Differentiation is the important task of the addictive and neurotic disorders' prevention among the students. This can be implemented considering the personal characteristics of students (so called "pathopsychological base"). There was established that the addictive, anxiety, and depressive disorders are formed by two pathopsychological mechanisms: sthenic ("psychopathic"), and hyposthenic ("neurotic"). Each mechanism has a specific style of coping, which should be considered when carrying out differentiated prevention of these conditions in students with different personal characteristics.

The microsocial factors associated with parent family, reference group, and groupmates affect the development of addictive and mixed anxiety-depressive disorders in students. Students, carriers of each of microsocial risk factors, were characterized by specific motives for psychoactive substance use and specific non-adaptive realizing coping associated with social support modules (26.1%) and prognosis of the stress situation development (21.7%). At the same time, the impact of microsocial risk factors might be weakened by adaptive moderating coping, which manifested in the modules of distraction from the stressful situation (20.6% of cases) and the emotional response to the situation (15.7%). Also, in the realizing and moderating copings, the module of rational assessment of a stressful situation (17.4% of cases for realizing coping and 14.7% for moderating coping) was of value.

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