Introduction. Supervision, including group supervision, is a significant factor in the formation of the professional skills and competencies of a practicing psychologist. It creates conditions for personal development and professional and personal transformation. In the course of group supervision, meaning transmission is involved, experience is exchanged, and internal conflicts, transferences, and countertransferences are analyzed. There are also analyses and reflection on clinical cases, development of personal and professional skills, and expansion of competencies. All of this ultimately
affects the formation of professional identity. Online supervision is an alternative to the traditional face-to-face supervision format. However, its successful application requires a methodological study of the features of its implementation and an understanding of its advantages and limitations.

   Purpose. Substantiation of the importance of online group supervision as a factor that contributes to the professional and personal transformation of practicing psychologists.

   Theoretical Justification. The influence of participation in online group supervision on the professional development of a practicing psychologist is considered. The features of the processes that occur during group supervision are noted. The inclusion of a practicing psychologist in the group allows them to get more feedback and initiate the process of the meaning transfer due to the possibility of including a specialist in various interaction roles. Online supervision in a group format, compared to the live format, has a set of advantages for the professional development of practicing psychologists. For example, the most significant are accessibility, comfort, and simplicity of its implementation. In many works on the topic of group supervision, the most important aspects of supervision are noted, allowing the psychologist-practitioner to look at himself from the outside to increase awareness of the actions performed.

   Discussion and Conclusion. With all the advantages of online supervision, possible disadvantages are noted that may affect its quality. If the necessary regulations are followed, online supervision will become a significant predictor of professional and personal development.

   Introduction. Art therapy in conditions of increased uncertainty and a constantly changing world can serve as a source of improvement in hardiness and psychological well-being. With the implementation of digital technologies, it has become possible to consider digital art in psychotherapy and counseling psychology. Currently, this possibility is given little attention.

   Purpose. Analysis of modern ideas on the effectiveness of the use of digital technologies in art therapy and consideration of digital art in the framework of psychotherapy and counseling psychology.

   Theoretical Justification. The use of digital art in psychology and counseling can help the client sustainably focus on their feelings and increase reflexivity, allowing them to gain access to both their resources and potential. There are some specifics in the use of technologies and media, including the possibilities of virtual reality, in art therapy practice: accessibility, adaptability, convenience, creative self-unfolding of the process participants and learning new skills, creating new forms of interaction with the client through digital technologies, reducing stigma and contributing to positive treatment outcomes. The use of digital art in art therapy can help the client gain a sense of control over reality.

   Discussion and Conclusion. Despite the possible risks of using digital art associated with getting used to gadgets or virtual reality, and technical or methodological difficulties, the appeal to digital art in modern conditions is becoming more and more relevant. The aspects of the interaction between digital art and counseling psychology and psychotherapy are reflected, and the vector of its development is indicated. The review may be of use for psychologists and art therapists, pedagogical students, teachers, and specialists in various issues of counseling psychology and psychocorrection.

   Introduction. In this article, the problem of codependency is associated with a feeling of uncertainty. The formation of codependency is considered in the framework of developmental psychology. Resorting to types of dependence behaviour can be a kind of attempt to overcome the feeling of uncertainty and return a sense of comfort. Uncertainty is a reality of modern life, affecting the development of a high level of anxiety that determines the relevance of studying the problem.

   Purpose. Theoretical analysis of codependent behaviour and its relationship with the concept of uncertainty.

   Theoretical Justification. The term “tolerance of uncertainty” is considered in various scientific interpretations. With an increase in the level of anxiety in situations of uncertainty, a person develops a certain tolerance for suffering that transforms a healthy personality into a codependent one. Codependency can also be defined as a disease that harms personality development. Various definitions of the concept are given that describe codependence in different scientific contexts. Growing up in a dysfunctional family can be a factor influencing an increase in tolerance for uncertainty, and, consequently, the development of a codependent personality.

   Discussion and Conclusion. The impossibility of addressing the emotional or rational sphere of people raised in dysfunctional families leads to their limitation in communication with others and in identifying feelings of anxiety. There is an ambiguity in the interpretation of the concepts of uncertainty and codependency by various authors. On the one hand, codependency appears as a disease and, on the other, as a form of adaptation. A small number of experimental studies on the formation of codependency determine the further vector for diving into the issue of codependency behaviour and its
relationship with the concept of uncertainty.

   Introduction. The specificity of modern transformations of society makes new demands on the personality of an entrepreneur. It necessitates the ability to maintain one’s own psychological well-being. The personality of an entrepreneur is a key figure in the development of the economic sphere. Therefore, studies of the psychological components of its success are of particular interest.

   Purpose. Conducting a comparative analysis and describing the expression of psychological well-being of respondents with different status of business activity.

   Materials and Methods. 58 respondents-entrepreneurs involved in the field from three to seven years, and 58 respondents who have never been engaged in business activity participated in the study. The sample includes an age range of 30–50 years. For data collection, the “Riff Psychological Well-Being Scale” methodology, adapted by Lepeshinsky, was used. Mann-Whitney U test and Pearson coefficient applied for data processing.

