The article actualizes the problem of preparing high school students to choose a military specialty in current political situation; semiotic and technical aspects of diagnostics are revealed, components, indicators and criteria for evaluating the phenomenon under study are specified.

The article analyzes the scientific and organizational activity of one of the leading specialists in this field, Honorary Academician of the Russian Academy of Sciences, Chairman of the Moscow Branch of the Russian Psychological Society (RPO) D. B. Bogoyavlenskaya against the background of the evolution of the study of thinking, abilities, giftedness, creativity in Russian human studies. The relevance of the article is determined by the need to study the history of the Russian psychology of creativity and determine the contribution to its development of D. B. Bogoyavlenskaya with the participants of the scientific school of diagnostics of abilities and development of giftedness and creativity created by her. The novelty of the article lies in the fact that for the first time in the institutional and personological plan, the periodization of D. B. Bogoyavlenskaya’s life creation was constructed and a system—holistic analysis of the logic of the development of her cognitive research and scientific and social activities was carried out according to the 30-year leadership of the Moscow Branch of the RPO, the Laboratory of Psychodiagnostics of Creative Abilities of the Psychological Institute of RAO and Inter.

The article provides an overview of the current state of application of the concept of “structure of defect” in the practice of special psychology, pedagogy and defectology, as well as an analysis of the problems and shortcomings of differential diagnosis of types of impaired development due to the shortcomings of its conceptualization.

The article deals with the psychological concept of “psychic trauma”, the author’s method of psychological assistance “Systemic formation of the life path of the individual”. Its consideration is proposed to be carried out on the basis of the “4D-existence of a person” model, which describes the relationship of a person with himself, the social world, the objective world and life activity. Psychic trauma is defined as a deformation of a person’s relationship with himself and the world. The types of deformation are considered: distortion, infringement, suppression, destruction, loss, initial absence. Diagnosis, verbal gathering of information about the client’s symptom is discussed.

The article presents the principles of the methodology and the tools characteristics for the modern assessment of the teacher’s professional competence in the vocational education system. The interrelation of diagnosing assessment, attestation of pedagogical staff and independent assessment of qualifications, their role in creating conditions for the professional and personal development of each teacher is shown.

The problem of constructing methodological tools and an extremely limited number of methods for locus of control studying in older preschoolers is discussed. It determines the shortage of studies of locus of control characteristics at the age of preschoolers. The locus of control is considered to be a universal personal characteristic in relationships, actions, activities. Over the half-century period of locus of control studying its influence on many structures of personal development has been determined, including its connection with motivational, cognitive, communicative and other social components of personality. This knowledge indicates the important functional role of the locus of control both in the general structure of personality and in the dynamics of a person’s age-related development, starting from the moment of its manifestation in older preschool age. Therefore, studies of locus of control in older preschoolers are of particular value. This paper presents the review of psychological tools and techniques, existing in the psychological practice world, designed for the locus of control studying in older preschoolers. The main characteristics of these techniques, criteria and approaches to their development are considered as well as an adaptive version of the Stanford scale questionnaire for locus of control studying “SPIES” is presented for the first time in author’s translation. The questionnaire “SPIES” is unknown to a wide range of Russian psychologists, but it is considered as rather perspective for working with older preschoolers.

The article shows how and thanks to what visual and instrumental cognitive science makes it possible to put into practice the principle of «teach, explore — explore, teach», which helps to find ways to improve educational and scientific activities in a new reality with its characteristic intensification of information flows and the growth of the dynamics of various changes.

The key stages of the life creation of the outstanding psychologist and teacher A. A. Bodalev are studied, the main directions of his scientific, teaching and organizational activities are differentiated. The appeal to the analysis of his life path, creative heritage and experience in the management of science and education is determined by the need to study the history of human knowledge on the unique example of interaction between the Leningrad and Moscow scientific schools. For he was the only head of the psychology department and dean at Leningrad and Moscow Universities. He used this experience to manage pedagogical psychology as vice-president of the USSR Academy of Sciences, as well as reflecting on it when developing the acmeology of professionalism and creativity of outstanding scientists, which contributes to the pedagogy of educating the personality of young people.

В статье приводится обзор современного состояния проблемы выявления специфических закономерностей отклоняющегося развития. Показано, что, несмотря на обширный накопленный в психологической и медицинской теории и практике материал по разработке диагностических инструментов и критериев, специалисты могут сталкиваться с проблемами дифференциальной диагностики.

The article is devoted to the problem of the formation of green skills of students in training programs for mid-level specialists. The article describes the pedagogical model for the formation of green skills, which is a system of interrelated components consisting of the following blocks: motivational, procedural, effective and final. The description of an experimental diagnostic examination is given, which made it possible to determine the initial and final levels of formation of green skills of students. The prospects of further research on improving the process of formation of green skills of students under the training programs of mid-level specialists are described.

The article discusses the problems associated with the current trends of digital transformation of education. The degree of psychodidactic novelty of the proposed changes in education, the functional capabilities and limitations of the use of digital technologies in teaching, their relationship with the traditional classroom system are considered. The research method is based on a critical analysis of a number of domestic publications on the problems of substantive, procedural and organizational aspects of building a personalized education system. The issues of psychological mechanisms of cognitive activity of students in the new learning environment, its age and individual variants are particularly emphasized.

The “Chatbot for diagnostics of communicative skills of counteraction to psychological pressure” was developed and tested on a sample of students. The bot imitates the situation of communication in real time and helps to assess the level of development of communicative skills identified in the analysis of the literature as skills of counteracting psychological pressure: the ability to recognize situations of psychological pressure; the ability to verbally express their emotions and desires in a socially acceptable way (“I-speech”, the ability to say “no”); the ability to use different ways of “listening”, depending on the content of the information transmitted by the interlocutor (active, empathic, passive). The method proposed by the authors showed high values of reliabilitystability (retest) and reliability-consistency. The validity of the methodology was confirmed by high discriminability values, as well as by additional methods of validity assessment (formative experiment and sentiment analysis using the TextBlob text library).