This article presents the results of the formative experiment on the develop- ment of emotional intelligence (EI) for future psychologists. Тhe results of the experiment were obtained by socially-psychological training. 102 psychology students of third and fourth course of studies of the Sevastopol Institute of Humani- ties took part in the scientifi c research (52 — the experiment group, 20 — control group). Th e training program include theoretical part which about the problems of emotion and EI and the practical part which content tasks and exercises, which used for development of EI, actor faculties and identity track. Developed by author tasks and exercises are also used. Th e next methodologies were used for EI diagnostics before and aft er training: N. Hall’s technique of estimation of EI, D. Lusin’s test “EmIn”, V. Boyko’s Communicative tolerance methodology, the authors’ modifi cation of G. Dale’s methodology “Th e Facial Meaning Sensitive Test”. Under the infl uence of socially-psychological training on development of emotional intelligence there was an expansion of emotional experience of students that, in turn, has led to decrease in control of emotions.

In this work we examine the main approaches to the research of emotions of patients suffering from eating disorders, and discuss possibilities to apply such terms as «emotional intelligence», «representation», and «sign-symbolic mediation» to the analysis of emotional regulation during eating disorders. In addition, we deliver the results of an empiric research on representation of emotions with patients suffering from bulimia nervosa that are interpreted based on the theoretical analysis.

The basic theories of emotional intelligence and two alternative approaches to its assessment are considered in this article. The advantage of the ability model (J.D. Mayer, P. Salovey, D.r. Caruso) before mixed models (D. goleman and r. Bar-On) and also the advantage of performance-based measures as a method of emotional intelligence assessment in comparison to self-report measures are proved. The critical analysis of MSCEiT tasks from the point of view of its consistency with the emotional intelligence concept, with the ability model and with the theory of emotions is carried out. The conclusion is made about that it is possible to reduce the model structure to three abilities — recognition of emotions, understanding of the reasons of emotions, management of emotions. The directions of test improvement are discussed: developing tasks basing on a certain range of emotions and cognitive theory of emotions, as well as changing the tasks presentation form to video situations.