The present research featured the operational component of the psychological readiness to cope with stressful events in the workplace and its development in senior university students. The authors believe that only practice-oriented technologies can provide the experience that will help new grades to overcome adversities they might face at work and choose an appropriate coping style. The article introduces some theoretical prerequisites that develop the operational component of psychological readiness, which allow students to cope with stressful events in the workplace. The senior students defined the concept of stressful event, or adversity, as a certain state of uncertainty and ambiguity. The respondents evaluated such a situation as possible or impossible to cope with on their own and described typical stressful events they had to face in their lives or focused on their own experiences. Finding themselves in a situation of uncertainty, the students tried to appraise the situation and plan the mode of action. Upon comprehending their actions in a situation of adversity, they strove to resolve it promptly. An intentional influence based on practice-oriented technologies diversified their responses to the stressful event. In addition, the experimental so improved their ability to compare their own needs and demands with the opportunities provided by the educational environment. In addition, the students learnt to analyze their own previous experience in order to find resources to cope with stressful events in the present. The experiment registered positive changes in the parameters of the operational component of students' psychological readiness to cope with stressful events. Adequate ideas they acquired about adversities allowed the students to use adaptive coping strategies and use their experience in order to diversify their behavior strategies in stressful events.