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The topical problem of deviant behavior in the teen milieu is raised in the article. For this purpose, specific features of value orientations and social attitudes in normative and deviant teenagers are studied in the article. Empirical research was conducted with the use of psychological tests of values, the semantic differential and proneness to deviant behavior, and the results' processing and interpretation is carried out on the basis of a comparative analysis with application of the statistical criterion. Based on the data obtained the conclusions have been drawn about the specific features of value orientations and social attitudes in normative and deviant teenagers that are expressed in deviant teenagers' striving for the thrills and determine the manifestation of deviations in their behavior.

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The topicality and significance of the study is determined by the fact that life and activity of a person in contemporary socioeconomic conditions are inextricably connected with the constant impact of adverse social, political, economic and other factors on him. These factors are accompanied by the emergence of various kinds of difficult life situations, as a result of which stress develops in a person. In the student milieu, stress arises under the influence of difficulties associated with both the learning process and life circumstances. The paper presents the results of an empirical study of socio-psychological features of hardiness in students of higher educational institutions. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). Testing included the following psycho-diagnostic tools: the author's questionnaire for assessing stressful situations; McCrae-Costa Five-Factor Personality Questionnaire (The Big Five dimensions); "Hardiness test"; Self-attitude technique. The validity and reliability of the study results was ensured by the initial methodological positions, the use of proven tools, sample representativeness of the research, as well as mathematical processing of data with the use of a software package for statistical analysis. As a result of the study, it was proved that emotion-focused ways of overcoming stress associated with a decrease in tension and a change in attitude to emerging difficulties prevail among the students of both the experimental and control groups. A high level of stress was found in the majority of subjects. In order to reduce this stress, it is necessary for students to form special skills to overcome it. In addition, an analysis of the psychological factors of students' hardiness made it possible to determine the main areas of their psychological support in overcoming difficult life situations (development of qualities that form the core of students' personal adaptive potential, the formation of their social competency, enrichment of social networks, as well as learning ways to find and accept social support).

The problem of the psychological safety of education in the last decades of the life of Russia is becoming more and more practically and theoretically relevant: qualitative and quantitative transformations of situations and types of violations of the psychological safety of education require systematic, generalizing research and practical developments in the field of its preservation and restoration. Our research is an attempt at a systematic understanding of the problems of the psychological safety of education – a step towards the creation of an integrative theory of this phenomenon. The aim of the research is to analyze the problems of psychological safety of education. The research method is an integrative theoretical analysis of the problems of the psychological safety of education. The work contributes to the creation of a systemic model of the psychological safety of education. The problem of psychological safety of education includes the problems of personal, interpersonal, educational, professional and organizational safety, it is closely related to the issues of innovations and reforms in higher, secondary and primary education, including the problems of resistance to innovations and changes in the educational environment, the problems of innovation stress, and also issues of prevention and correction of pediogeny and mathetogeny. The indicators of the psychological safety of a person in the conditions of an educational institution of education are: 1) the safety of a person as a person; 2) the safety of a person as a partner; 3) the safety of a person as a student and a professional. The research contributes to the development of an integrative model of the psychological safety of education and the search for new, integrative ways to achieve, maintain and restore it.