This paper presents the current trends analysis of research into the psychological time of personality in foreign and domestic psychology, justified the need to study the dynamics of psychological time at the period of youth at conditional points of bifurcation associated with the forced need to make personal choices: in early and late youth. The reasonability of investigating the relationship of psychological time with personal identity as a predictor of self-realisation or maladaptation of personality at the stage of youth is shown. The pilot study presented in this work is aimed at identifying differences in the content characteristics and structure of psychological time in early and late youth. The ascertaining experiment was conducted with two groups (the total number of participants is 50 people). Diagnostic toolkit: the technique of F. Zimbardo on the time perspective (ZTPI), adapted by A. Syrtsova, the technique Time Experience Scale by E.I. Golovakhi, A.A. Kronik, as well as the technique Identity Status according to Marcia in the modification of the questionnaire G. and R. Aminev. Methods of mathematical statistics: t-Students criterion for independent samples and Pearsons index of linear correlation. The data obtained in the pilot study made it possible to draw conclusions that 1) the meaningful characteristics of psychological time in different periods of youth are not identical, 2) the characteristics of psychological time significantly correlate with the status of personality identity, and such a relationship is more important precisely in the period of early adolescence. The obtained data provided an opportunity to clarify the further direction of research and to outline the necessary ways of psychological support of the person during his youth in the conditions of modern social reality. For the prevention of maladaptation and destructive realization of the personality in the period of youth, targeted work is proposed with the psychological time of the personality, with the adoption of the past and the planning of the future, the determination of priorities, goal setting and the formation of temporal competence.

The work is devoted to the problem of studying the current level of deviantological competence of teachers and psychologists of secondary schools and gymnasiums. The article presents the results of an aerobatic study of the meaningful characteristics of deviantological competence. The articles developed by the authors “Structured interview on working with deviant children and adolescentsˮ, the questionnaire “My experience with deviant children and adolescentsˮ, the questionnaire “Bullying at schoolˮ, and the test “Types of deviant behaviorˮ were used as research instrumets. The analysis of the obtained data allowed the authors to draw conclusions that the level of deviantological competence of social teachers and psychologists of educational organizations is significantly higher than the level of deviantological competence of subject teachers. At the same time, professional standards of teachers and specialists in the field of education also provide for devianthological competence as a core professional component, which should ensure the timely identification of children at risk and support of juniors with deviant forms of behavior. Typical stereotypes about children with deviant behavior, about their families and reasons for the formation of deviance, deficits in knowledge of the regulatory and legal framework and diagnostics and methods of prevention, as well as drawbacks of the established system of advanced training in the field of deviant behavior were identified.

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