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The article shows the effectiveness of informal education assistance as a method of young specialist`s anxiety overcoming study. The sample consisted of 150 people between the ages of 21 and 49, divided into three groups. The first group included 44 people, short-term students, the second group (60 people) – middle-term students, and the third group (46 people) – long-term informal education assistance courses. We used Spilberger-Khanin`s anxiety test to define the level of personal and situational anxiety. To define professional difficulties, we used a half-structured interview and self-report.
Short-term educational programs students have a low level of personal anxiety and middle-level situational anxiety, which changed slightly after the educational program (the difference is insignificant). The members of this group, as usual, have about 2 years of work experience and apply for academic help on specific professional issues.
Middle-term educational programs participants mostly do not have work experience are somewhat confused about their professional specialization (for example: «I want to work with children or with adults, I do not know», «I want certain instruments, but I am not sure if I need them»), do not see the point of an in-depth study that or another theme. At the beginning of the course, they have a high level of personal and situational anxiety. They try to get the basics for the future work, quite quickly overcome the confusion, in studying situational anxiety of this group decreased with a significant difference (p < 0.05).
Examined members of long-term educational programs have a middle level of individual and situational anxiety at the beginning. They try to understand many professional issues and feel tension and confusion. Situational anxiety in this group decreased with a significant difference (p < 0.05) in the process of studying. Members of this group feel the necessity to set goals and to plan their professional activity (for example: «I do not know where to start», «I do not understand why we need to do this», «I need consistency in work»), that is why they choose programs with a significant substance and content.
The proposed system of educational assistance is based on the problem-oriented approach. We have identified the lack of beginner's practical skills, tools, and professional activity techniques as the main problem that leads to difficulties during a professional crisis. We suppose that overcoming this deficit affects changes in specialists' activity quality and their psycho-emotional condition.
Our study results suggest that the proposed program of informal education has a positive effect on overcoming anxiety during the professional development crisis.

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.

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.