The article deals with one of the aspects of the problem of forming the diagnostic
competence of a teacher-psychologist. Diagnostic algorithms are described as a means of organising psychodiagnostic activity of a teacher-psychologist. The authors
present a normative algorithm for working with a request-complaint, based on the
theoretical provisions of the concept of solving cause-and-effect problems, containing
a sequence of diagnostic steps from receiving a request to checking the quality of a
diagnostic decision. Its full and abbreviated versions are given. The authors describe
the results of the empirical verification of the normative algorithm in a series of studies
of psychodiagnostic activity. The authors also characterise strategies of teacherspsychologists solving problems on identifying the causes of psychological distress of children and adolescents, and describe technologies of using diagnostic algorithms by future specialists.
Keywords: psychodiagnostics, concept of solving cause-and-effect problems,
diagnostic activity of a psychologist, psychodiagnostic algorithms, diagnostic training
of a teacher-psychologist.
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