The article presents a psychological and pedagogical model of adaptation of graduate psychologists to professional activities.It is based on the theory and technology of contextual education, the author of which is Professor A.A. Verbitsky. The pedagogical technologies and the basic principles of this theory are described in detail. The key factors and conditions of psychological and pedagogical support of novice specialists that affect the effectiveness of adaptation to professional activity are identified.The presented model allows integrating the gradual transition from academic to quasi-professional to subsequent professional activity, while preserving the motivational component and cognitive needs of a novice specialist, solving the problem of reducing the level of psychological difficulties and reducing the period of adaptation to professional activity