This paper presents a brief critique of the current failures of schooling to produce healthy psychological growth as well as a rationale for needed new forms for education. A new curriculum for secondary schools is presented, the result of a three year project in public schools. Employing a combination of practicum and seminar experiences in series of classes in psychology as the basic pedagogy, high school students were shown to develop both the requisite skills as well as experience personal growth. Classes in peer-counseling, cross-age teaching, and nursery school work formed the practicum. The resulting curriculum gives promise of promoting psychological growth for secondary school students. Both statistical and clinical evidence indicated significant psychological development on the part of the teenage psychological practitioners. References are included. (Author)