   Results. Respondents-entrepreneurs demonstrated a high level on the scales “personal growth”, “goal in life”, and “management of others”. In the group of respondents who have never been engaged in business activity, the indicators of the same scales are at an average level. A negative correlation was found, characteristic for both groups of respondents, between the indicator of a positive attitude towards others and the number of subordinates.

   Discussion and Conclusion. The role of subjective factors in the formation of psychological well-being in the business environment is emphasized. A person associated with business activity feels capable of realizing their own potential. They are involved in the search for new information, technologies, and ways to improve their own efficiency and quality of the own life. There is a high degree of focus on the completeness of self-realization in real life conditions, the desire to find the optimal model of behaviour that will allow a person to meet social and role expectations and successfully implement
their own ideas, personal and professional potential, while maintaining their individuality.

    Introduction. Virtual space runs through all spheres of modern person’s social life. There is a need to revise many of the fundamental characteristics of the personality and its behaviour through the prism of its implementation in the virtual space. Changes occur in the categorical structures of the personality, which regulate and interpret the experience gained and are directly involved in the formation of a set of ideas about a person’s own Self. Therefore, the relevance of assessing and analyzing these changes is formed.

   Purpose. Identification of the main categories of interpretation of an Internet user individual experience in the context of forming their virtual self, as well as determining the place of the virtual image of the Self in one’s categorical system.

   Materials and Methods. The Role Construct Repertoire Test (G. Kelly) was used to assess personal constructs associated with the interpretation of individual experience acquired in the virtual space. The sample consisted of 50 students aged 17 to 26 years.

   Results. We identified categories that combine constructs involved in the interpretation of the Internet users’ experience and represent the basic parameters of their assessment of the Self: “relationships” (the Self & the others), “self-attitude” (the Self & the Self), “self-realization” (the Self & the other Self), “freedom of action” (the Self & boundaries), and “well-being” (the Self & states). A high significant connection of the virtual image with the categories “relationship”, “self-realization” and “freedom of action” was observed.

   Discussion and Conclusion. The discovered connection is determined by the wide possibilities of the virtual space and the reflexive nature of the virtual personality activity. The results emphasize the importance of the processes and mechanisms of self-awareness that underlie the construction of the image of the Self and undergo significant changes in the virtual space. The practical significance lies in the possibility of preventing and correcting destructive manifestations associated with the formation of a distorted idea of one’s self in the virtual space, based on categorical system analysis.

   Introduction. The question of the digital personality and the behaviour of the individual in the digital environment remains open at the present stage of the science development. Current philosophical, mathematical, psychological, and sociological approaches bring closer understanding of the phenomenon of personality in the digital environment. However, they do not fully reveal its content. The differentiation of behaviour in the virtual and digital environment, the definition of the stages of personality formation in the digital environment, and the mechanisms of its functioning lie outside the scope of the research of a number of authors. In this regard, a comprehensive study of the personality in the digital environment and the definition of the terms “digital personality”, “digital behaviour”, and “digital activity”, becomes relevant.
   Purpose. Analysis of the specifics of the digital personality and the features of its digital behaviour.

   Theoretical Justification. The digital personality can be represented as a concentration of a real personality. It can be characterized by incorporeality, anonymity, homelessness, and reversibility in time. It is noted that a digital personality can be a constant formation and suggest subjective digital motives, affective states, cognitive features, and psychophysiological determinants. A person in the digital space can acquire new, previously inaccessible forms of cognitive processing of information. The digital activity of a person is divided into stable, metastable, and resonant. It is represented by the amount of digital resources used and the usage frequency. Digital behaviour is the activity of a person or their image in the digital environment, which manifests itself in interaction with other images in the digital environment.

   Discussion and Conclusion. The digital personality is a complex and multifactorial formation, characterized by the specifics of the behaviour in the digital environment and the level of its activity. In turn, to build a conceptual model of a digital personality, it is necessary to study its cognitive features, including ones formed under the influence of the digital environment; as well as affective states and their digital transformation. Moreover, the study of psychophysiological correlates of the person’s digital behaviour in a digital environment becomes significant. These research parameters will expand understanding of the digital personality.

   Introduction. It is known that the goals of exogenous attention are the most informative areas of the visual field. The results of recent scientific papers indicate a leading role in solving various visual problems of second-order clues — spatial inhomogeneities of brightness gradients. However, the question of the priority for the attention of particular spatial inhomogeneities has not been sufficiently studied.

   Purpose. To set the extent to which spatial modulations of different dimensions are prioritized for the observer’s exogenous attention when solving the problem of visual identification.

   Materials and Methods. With the help of a computer model of second-order visual filters, all information was removed from halftone images of objects of natural and artificial origins, except for modulations of a particular dimension. In experiment 1, images of different modulation dimensions competed for attention but with equal frequency content. In experiment 2, all three images competing for attention were represented by the same modulation dimension but with different frequency content. As an indicator of attracting attention, the first translation of the subject’s gaze after the
appearance of the stimulus was used. The study involved 75 subjects aged 19 to 23 with normal or adjusted-to-normal vision. The criterion χ² was used to determine the statistical significance of the results obtained.

