In order to decide on the choice of a profession, it is necessary to correlate many different factors: your needs, self-esteem, dreams, interests, temperament, abilities, health status and others. The choice of a profession is quite a difficult task. We can say that any profession is a complex world that needs adaptation, years of study, adaptation to various factors and conditions. If you look from the other side, then before choosing any profession, you must already know in advance what to choose from. So ignorance of the world existing professions is a difficulty and the most important problem of professional self-determination for modern teenagers. A teenager should not just choose a profession, he should like it, he should take into account the needs of the profession in the region in which he will live.
Career guidance that performs the functions vocational training involves two ways of obtaining it - self-education or training in educational institutions vocational education or the success of vocational education determines such an important psychological moment as readiness (emotional, motivational) to acquire a particular profession. Consider the concept of professional self-determination. Professional self-determination is the attitude of a person to the world of professions in general and to a specific chosen profession in particular. Professional self-determination takes place in several stages:
Stage 1: The emergence of professional intentions in accordance with social and personal needs;
Stage 2: Purposeful vocational training for a specific activity. At this stage, professional self-determination of the individual takes place;
Stage 3: Entry into the profession. This is direct acquaintance with working conditions, with official duties, entering into collective relations;
Stage 4: Realization of professional aspirations. Attitude to work, skill level, creativity.
We propose to consider the possible mistakes made by a teenager at the selected stages, in relation to the problem of professional self-determination.
Stage 1. The first mistake is that a teenager first of all seeks Educational establishment, in which he would like to study, and then he is just starting to choose a profession in this institution. The second mistake is the untimely choice. This means that a teenager does not have enough time to choose a profession. The third mistake is that the student does not feel the need to choose a profession. For example, in a teenager, all relatives have the profession of a teacher, given profession is a family tradition. Naturally, parents force the teenager to keep the tradition, despite the fact that the teenager may not want to go in this direction.
Stage 2. Great value when choosing a profession, a teenager's self-esteem plays a role. Self-esteem underlies the level of claims, that is, the level of difficulty of those tasks for which a person considers himself capable.
Stage 3. One of the main steps in making a decision about choosing any desired profession is collecting the necessary information about it. In this case, errors and difficulties may arise, on this stage which are due to three reasons: personal characteristics, the role of the family and the influence of peers.
Stage 4. At this stage, typical mistakes can be associated with an insufficient level of criticality of a teenager. The low level of criticality does not allow to fully identify and give an objective description of one's own position.
There are many factors that influence the choice of profession, but we will consider the most basic ones:
1.Personal professional preferences- what is the need of a teenager;
2. The position of the parents. Often parents encourage a teenager to choose a profession of their own preference;
3.Position of peers. Sometimes teenagers choose a profession "for the company", or at the location of the university or enterprise;
4. The position of teachers, who can also influence the choice of a teenager with their authority;
5. Abilities are inherent in nature in a person and they should be developed so that they contribute to the best choice professions;
6. Level of claims. Adolescents are often oriented towards professions of the highest category, "fashionable" or highly paid, which do not correspond to their inner world, nor abilities. The result is disappointment...
7. Awareness plays an important role in choosing a profession. After all, a teenager has a small choice of professions in sight and on hearing. The study of professiograms helps to navigate the world of professions. Thus, interest in other, previously unknown professions is also growing;
8. Tendencies are a selective orientation that encourages you to engage in certain activities. It is based on the desire to improve the skills and abilities associated with this professional activity. Career guidance is a set of psychological and pedagogical measures aimed at optimizing the employment process in accordance with desires, inclinations and developed abilities, as well as taking into account the needs for specialties in the labor market. Nowadays, there are many different career guidance methods and a wide practice of their application. Consider a block of techniques that is most often used to help adolescents make their professional choice.
The most common psychodiagnostic methods aimed at assisting in the implementation of the professional choice of adolescents are:
Differential diagnostic questionnaire E. A. Klimova (DDO). The methodology was developed in accordance with the classification of types of professions by E. A. Klimova (man-nature, man-technology, man-man, man-sign, man-artistic image). The questionnaire offers to choose among 20 pairs of answers, one in each pair. The results show in which of the areas a person shows the greatest interest.
