The authors made an attempt to describe the problem of developing the concept of risk assessment of deviant online behavior of minors and young adults in social networks. The article looks into the psychological consequences of banalizing of the internet, analysis possibilities for offline and online behavior. Approaches for risk factors assessment of deviant behavior in real life are described: the qualitative (clinical), statistical (actuarial) and structured. The article systemizes the studies of risk factors, vulnerability, and deviant patterns in the context of phenomena such as aggressive, asocial, auto-aggressive, self-mutilating, suicidal, risk-taking and victim online behavior. Approaches and models of online deviant behavior are discussed; an attempt is made to build a structured model of risk assessment of deviant patterns of online behavior in the context of the cultural historical concept. On the basis of theoretical analysis, a hypothetical set of group, interindividual and intraindividual constructs is formulated, the combination of online and offline risk factors produces a model for risk assessment of deviant behavior. The article is written as part of the research project “Developing the profiling model of online behavior of minors and young adults in social networks” which was initiated by the Moscow State University of Psychology and Education.

The article presents the results of an empirical study, the main tasks of which were to identify the features of the value-semantic sphere among students studying at the law faculty and students studying at the faculty of psychology. The sample consisted of 128 students studying at the Faculty of Law and the Faculty of Legal Psychology. The hypotheses of the research were made by the assumption that, firstly, there are statistically significant differences in the system of life meanings, life-span and career orientations, in the leading values of law students and students of the psychology department, and, secondly, there is an interconnection of life-meaning orientations with educational motivation of students of law and psychological faculties. The authors conducted a brief analysis of the characteristics of the formation of the value-semantic sphere of the personality during the period of study at the university. The results obtained in the study can be used when conducting individual psychological counseling with students, when planning and conducting trainings aimed at the formation of students' professional self-awareness.

In this article the analysis of professional standards in terms of the scope of work of the psychologist with clients in difficult life and legal situations. The criteria of analysis chosen: reflected in professional activities, the choice of grounds for the selection of professional activities that focus on a specific Department, selection of a particular direction of activity of the psychologist (prevention, support, rehabilitation). It is shown that all five of the analyzed standards imply such a situation, but only three of them ("educational psychologist", "Psychologist in the social sphere", "Specialist in rehabilitative work in the social sphere") describe the activities of the psychologist, and the remaining ("Expert of bodies of guardianship and guardianship concerning minors" and "Specialist in working with families") are more organizational in nature. The conclusion about compliance of the training programs developed by the Department of legal psychology and law and education, the requirements of professional standards, proposed improvements in these programs.

В статье рассматривается психосоциальная реабилитация несовершеннолетних, попавших в юри-дически значимые ситуации, в контексте профессионального стандарта. Чаще всего понятие «реаби-литация» определяется как система некоторых мер и/или мероприятий, направленных на восстанов-ление, коррекцию, компенсацию нарушенных психических функций или качеств человека. Однако такой подход не позволяет содержательно сформулировать цель и задачи реабилитационного про-цесса, имеющие значение для юридической психологии как науки и оказания практической психоло-гической помощи несовершеннолетним в юридически значимых ситуациях. Опираясь на ключевые категории культурно-исторической психологии (социальная ситуация развития, новообразования, зона ближайшего развития и др.), предлагается модель психосоциальной реабилитации на основе создания замещающей социальной ситуации развития. Описывается процесс психосоциальной реа-билитации, состоящий из цикла видов деятельности юридического психолога, который соотносится также с трудовыми функциями профессионального стандарта «Специалист по реабилитационной работе в социальной сфере».Ключевые слова: психосоциальная реабилитация, юридически значимые ситуации, культурно-историческая теория, социальная ситуация развития, замещающая ситуация развития, зона ближай-шего развития, психологическое сопровождение, психопрофилактика, профессиональный стандарт.

The article considers the challenges faced by psychologists of educational institutions as subjects of the prevention of juvenile delinquency, primarily the very understanding of prevention as a psychologist’s activity; it reveals why the everyday idea of psychoprophylaxis does not work in modern conditions and a comprehensive, even systemic understanding of this activity is required. It is necessary to consider several levels of support for this activity, from environmental to methodological support for the activities of the psychologist himself and the development resources of his personality. The activity system schema of I. Engestrim (Yrjö Engeström) is used to create such a model of a specialist (psychologist engaged in psychoprophylaxis) who could really carry out preventive activities at a high level. All elements of this model are described in detail: an object (goal), rules, division of labor, community, tools and subject. Based on this, the basic competencies of the psychologist of the system for the prevention of deviant behavior of adolescents are determined.