Psychological and pedagogical classes: experience of work

Context and relevance. The shortage of personnel in the psychological and pedagogical field has naturally led to the need to establish specialized classes. In the process of implementing this program, its value and meaning‑based guidelines have expanded. The modern generation of teenagers is attentive to their psychological well‑being, so they perceive knowledge in the field of psychology as a tool for protection and support in everyday life. Objective. Summarizing the practical experience of working in psychological and pedagogical classes to develop psychological literacy among teenagers. Methods and materials. As part of the study, a survey was conducted, in which school graduates and high school students studying psychology and pedagogy, as well as their parents, took part. The total sample consisted of 130 students and 170 adults. To formulate intermediate conclusions: (1) the students’ professional choices were recorded; (2) the participants’ feedback was taken into account; (3) observations were made of the classes. Results. It has been established that the activities of psychological and pedagogical classes address a range of tasks aimed, firstly, at fostering students’ psychological literacy, and secondly, at providing support to high school students in the process of their professional self‑determination. Conclusions. 1. The program of psychological and pedagogical classes has successfully proven itself in educational practice over several years of implementation. 2. Profile‑based education fully meets the task of developing psychological literacy among schoolchildren. 3. The work of these classes helps students make professional choices. 4. The role of a mentor increases in the process of teenagers’ professional self‑determination. 5. Studying in psychological and pedagogical classes provides high school students with life skills.

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