- "Map of Interests" of Golomshtok. The questionnaire includes 174 questions reflecting the orientation of interests in 29 areas of activity. After analyzing its results, we can conclude about the priority sphere of interests of a teenager.
Methods of professional self-determination by J. Holland (Holland Test). Reveals the correspondence between the type of personality and the type of professional environment. In the methodology, 43 pairs of professions are proposed, in each of the pairs the teenager is asked to choose one, the most preferred one.
Psychodiagnostic technique "Profassociation". Based on the associative method. The teenager is offered stimulus words, in response he names the profession with which he associates them. After processing the results, professions are highlighted, the interest in which is most pronounced. Questionnaire of professional readiness (OPG). Includes 50 questions, the results of the answers to which can be used to diagnose the desire and ability of a person to engage in one or another type professional activity. The questionnaire is based on a person's self-assessment of their inclinations and capabilities.
These methods are suitable for vocational guidance for both adolescents and adults; testing can be carried out independently using the Internet resource on career guidance sites online.
Choosing a profession is such a significant action that can make a person happy in life and successful in professional activities, or it can overshadow his whole life, upset his plans and make him unhappy. Ideally, two main factors determine the choice of profession - this is self-improvement and the benefit of other people. That is why the choice future profession it is worth preparing in childhood and adolescence, engaging in career guidance for schoolchildren.
Psychology identifies three main factors for the right choice of profession:
1. Correct self-assessment of the personality, your abilities, interests, inclinations, opportunities, desires and limitations; availability of initial knowledge and skills in the field in which the chosen profession is located; the ability to soberly correlate the results of self-assessment with knowledge of the requirements that certain professions impose. Remember that proper career guidance is one of the main indicators of human development.
2. The second important point of career guidance at school is awareness of what other people are doing. Practice shows that the most common difficulties and mistakes made by schoolchildren, adolescents and young people during professional selection are: guidance in choosing based on information from incorrect or biased sources of information; incorrect analysis and systematization of the information received about a particular field of activity.
3. Overestimation or underestimation of certain individual psychological characteristics of a person, incorrect self-esteem; incorrect assessment of one's abilities, substitution of their moral qualities; an erroneous idea of the possibilities of mastering the chosen profession; leadership in career guidance of the emotional component, pressure from people who are authoritative for a teenager and a schoolchild; the presence of stereotypes; inability to change an erroneous decision in time upon receipt additional information; vocational guidance of a schoolchild on the basis of sympathy for certain personal qualities of a representative of a certain profession, glorification, imitation of transferring one's personal attitude towards a person to a profession.
Various problems of behavior and formation in adolescence. Inability or unwillingness to pass career guidance tests, consult a psychologist. Position of parents, peers, teachers.
In conclusion, we can conclude that for adolescent children, the task of choosing the right profession is put in the foreground. This is not easy to do, and therefore, on the way of a professional choice of a teenager, there are various difficulties, mistakes that need to be overcome by studying the world of professions from an earlier age and passing various tests for career guidance, studying oneself.
WITH Best wishes, CPSM specialists
Material: Kostyunina E. A., Ageeva L. G. Difficulties in professional self-determination of adolescents // Young scientist. - 2015. - No. 20. - S. 530-533.
T.N. May, A.E. Popovich
Fundamentals of formation of readiness of senior schoolchildren to choose a profession
The article deals with the problem of forming the readiness of older students for their own professional self-determination. A structural model is presented, constructed on the basis of educational, educational and pedagogical systems. It includes the following components: purpose, objectives, content, methods, means, organizational forms, results, which contribute to the organization, stimulation and correction of the system of formation of readiness for choosing a profession among the younger generation.
Key words: readiness, choice of profession, modeling, professional self-determination, pedagogical influence.
the main objective professional self-determination consists in the gradual formation of a high school student's internal readiness for independent construction, adjustment and implementation of the prospects for his development (professional and personal), readiness to consider himself developing in time and independently find personally significant meanings in a specific professional activity.
The key point of professional self-determination is the readiness for a conscious independent choice of a profession by a person, which ensures the manifestation and disclosure of his individual features, interests and inclinations of the individual, focused on the short term personal and professional development.
