Introduction. This article deals with the differentiation of educational resources as a specific approach to the organization of educational process. The relevance of the study lies in the fact that, maximizing the intellectual and creative potential of the participants of educational relations, the designated approach contributes to the formation of an effective and comfortable subject-activity environment, allowing to achieve the desired success in the shortest possible time. The authors emphasize the necessity of joint socially significant activity of students and teachers based on the principles of discussion and creative search.

Objective. To study the basic components of the differentiation of educational resources in the communicative-educational paradigm.

Approaches to differentiation of educational resources. The differentiation of educational resources is revealed with the help of methodological tools of social and psychological-pedagogical disciplines and such techniques as systematization, generalization, observation, description, content analysis, synthesis, as well as elements of historical-cultural, structural-functional, distributive, and component analysis. Consistently realized a complex experimental approach (social psychological, methodological, and pedagogical) to the selection of optimal educational resources in the implementation of scientific-educational actions.

Interactive learning format: going beyond the learning situation. According to the results of structural and functional analysis of the system of innovative pedagogical tools that provide a comprehensive solution of educational, educational and developmental tasks in the scientific and educational space of a multidisciplinary university, the most effective of them were identified: the use of interactive and information and communication educational technologies (development of media presentations, videos, video posters, quizzes, quests, literary and linguistic games, etc.); the use of multilevel (in terms of content) and multidisciplinary (in terms of the content of the educational activities) educational resources.

Formation of sociocultural competences and linguo-communicative competence i of young people within the framework of the Chekhov Festival. Sociocultural competencies and linguo-communicative competence contribute to the successful socialization of student youth in the professional environment. Their purposeful and consistent formation can be facilitated by thematic events of scientific and educational nature, realized within the framework of the Chekhov Festival: quizzes, quests, and quizzes based on A. P. Chekhov's stories as well as scientific and educational lectures.

Discussion. The authors come to the conclusion that the presence of generally significant cognitive goals and tasks, set for students and solved by each educational-creative team in its own way, contributed to the achievement of a number of meta-subject results, among which adaptation of the educational process to the intellectual and creative capabilities of students; purposeful increase in the level of "I-competence" in all participants of the educational event; significant activation of reading interest; systematic development of educational-communicative and educational-communicative activity of students.

Introduction. The article presents a comparative analysis of diagnostic data on identifying the features and characteristics of resilience as a stable psychological construct in the subjects living in the territories of local military conflict.

Objective. To study the peculiarities of manifestations of resilience in different-aged male and female subjects living in the local military conflict zone, to reveal the interrelations between resilience and time perspectives.

Materials and methods. The following research methods were used to realize the purpose of the study: the "Test of Resilience" technique by S. Muddy, adapted by Osin (screening version); the time perspective questionnaire (ZTPI) by F. Zimbardo, A. Gonzalez. Statistical processing of the data included standard methods of descriptive statistics, testing for normality of distribution (Shapilo-Wilk test of agreement), according to the results of which a non-parametric method - Spearman's rank correlation coefficient and Mann-Whitney test were applied.

Results. The object of the study was persons living in the area of SWO. The subject of the study is peculiarities of manifestations of resilience of persons living in the conditions of military conflict. The study involved 239 people, teachers of higher education in the DNR, LNR, Kherson region.

Conclusion. The obtained results allow us to develop a system of psychological support for the subjects from the new territories of the Russian Federation in order to increase the level of social adaptation and actualization of sustainable life prospects.

Introduction. Modern digital games are becoming an integral part of children's leisure and learning, having an increasingly noticeable impact on the processes of their cognitive development. However, the impact of digital game activity on such key developmental aspects as creativity and executive functions is still a matter of debate and requires further research. Of particular relevance is the question of whether a child's involvement in creative digital activities contributes to the development of executive functions necessary for effective learning and adaptation in the educational environment. Objective. To identify the relationship between the level of creative activity in the digital game environment and the development of executive functions in primary school children.

Materials and methods. Creative activity was recorded on the basis of behavioral data obtained during participants' interaction with an open-ended digital environment - the so-called "sandbox". Executive functions were assessed through embedded logical mini-games. Statistical processing of the data included correlation methods and Student's t-test.

Results. A total of 219 children aged 6-10 years participated in the study. The analysis revealed a moderate positive correlation between the indicators of creativity and the level of cognitive flexibility, as well as the time spent on logical tasks. No statistically significant correlations were found with memory scores. Participants with a higher level of creative activity demonstrated higher results in accuracy and speed of completing tasks aimed at assessing abstract thinking.

Discussion. The findings suggest a significant role of cognitive flexibility as a link between creativity and executive functions in elementary school children. Digital creative activity, realized in the format of free interaction with the digital environment and including elements of independent planning, choice of strategies and variability of actions, contributes to the development of executive functions. The most pronounced correlations were found between digital creative activity and high-level components of executive functions, such as cognitive flexibility and the ability to adaptively choose new behavioral strategies. On the contrary, basic cognitive processes, in particular short-term memory, did not demonstrate statistically significant changes, which may indicate that it is the regulatory mechanisms that are more sensitive to the conditions of creative digital interaction.

Introduction. The study of personal identity problems occupies an important place in classical and modern philosophical and psychological research, which considers different aspects of this multifaceted phenomenon. The study of the phenomenon of identity has been based on various theoretical constructs, which has allowed us to identify both common and unique connections of this construct with other psychological phenomena.  The introduction reviews the main psychological approaches to the problem of identity.

