The article explains the importance of the educational psychologists’emotional competence formation problem. On the basis of theoretical analysis of scientific literature, the concept of educational psychologists’ emotional competencies is introduced, and its components are offered: cognitive (awareness of their feelings and emotions, awareness of feelings and emotions of others); personality (a high level of empathy, a high level of harmonious communicative orientations); behavioral (their feelings and emo-tions control, managing the others feelings and emotions; a high level of communicative control; noninterference in establishing emotional contacts). The author believes that the educational psychologists’ emotional competence formation can be carried out within the framework of a specially developed organizational and pedagogical model. Special attention is devoted to a summary of the components of the model. Organizational and pedagogical model of the educational psychologists’ emotional competence formation includes the following components: a target (goal, objectives, principles), content and procedure (content, forms, meth-ods, pedagogical conditions) and assessment and results components (criteria, levels and results).