The concept of "readiness to choose a profession, professional self-determination" in pedagogical science is considered as:
A stable state of the student's personality, which is based on a dynamic combination certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of their characteristics in connection with the choice of profession;
Inner conviction and awareness of the factor of choosing a profession, awareness of the world of work, of what physical and psychological requirements the profession imposes on a person;
The ability to recognize individual characteristics (the image of "I"), analyze professions and make decisions based on a comparison of these two types of knowledge, i.e. ability to consciously choose a profession.
We consider readiness for professional self-determination as a stable characteristic of a person, which specifies their goals and preferences, being a solution focused on the near future, and including personal-target, information-gnostic and reflective-evaluative components that meet the requirements of the content and conditions of the future. professional activity.
The methodological basis of our research was the developments in the field of a systematic approach, modeling, mathematical statistics (V.P. Bespalko, I.V. Blauberg, V.M. Glushkov, E.V. Ilyenkov, V.V. Kraevsky, V.I. Mikheev, R. S. Nemov, D. A. Novikov, Yu. P. Sokolnikov, E. N. Stepanov, E. G. Yudin, etc.).
Domestic scientists identify the principles of modeling educational, educational, pedagogical and other systems, primarily from the point of view of a holistic, systemic, personal and activity approach, and call the following: the principle of integrity, the principle of communication (connection), the principle of structurality, the principle of controllability and development .
Our study shows that in practice, the formation of readiness for choosing a profession among older students is carried out as the interaction of pupils with teachers, educators additional education, production specialists, psychologists, as well as with the objects of labor, during which their professional development takes place.
The solution of the problem posed in our study required the development of a model of the system for the formation of readiness for choosing a profession among senior schoolchildren. V.V. Kraevsky, for example, characterizes
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modeling as a cognitive reflection based on concepts, principles and patterns.
The practical value of the model in any pedagogical research is mainly determined by its adequacy to the studied aspects of the object, as well as by how correctly the basic principles of modeling (visibility, certainty, objectivity) are taken into account at the stages of building the model, which largely determine both the capabilities and type of the model, and its function in pedagogical research.
The object of our modeling is the system of formation in senior schoolchildren of readiness to choose a profession in the educational process of a general education school during its profiling.
The model of formation of readiness for professional choice of high school students in the process of specialized education is an integrative scientific and theoretical structuring of the process comprehensive support built on the basis of the principles of a systematic approach (integrity, the presence of links between elements, orderliness of the system, expediency of functioning), including functions, components, educational environment, results and criteria for the effectiveness of pedagogical management, reflecting the specifics of profile education as an option for creating optimal conditions that promote professional self-determination high school students.
Before building the chosen model, we determined its type, based on a structural model that imitates internal organization original structure.
The central system-forming component of the model is its goal - the formation of readiness for choosing a profession among older students. In our opinion, senior students should: a) have a positive and stable motivation for specialized and vocational education; b) be aware of professional work and make strong-willed efforts to perform forced work; c) have a formed logical and abstract thinking, be creative, erudite, with adequate criticality of their capabilities and abilities; d) show initiative, activity aimed at success, allowing to bring the work started to the end; e) to take an active civic position, to be endowed with the ability to work productively and creatively in a team; f) respect other people, take care of national traditions, show a culture of communication, behavior, mental and physical labor.
The purpose of the model determines the main tasks: a) assisting high school students in identifying their cognitive and professional
interests, inclinations and abilities; b) a systematic impact on the consciousness of pupils in order to expand and deepen their knowledge about professional activities, about the world of professions and the requirements for each of them; c) the inclusion of students in activities as close as possible to the professional.
An important factor in the education of the individual in the model developed by us is the team. As you know, a team is a collection of people united by common goals that have a social and value orientation, general activities on their achievement and certain relations that arise in it.
It seems to us that these content components can be successfully formed in older schoolchildren as part of the educational process of a general education school.
In our model, the tools for organizing, stimulating and adjusting the system of formation of readiness for choosing a profession among older students are represented by general methods, organizational forms, and means of a holistic educational process.
General Methods education, being ways to achieve the goal, act as ways of organizing joint activities educators and pupils, as ways of their interaction. Their use is due to the tasks and specifics of the role played by the teacher and students in the process of forming their readiness to choose a profession.