Objective. Consideration of historically developed approaches to the phenomenon of personal identity in foreign psychological science and practice.

Psychoanalytic approach to the problem of identity. This approach realizes the study of the phenomenon of identity from the point of view of the structural dynamics of personality. The approach is presented by Z. Freud, who laid the foundations of scientific understanding of identity, and found its continuation in the works of A. Freud, C. G. Jung and E. Erikson, A. Adler and J. Marcia.

Humanistic approach to the problem of identity.  This approach to understanding identity operates with such constructs as "Self-concept", "Self-image" and "Self", considered as elements of subjective experience. The approach is based on the theories of C. Rogers, R. Burns and A. Maslow, and E. Fromm. In the course of analyzing the scientific works available in the discourse of this approach, similarities between the concepts of identity and "self-concept" were found.

Cognitive-oriented approach to the problem of identity. Within the framework of this approach, identity is considered as a socio-psychological construct formed on the basis of values, norms and rules of behavior accepted in a social group. This approach is the most significant in the context of understanding identity and is based on the works of G. Tajfel, J. Turner, and G. Breakwell.

Interactionist approach to the problem of identity. The interactionist paradigm of identity is based on the works of J. G. Mead, Ch. Cooley, Sh. Struker, and I. Hoffman. According to this approach, identity is an integrative experience of an individual's self and environment and is based on self-perception and awareness of behavioral patterns. I. Hoffman formulated the concept of "frontal" and "back" activities, which characterize the behavior of a person in public and in a familiar environment.

The behaviorist approach to the problem of identity. This approach considers identity within the framework of group dynamics, contrasting social identity with personal identity and not considering the influence of individual biography on the formation of social identity.

Discussion. Despite the long period of studying the phenomenon of identity in modern psychological science, there is still no single unambiguous approach to this phenomenon.

Introduction. The article considers multimedia projects as one of the forms of work with students in the educational-communicative environment. This form implies the use of digital communicative culture and media literacy in communication between students and teachers, as well as in the resolution of educational and training tasks. The analysis of this issue is necessary in the context of multimedia pedagogy, formation of intelligence, and personality of modern youth.

Objective. Identify the peculiarities of using multimedia projects as a form of work with students in an educational-communicative environment.

Materials and methods. The study used the survey and comparative method, as an well as interdisciplinary and synergetic approach. The questionnaire survey of university students, conducted with the use of the author's questionnaire, allowed us to identify the peculiarities of preparation and use of multimedia projects in the educational-communicative environment, by comparing the specifics of information perception of Russian and foreign students, their critical attitude to the reliability of information.

Results. In the course of the study, data on the use of multimedia projects by students were obtained. The study involved 100 university students, including 75 Russian and 25 foreign students. It was found that most students used information in preparing their projects, relying on scientific and nonscientific websites, national and foreign content. Russian students used Russian websites and then data from foreign universities. Knowledge of foreign languages became the basis for choosing additional sources of information. The insufficient preparation of the students for the new conditions of the educational process was the reason for their disorientation in processing and categorizing information. The use and discussion of multimedia projects during group classes increased content critique and motivation to master digital literacy.

Discussion. Multimedia projects in the 21st century have become a new and successful form of working with students in an educational and communicative environment. They can be realized by both teachers and students, but the teacher has an integrative role aimed at coordinating the stages of creation and realization of multimedia projects. The lack of critical thinking by students of the information received from the Internet is related to media literacy, use of unscientific and foreign sites. In today's world, the role of multimedia pedagogy at all levels of the educational process is increasing. The creation and use of a safe digital educational environment is the most important factor in the development of universities and the state.

Introduction. This article is devoted to the description of the stages for psychological support of clients experiencing panic disorder. Panic disorder is a psychoemotional disorder characterized by recurrent panic attacks. This condition worsens the patient's quality of life, leading to social isolation and restriction of activity.  The relevance of the study is due to the demands of practice, as the number of people suffering from this disorder increases each year.

Objective. Identify problematic areas for psychotherapy of clients with panic disorder and offer recommendations that can positively influence the work process.

Materials and Methods. Diagnostic techniques were used in the study: the Panic Attack Screening Questionnaire and the Beck Anxiety Scale. As therapeutic tools, methods of Gestalt therapy,, logotherapy, schema therapy and body-oriented therapy were chosen.

Results.The paper gives a detailed description of real cases from the psychologist's practice and pays attention to the technologies of work with clients who suffer from this type of disorder. The stages of work with panic disorder are described: informing the person about the nature of panic attack; working with the primary trauma; creating in the client a more effective habit preventing repeated panic attacks; returning the patient to a harmonious life. As a result, all clients demonstrated resolution of panic attack attacks and a return to a fulfilling life.

Discussion. Working with panic disorder involves four stages, each of which is aimed at solving specific problems and requires a comprehensive approach that combines cognitive, behavioral, and depth therapies. The success of treatment depends on the willingness to actively participate in the process and the support of their loved ones. Modern therapeutic strategies allow not only to reduce the intensity of panic attacks, but also to help the patient gain control over his life. The algorithm of work and the psychotherapy techniques can be recommended for the development of individual rehabilitation programs for people experiencing panic disorder.