The reflexive-value approach 
is a methodological basis for pedagogical 
support of a teenager's existential choice

This article presents the results of a study devoted to the theoretical justification of a reflexive-value approach as a methodological basis for pedagogical support for adolescent existential choice. One of the study's significant findings is the identification of the patterns and principles of the reflexive-value approach, which serve as the key components of the methodological framework for pedagogical support for adolescent existential choice. Emphasis is placed on determining the relevance of implementing the educational process based on the key concepts of the reflexive-value approach, the primary one being the need to create conditions aimed at developing the value-semantic and reflexive spheres of the individual, which occurs through integrative interaction with each other.