In the educational process, it is necessary to involve three factors in the development of the individual: the social environment, activities, and the return-evaluative influence of the teacher. They determine the methods of our model: methods of influencing the consciousness of pupils, practical activities, its stimulation, organization of the educational environment and understanding of the surrounding and one's own life.
The method of educational interaction with the environment in our study was predominant in the implementation various forms educational process, such as excursions, tournaments, olympiads, competitions, i.e. where there is: a) the interaction of students with nature, society, material production, spiritual creativity, with another person; b) study, understanding the surrounding life, consideration of differences
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in views on the world and the structure of life; c) actions that involve an active position of a senior student in professional activities, independence and responsibility; d) the choice of values in the life unfolding before them: good and evil, truth and falsehood, beautiful and ugly.
The method of organizing educational activities will be the leading one in theoretical and practical classes, trainings, professional tests, i.e., where there is an opportunity to involve older students in various types of activities, giving it social and value features and through this to establish an active attitude to reality. Specifically, this is done when answering the questions: For whom? For what? (value motivation); What did you feel? What did you like? What did you discover? What did you discover? (relationship living); What is in my life now? What will I try to change? (connection of activity with life); What will it give to others? (social result of activity); How did I feel? How did I work? (introspection).
Awareness of oneself, one's capabilities is formed in the senior student when comprehending life, the personal-value meaning of one's activity. The formation of an autonomous inner "I", the development of a person's ability to choose his life position, the ability to take responsibility for the choice constitutes the pedagogical essence of the method of organized comprehension by students of the life unfolding before them. This method permeates the entire system of formation of readiness for choosing a profession, is built on subject-subject relations and manifests itself in three forms: rational (it is necessary, necessary); emotional (living emotions); practical-effective (we have done it or are doing it).
The listed three forms of relations give rise to three methods of pedagogical influence, which are necessary for the formation of readiness among high school students to choose a profession in a general education school. The rational form of relations through logic and reason gives us the method of persuasion. This method is implemented through such forms as judgments, argumentation, opinion, communication, dialogue, discussions, exchange of impressions, advice, recommendations. In preparation for professional activities, this method allows you to organize training at a high level.
Emotional attitude gives rise to a method of evaluation, which can be open and closed. So, an open pedagogical assessment is a reward or punishment and involves a direct statement of the emotional state. In the system of formation in high school
it is used to provide a strong emotional impact in order to obtain the desired result of pedagogical influence. Closed evaluation is expressed through the communication of one's own state, the supposed state of another person, the delegation of evaluation to another, or evaluation extended over time. It is used with a soft impact on students in order to give an opportunity to comprehend the event and draw their own conclusions.
Practical-effective relations determine the impact that is produced by the real activity of students, and this method, which is called the method of exercises in the literature, plays an important role in the system of educating the professional interests of older students. The exercise method includes a demonstration-instruction, the rules established in collective activity, career guidance games, etc.
The means of forming readiness for choosing a profession include objects that are tools of labor or imitate them, educational tools that carry certain elements of labor culture, as well as devices necessary for the implementation of various types of labor and professional activities, for example, volumetric (models, collections) and printed (tables, pictures) manuals, TCO.
The choice of means in various aspects of education depends on its tasks. When applied, they acquire a specific content. Such a selection of means with the appropriate content also occurs when older students are shaping their readiness to choose a profession.
Organizational forms of education are understood as the external expression of the joint activity of educators and schoolchildren.
In school practice, in the formation of readiness for choosing a profession among high school students, various organizational forms are used, for example, a career guidance lesson or its fragments, an optional school lesson, a circle, associations, Classroom hour, career guidance meeting, career guidance tour, evening of protection of professions, competitions and competitions in labor all-around "Know and be able", lecture halls "Professions in new socio-economic conditions", "My profession is my pride", career guidance weeks, months, competitions "The best by profession”, “Who knows more professions”, conducting professional tests, role-playing games and others. Labor associations of schoolchildren, career guidance local history, KVN, TV shows "Clever and clever", patronage work, etc. can be successfully used.