   Results. It was found that among images of different dimensions of modulations, contrast and orientation modulations attracted attention more often. In the case when modulations of the same dimension competed for attention, the priority of images fell with an increase in the spatial frequency of the carrier.

   Discussion and Conclusion. The result obtained is explained by the fact that in the competition for exogenous attention, the advantage remains for areas with a larger amplitude of modulation of brightness gradients.

   Introduction. The confrontation between andragogy, which implies the independence of the student, and pedagogy, centered around the teacher, has been discussed in the academic literature for decades. Despite the high interest in the problem, there is a lack of synthetic studies that allow one to compare these approaches to adult learning, especially in the context of modern challenges in education.

   Purpose. Conducting a critical analysis of the andragogical and pedagogical approaches to adult learning based on a review of the world experience of their application, as well as to identify solutions to overcome their limitations, considering modern challenges.

   Theoretical Justification. The advantages and limitations of andragogic and pedagogical approaches to adult learning are determined, and models and solutions based on their integration are identified. The perspective of integrated learning is emphasized. The integrated learning allows students to take ownership of the learning process and achieve positive outcomes through the use of various synchronous and asynchronous learning methods such as flipped classroom, group discussions, and project-based learning.

   Discussion and Conclusion. A number of studies have discussed the potential effectiveness of learning models based on the integration of andragogic and pedagogical approaches. Since pedagogy underestimates the experience of adult students and does not sufficiently consider their needs, while andragogy is characterized by excessive individualization and concentration on the cognitive aspects of learning, the need to develop blended learning models is increasing. However, at the moment, this issue has not been sufficiently studied. Therefore, it requires empirical research on the impact of using models built on the selected principles of pedagogy and andragogy on student motivation and learning efficiency.

   Introduction. Parents raising children with disabilities face many problems and stress factors, and psychological counselling can provide them with psychological support. To a large extent, the success of such counselling depends on the effective transference of meanings of the educational psychologist. Even though there are studies on the factors of the effectiveness of psychological counselling for parents of children with disabilities, little is known about the specific methods and strategies used by educational psychologists to convey meaning and communicate effectively with parents.

   Purpose. A literature review on the peculiarities of meaning transference in the work of an educational psychologist when advising parents of children with disabilities in physical or mental development, as well as an empirical analysis of the results of monitoring the activities of a psychologist in preschool and the process of meaning transfer in counselling parents with children with disabilities.

   Theoretical Justification. During psychological counselling, if there are common goals, a combined psychological situation develops between a psychologist and a client, and the mechanism of its development is the transference of meanings. The combined psychological situation presupposes the intersection of the goals and meanings of the subjects, and there is an interchange of meanings, knowledge and experiences.

   Discussion and Conclusion. The process of meaning transference is a formation mechanism of a combined psychological situation “psychologist-client” in the counselling process, contributing to the solution of psychological problems of parents with children with disabilities. For the counselling process, the high significance of the common motives and goals of the counselling subjects was revealed. We have found that empathy and openness between the psychologist and the client play a significant role in the process of meaning transfer. Effective semantic transmission leads to the emergence of psychological neoplasms in parents in the process of counselling.

   Introduction. The article presents the theoretical and methodological background for designing the digital environment of supplementary education establishment for schoolchildren. There is a gap in theory and practice regarding the resolution of contradictions. It gives rise to problems of a theoretical and applied nature, between the requirements of society
to increase the efficiency of this area and the insufficient development of theories for providing quality out-of-school education in a digital economy.

   Purpose. Develop directions for improving the system of supplementary education for schoolchildren through the introduction of digital technologies and the argumentation of psychological and pedagogical conditions for its implementation.

   Theoretical Justification. The role of additional education of schoolchildren is affirmed as a component of the education system of national importance. The conditions for ensuring the digital environment of the institution as an open socio-pedagogical system are scientifically substantiated. The effects, goals and objectives of the digitalization of the All-Russian Children’s Center “Ocean” are highlighted. The concept of forming its digital environment through the introduction of an automated information data system is proposed. The complexes of tasks and the effects of its implementation are identified. A structural model of the system “Integrated activity management” for the All-Russian Children’s Center “Ocean” has been developed.

   Discussion and Conclusion. Proposals have been drawn for the digitalization of supplementary education establishments for schoolchildren. The article is of particular value for the subjects of the system of out-of-school education. For the first time it is proposed to consider modern institutions as an intellectually and creatively developed community of subjects in the form of integrity, characterized by purposefulness, composition of different ages, formal and informal structures and relationships, autonomy of existence, cyclical functioning, diversity and freedom of opinions, views, beliefs and actions, freedom of choice of forms of out-of-school education, types of activities, as well as the possibility of acquiring socially significant experience.