Relevance. The scientific discourse emphasizes the crucial role of the psychological well-being of the individual as a resource for development, coping with difficult life situations (NT Deichert, N. Krause, FA Huppert, L.A. Golovey, L.V. Miller, E.B. Laktionova, etc.). However, no attempts have been made so far to create a typology of the psychological well-being of student youth, and the targets of individual-oriented psychological assistance have not been defined depending on the typological characteristics of the well-being of students. Goal. The article presents a typology of psychological well-being, identified using factor analysis of empirical data obtained on a student sample, and correlated with the author’s model of this phenomenon. Method. The study (N = 300) was attended by respondents aged 17 to 23 years (M = 19.64; SD = 2.61). Methodical design included: I.L. Solomin, Subjective Happiness Scale S. Lubomirsky, H. Lepper, adapted by D.A. Leontyev, The Riff psychological well being scale as adapted by N.N. Lepeshinsky, Life Satisfaction Scale E. Diener, R.A. Emmons, R.J. Larsen, S. Griffin adapted by D.A. Leontyeva, E.N. Osina, test «Life-meaning orientations (LSS)» D.А. Leontyeva, Express-method «Innovation and adaptability» M. Babic, E. College, E. Davis, R. Cunningham. Results. Four types of psychological well-being are described, differing from each other in the level of activity and orientation of the subject, the specifics of social interaction and involvement in activities, the index of well-being, happiness and satisfaction with life, the value of certain areas of life. The targets of psychological assistance are given, based on the study and development of the strengths of the individual as a resource for her well-being.