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Such forms of work as theoretical and practical classes, professional tests, trainings are associated with the method of educational activity. Conferences "Frontiers of Professions", tournaments for young mathematicians, Olympiads, competitions of professional skills are determined by the method of educating the environment, although, like excursions, they can also be associated with the method of understanding the unfolding life. The organic interconnectedness of the methods of education and influence and the means and forms of work arising from them contribute to the process of transition of external action into internal state personality, acceptance of it as a value and the formation of a personal professional quality. The complex of these qualities determines the result of the formation of readiness for choosing a profession among high school students.
In the developed model, under the results of the formation of readiness for choosing a profession among high school students, we mean the achievement by pupils of a high level of formation of readiness for choosing a profession.
Thus, the presented model of the functioning of the system of formation of readiness for choosing a profession among senior schoolchildren can serve as a guide for school teachers in the professional orientation of senior schoolchildren when choosing their future.
Bibliographic list
1. Kraevsky V.V. General Basics Pedagogy: Textbook. M., 2008.
2. Makarenko A.S. Choice of profession // Makarenko A.S. Op. M., 1958. T. 5.
3. Mikheev V.I. Modeling and methods of measurement theory in pedagogy. M., 1987.
4. Sokolnikov Yu.P. A systematic approach to the education of schoolchildren. M., 1990.
5. Stepanov E.N. Theory and technology of modeling the educational system educational institution: Abstract. ... Dr. ped. Sciences. Yaroslavl, 1999.
O. A. Kapin
The article is devoted to the analysis and clarification of the concept of "readiness to choose a profession" and the specification of the structure of this type of readiness. Various types of readiness are considered: readiness to study at school and university, readiness to choose a profession. An analysis of approaches to determining the structure of readiness made it possible to single out two key components in its composition: personal ( internal position) and operational.
Keywords: readiness for activity, readiness to choose a profession, readiness structure, internal position, operational readiness component.
A Structure of Psychological Readiness to Choose a Profession
The article is devoted to the analysis of the concept "readiness to choose profession" and structure concretization of the given type of readiness. It also considers various types of readiness: readiness to study at school and a higher educational institution, readiness to choose the profession. The analysis of approaches to determine the structure of readiness allows to single out two key components there: personal (the inward position) and operational, and to specify their content.
Key words: readiness to work, readiness to choose a profession, a structure of readiness, the inward position, the operational component of readiness.
The requirements of society and the labor market for modern teenagers put them in a situation of choosing a profession quite early. Previously, the system of general secondary education was arranged in such a way that decision making could be postponed until grades 10-11. Today, due to the intensive modernization of the system of general secondary education, the urgent need to decide on the choice of profession arises already in the 9th grade, and from the 10th grade, specialized profile preparation for entering a professional educational institution, preparation for the exam in major subjects that provide the possibility of admission. At the same time, age-related needs remain relevant for a teenager: communication with peers, finding oneself, personal searches. Thus, having not fully realized the needs of adolescence, the subject finds himself in a difficult critical situation of choosing a profession, which he is far from always ready to overcome constructively and make a conscious choice. This determines the relevance of the problems of research and the formation of readiness for choosing a profession.
Readiness for activity is a concept that has been sufficiently studied in the psychological literature.
tie. IN general view readiness is a synthesis of psychological phenomena, such as the mood of the individual before the implementation of activities, the internal position of the individual, readiness for activity. Let's take a closer look at this concept.
S. L. Rubinshtein presents readiness as an attitude of personality. “A person’s attitude,” writes S. L. Rubinshtein, “is the position taken by her, which consists in a certain attitude to the goals and tasks that are standing and is expressed in selective mobilization and readiness for activities aimed at their implementation ... This is adaptation to activity. The formation of an attitude presupposes the entry of the subject into the situation and the acceptance of the tasks that arise in it; it depends on the distribution of what is subjectively significant for the individual.
This definition, in our opinion, is very close to the concept of the internal position of the individual, which was studied by L. I. Bozhovich. An analysis of the concept based on the works of L. I. Bozhovich shows that by internal position she means single system real motives in relation to the environment or any of its spheres, self-awareness, as well as attitude towards oneself in
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Structure psychological readiness to the choice of profession
context of the surrounding reality. Thus, D. V. Lubovsky concludes, the internal position is the unity of three components - reflexive, emotional and motivational. In addition, in the studies of L. I. Bozhovich, devoted to psychological readiness for school, the internal position is recognized as the lowest actual level of mental development, necessary and sufficient to start schooling.
