiety during professional crisis.

The study involved 45 children aged 7 to 9 years (mean age 7.9 years) diagnosed with ADHD, diagnosed by a psychoneurologist. Of our respondents there were 37 boys and 8 girls. All children attended secondary school, they did not have inclusive education. However, parents sought psychological help since they had impaired adaptation to school: behavioral disorders and lack of academic performance. A table of observation of emotional reactions and analysis of created stories was used to study children's behavioral characteristics with ADHD. The task of compiling stories using five cubes (stimulus material – "Cubes of stories") was used as an independent variable. The observation table, created as a modification of the scale of differential emotions of Izzard, allowed to identify the specifics of children's emotional reactions to different conditions of storytelling. This task was proposed to be performed in three different ways:
1) The child independently chooses cubes.
2) The cubes fall out accidentally, the glass with them shakes the child.
3) The cubes fall out accidentally; a glass with them shakes an adult.
Children with ADHD are not a homogeneous group. In our study, they were divided into two subgroups, "risky" and "anxious". There is a high tolerance for uncertainty in the first of them, and in a situation of unpredictability and uncertainty, they are activated, emotionally uplifted, and some improvement in speech. In the second subgroup – a low level of tolerance for uncertainty, in these situations, children feel anxious, and if they think that they can somehow influence it, then guilt. In the "risky" group, children in a situation of uncertainty were dominated by interest, joy, and surprise. The children sometimes got angry and sad if the dice were "not good" and felt it would be challenging to write a story.
The emotional spectrum in uncertainty in the anxiety group was different: fear, sadness, anger, and frustration. Disappointment and guilt arose in the children of this group when they threw the dice on their own. They considered themselves guilty of something unpleasant or difficult.

Due to the COVID-19 pandemic in Ukraine, almost every area of life has undergone global challenges and changes during the first lockdown, in March–May 2020. In particular, healthcare professionals faced the need to change their traditional activities of providing psychological assistance to children with special educational needs. Inclusive education has not been adapted to distance education in Ukraine. The aim of the study is to identify the impact of personality traits and the activity features on the use of remote educational tools by inclusive education specialists during quarantine. The study involved 50 professionals working with children with special educational needs. The surveyed professional included 26 psychologists, 13 speech therapists and 11 correctional educators. The survey was conducted online, covered six Ukrainian cities and was based on psychological questionnaires. The paper concludes that work effectiveness of healthcare specialists in remote form depends on the following personality traits: the level of tolerance for uncertainty and novelty, generosity, orientation toward the specialist's achievements; it also depends on the method of assistance and the children's nosologies. The paper provides three "psychological portraits" of specialists who find themselves in quarantine. Most of the specialists who participated in the study (more than 75%) expressed the opinion that remote learning was less effective than traditional education. Only applied behavior analysts believed that online corrective classes were good enough to use this form of activity in the future.