Nowadays one can very often hear the word crisis in relation to various aspects of life. A crisis means a sharp, “steep” change in something. In relation to a person, a crisis is the inability to live as before. In human life there are crises, normative and non-normative. Abnormal crises occur due to strong external influences: psychological trauma, loss of a loved one, serious illness, etc. Normative crises are those that happen in the life of almost every person. Indeed, even in the most ideal conditions of human existence, a person is doomed to crises that are predetermined by the laws of his development. Modern psychology claims that a person develops throughout his life from birth to death, and accordingly, normative crises, developmental crises, happen to him throughout his life. First, it must be said that development is the process of transition from one state to another, more perfect, transition from the old qualitative state to the new qualitative state, from simple to complex, from lower to higher. Development occurs unevenly, in some periods of his life a person develops gradually, accumulating his skills and capabilities, while in others there is a sharp, spasmodic development that transfers a person to a qualitatively different level. Such development is preceded by a crisis. Erik Erikson spoke of a crisis as a turning point in development from which a person can emerge either more adapted and stronger, having included a new positive quality in the Ego (in his self), or weakened and with a negative component of the ego. Vygotsky argued that a person, developing exclusively within human society, gradually accumulates such new qualities that come into sharp conflict with the environment and require a revision of his “social situation of development”; a crisis occurs and a restructuring of all human relations occurs, in which a change in development tasks occurs and, as Vygotsky’s students showed leading activities. A person develops most strongly in childhood and adolescence. The most frequent changes in developmental periods and the largest number of crises occur in childhood and adolescence. But, since development and change accompanies a person throughout his life, an adult also goes through normative crises of development. Psychologists have some differences regarding adult crises. If in childhood and adolescence we can speak quite accurately about the number of crises, the time of their onset, and their content, then in adults the time of onset of crises is more blurred, the content varies more depending on specific life conditions. The most urgent task of modern psychology is to establish the patterns of crises in the development of an adult. One of the most interesting scientific attempts to describe the crises of an adult was made by Bernard Livehud. His classification of age-related crises is the most complete and developed. The very first adult crisis occurs at the age of 17-22, the crisis of “entry into early adulthood.” Youth ends and youth begins. The young man is separated from his parents (even if he continues to live with them). He is looking for his place in the adult world. The tasks of this crisis are to find a life partner, initially arrange your own home, and enter the first phase of professional life. In a young family, two people form their own style of family life. At work, a young employee expands his professional horizons by trying new things. The next crisis, the crisis of the first “summing up of life” comes at the age of 30. On the one hand, a person is at the peak of his creative powers, he has developed confidence in his character, life is in his hands, but the crisis situation requires him to change again, to find new meanings for his life. The first rethinking and testing of the correctness of the profession, career, family is taking place. This crisis may be accompanied by high or moderate stress, and even a sense of loss of life and.