The internal position is closely connected with arbitrary self-regulation of activity. So, N. I. Gutkina, analyzing readiness for schooling, notes: “In order for behavior to be consciously regulated, a person must want to do something, or understand why he needs it.” L. I. Bozhovich also writes about this, describing the process of self-determination of older adolescents: “... the presence of stable personal interests in a teenager makes him purposeful, and, consequently, internally more collected and organized” . As E. M. Borisova notes, older adolescents mainly choose those types of activities in which they have made some progress. This speaks, according to the author, of an attempt to direct their interests to those areas of activity in which they have certain achievements and therefore further progress is possible.
In addition to the internal position and the arbitrary self-regulation of behavior associated with it, an important component of readiness for activity is the general abilities of the subject, his knowledge, skills, experience. This point of view is shared by A. K. Markova, V. D. Shadrikov, S. N. Chistyakova, M. V. Retivyh, N. F. Vinogradova.
As convincingly proved in the studies of V. D. Shadrikov and Yu. P. Povarenkov, any activity is mastered on the basis of general abilities. It is the abilities and experience of the subject that determine the effectiveness and success of the performance of the activity. The integral manifestation of abilities, knowledge and skills, according to V. D. Shadrikov, is intelligence, the level of which is determined by the level of development of individual abilities, the availability of knowledge, plans, programs and their connections and the integral nature of functioning.
In domestic psychological science, the intellectual properties of a person are most often
are interpreted as mental development, which depends both on the maturation of the organic basis that creates the prerequisites for development, and on the assimilation social experience. Based on the opinion of L. S. Vygotsky, one can even say that the most significant is the ratio of the level of training and development of the subject to the level of requirements that society imposes. Such requirements in domestic science are represented by a socio-psychological standard. So, for example, K. M. Gurevich characterizes the socio-psychological standard of schoolchildren as a set of specified requirements curriculum that are presented to them at a certain stage of learning.
Thus, in the structure of readiness for activity, 2 main components can be distinguished - personal (internal position of the subject) and operational (arbitrary self-regulation of activity, mental development and experience). Besides, in various types readiness, specific components can be distinguished, depending on the characteristics of the situation in which the subject is located. So, for example, N. V. Nizhegorodtseva and V. D. Shadrikov in the structure of readiness for learning at school distinguish 5 blocks of educational important qualities Key words: personal-motivational, acceptance of a learning task, idea of the content of an activity, informational, activity management. E. I. Rogov includes a socio-psychological component. Considering the readiness to study at a university, S. N. Kusakina includes motivational-professional, cognitive-tempo and volitional components in its structure.
Analyzing the readiness to choose a profession, N.V. Nizhegorodtseva and O.A. Tarotenko define it as an integral property of individuality, the structure of which includes individual qualities that encourage, guide, regulate real activity, which develop unevenly and heterochronously. S. N. Chistyakova defines this concept as a stable holistic system of the personality’s PVK, which includes a positive attitude towards the chosen type of activity, the presence necessary knowledge, skills and abilities.
M. V. Retivyh understands it as an integral property of the personality, contributing to the conscious and independent implementation of the strategy of professional choice, which is manifested in moral, psychophysiological and practical
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tic readiness for the formation and implementation of professional intentions.
Based on such ideas, readiness to choose a profession can be characterized as a systemic quality and the following structure can be assumed. The content of the internal position includes a motivational aspect - professionally oriented interests, inclinations, preferences, values of a teenager. The reflexive aspect presupposes, first of all, the awareness of what a teenager wants and what he can really achieve, critical assessment of his capabilities and awareness of personal responsibility for the events of his life. The emotional aspect characterizes the attitude of the subject to the choice of a profession, the emotional acceptance of this situation, a positive attitude towards activity.
In the structure of the operational component of the readiness of the subject, we consider the features of self-regulation of activity, in particular, the ability to set a goal, plan activities for choosing a profession, the ability to make informed decisions, to search for the necessary information. Of no small importance is the level of mental development of adolescents, its compliance with the socio-psychological standard, as well as training and learning ability, which characterizes their readiness to master the program of specialized or vocational education.
