In the article author analyzes the development of psychological culture as an important task of the professionalization of high school psychologists. The following conditions of the psychological culture development are highlighted: professional situations modeling; usage of interactive methods; student-centered approach to learning; organization of environment, which enables communication and collaboration of students, reflection and creativity. The content of the course “Diagnostics of coping with difficult situations” designed by the author is presented. Goals and forms of knowledge control are determined, the content is presented. Practical classes techniques are described in detail: a) methods of interactive work for the assimilation of the theoretical material; b) reacting when there are difficulties in understanding of the educational information; c) the organization of joint activities and communication of students; d) polylogue when analyzing the results used in the workshop techniques; е) ways to increase reflection. The effects of the used methods are discussed. The results of the course based on feedback from students, the dynamics of the perception of a difficult situation are analyzed. The results of the course are related to the criteria of psychological culture

The paper is devoted to approaches to the quality of life in different human sciences (psychology, medicine, economics, sociology) and demands to the methods of the diagnostics. Major types of diagnostic instruments (population-based indicators and indexes, standardized questionnaires, individualized techniques) are reviewed; their strengths and limitations are discussed. 

The article puts special emphasis on the necessity of giving a scientifically grounded definition to such a concept as «giftedness». By taking a retrospective look on the problem the author reveals reasons why the perception of giftedness as «intellect above average» is so widespread. Determining a unit of analysis of giftedness (i.e. ability to develop activity on one’s own initiative) and creating a method for its measurement («systematic observation») made it possible to realize F. galton’s concept of giftedness.

The present paper discusses contemporary problems and approaches to the development of assessments in domains of educational psychology and psychology of abilities. We briefly report the results of the development and the adaptation of two assessment batteries based on R. Sternberg’s theory of successful intelligence. The paper shows that a cross-cultural adaptation of contemporary foreign assessments is a productive approach.