This approach to understanding the readiness to choose a profession suggests that it is a system in which the lack of formation of one of the components can lead to the failure of the entire system. This, in turn, can make it possible to individually describe the problems of adolescents in a situation of choosing a profession and find an individual way to accompany the subject, based on the specifics of his problems.
Bibliographic list:
1. Bozhovich, L. I. Problems of personality formation. Selected psychological works [Text] / L. I. Bozhovich; ed. D. I. Feldstein. - Moscow - Voronezh, 1997. - 349 p.
2. Borisova, E. M. Professional self-determination (Personal aspect) [Text]: dis. ... Dr. psikhol. Sciences / E. M. Borisova. - Moscow, 1995. -411 p.
3. Vygotsky, L. S. Pedagogical psychology [Text] / L. S. Vygotsky. - M.: Pedagogy, 1991. - 480 p.
4. Gutkina, N. I. Psychological readiness for school [Text] / N. I. Gutkina. - M.: NPO "Education", 1996. - 160 p.
5. Dumenko, G. A. Professional self-determination as a psychological and pedagogical problem [Text] / G. A. Dumenko // Collection scientific papers North Caucasian State Technical University. Series "Humanities". - 2005. - No. 2.
6. Kusakina, S. N. Readiness to study at a university as a psychological phenomenon [Text]: auto-ref. dis. ... cand. psychol. Sciences / S. N. Kusakina. -Moscow, 2009.
7. Lubovsky, D. V. The concept of "internal position of the individual" in the works of L. I. Bozhovich: theoretical aspects And modern research[Text] / DV Lubovsky // Journal of Practical Psychology. - 2008. - No. 5. - S. 157-171.
8. Nizhegorodtseva, N. V., Shadrikov, V. D. Psychological and pedagogical readiness of the child for school [Text] / N. V. Nizhegorodtseva, V. D. Shadrikov. - M.: Humanit. ed. Center "Vlados", 2001. -256 p.
9. Povarenkov, Yu. P. Professional development of personality [Text]: dis. ... Dr. psikhol. Sciences / Yu. P. Povarenkov. - Yaroslavl, 1999. - 359 p.
10. Povarenkov, Yu. P. Introduction to the psychology of work [Text]: textbook. allowance for university students / Yu. P. Povarenkov. - Kirov: Publishing house of VyatGGU, 2006. - 134 p.
11. Psychological diagnostics [Text] / ed. M. K. Akimova, K. M. Gurevich. - St. Petersburg. : Peter, 2007. - 652 p.
12. Rogov, E. I. Handbook of a practical psychologist [Text]. Book. 1. The system of work of a psychologist with children different ages/ E. I. Rogov. -M. : VLADOS Humanitarian Publishing Center,
13. Rubinshtein, S. L. Fundamentals of general psychology [Text] / S. L. Rubinshtein. - St. Petersburg. : Peter,
14. Tarotenko, O. A. The structure of psychological readiness for choosing a profession in adolescence [Text] / O. A. Tarotenko // Systemogenesis of educational and professional activities: materials of the IV All-Russian scientific and practical conference. - Yaroslavl: Publishing House of YaGPU, 2009. - 317 p.
15. Shadrikov, VD Problems of systemogenesis of professional activity. Repr. play text of the 1982 edition [Text] / V. D. Shadrikov. -M. : Logos, 2007. - 192 p.
16. Shadrikov, V. D. Psychology of human activity and abilities [Text] / V. D. Shadrikov. - M. : Logos, 1996. - 320 p.
The structure of psychological readiness for choosing a profession
CONTENT
| Introduction ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Chapter I Theoretical basis formation of psychological readiness in senior schoolchildren to choose a profession in educational schools 1.1. The specifics of the choice of profession by high school students.……………….10 1.2. The problem of psychological readiness for choosing a profession among high school students in the psychological and pedagogical literature ……..…….17 1.3. Means of forming the psychological readiness of high school students to choose a profession ……………………….… ………..27 Chapter II. Experimental study of the psychological readiness of high school students to choose a profession 2.1. Diagnostics of the psychological readiness of high school students to choose a profession …………………………………………………………………………39 2.2. Organization of work on the formation of the psychological readiness of high school students to choose a profession …………………………………… …47 2.3. Checking the effectiveness of work on the formation of psychological readiness for choosing a profession ………………………………….……….55 Conclusion ………………………………………………………………………61 Bibliography ………………………………………………………………..64 Applications |
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INTRODUCTION
At present, due to the change in the socio-economic situation in the country, the issue of professional self-determination of high school students, the conditions and factors contributing to the success of this process has become especially important. Professional activity in a person's life is the main one in ensuring his social claims, self-assertion and self-realization.
The transfer of the senior level of a general education school to specialized education puts graduates of the basic school in front of a serious choice - preliminary self-determination in relation to the choice of the profile of education and the main direction of future professional activity. If the key idea of profile education is the idea of significant choices, then it is obvious that the student should be prepared for such a choice. The possibility of preparing for such a responsible choice determines the serious importance of pre-professional training in the basic school. Practice shows that already at the stage of pre-profile training of students, a negative trend has clearly emerged: the psychological unpreparedness of high school students for a conscious independent choice of a further educational trajectory. Psychological and pedagogical support of the educational process in the primary school should ensure the formation of a motivational-required sphere, identify the interests, inclinations and abilities of students, as a result of which, it can contribute to making the best decision regarding their future professional activities. This will prepare students for a professional start.
Today, school graduates are more serious about choosing a profession of the new century, the question of self-determination in modern socio-economic conditions is more acute. The school is designed to ensure readiness to choose a profession, develop professional interests and inclinations of the individual. At the final stage of schooling, high school students should be ready to choose a profession and continue to receive education.
The problem of forming the professional orientation of students in the theory of professional orientation is considered in the works of A.E. Golomshtok, L.A. Yovaishi, E.A. Klimova, E.M. Pavlyutenkova, K.K. Platonov, V.A. Polyakova, N.N. Chistyakova, S.N. Chistyakova, which determine the conceptual provisions, conditions and pedagogical technologies for preparing students for life and choosing a profession. The development of theoretical and methodological foundations of career guidance is presented in the works of P.P. Blonsky, S.I. Vershinin, V.I. Zhuravleva, E.A. Klimova, N.N. Chistyakova, S.T. Shatsky and others.
Humanistic ideas of personality development and the formation of a growing person's readiness to make a decision about a professional choice are reflected in the works of A.G. Asmolova, K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, B.M. Teplov. The ways of professional orientation of students in the conditions of a general education school are disclosed in the studies of M.A. Dobrynina, N.K. Elaeva, V.V. Krevnevich, V.R. Lengvinas, P.T. Magmuzova, G.P. Nikova, A.P. Seishtev and others, which define the content, forms and methods of career guidance work.
The possibilities of specialized education aimed at student-oriented preparation of students for the choice of a future profession are considered in the works of L.M. Abolina, E.A. Aksenova, L.K. Artemova, I.S. Artyukhova, L.V. Baibrodova, A.I. Vlazneva, B.S. Gershunsky, M.I. Gubanova, V.G. Katasheva, V.S. Ledneva, P.S. Lerner, N.F. Rodicheva, M.M. Firsova, A.V. Khutorsky, I.D. Chechel, S.N. Chistyakova and others.
Many researchers (V.G. Kuznetsov, M.A. Palamarchuk, A.K. Markova and others) note that the leading component of readiness for professional self-determination is psychological readiness, which is understood by scientists as a complex psychological education, as an alloy of functional, operational and personal components.
However, as practice shows, schoolchildren are poorly prepared for choosing a profession. The most common difficulties and mistakes of young people in choosing a profession are: overestimation or underestimation of the role of certain individual psychological qualities in choosing a profession; inability to correlate their capabilities with the requirements of the profession, inadequate self-esteem; misunderstanding of abilities, substitution of their moral qualities; misconceptions about the possibility of developing professionally important qualities, about the ways and means of mastering a profession, developing an individual style of activity; the predominance of emotional components in the decision-making process; inability to change the decision when new data is received; submission to "pressure" from others; choosing a profession based on sympathy for certain personal, non-professional qualities of representatives of a particular profession.
The relevance of the problem, therefore, is due to the need to provide high school students with effective assistance in choosing their future profession in the light of the new requirements of the political, socio-economic and personnel situation.
The current realities of Russian education require an active search for new forms, methods, means of forming the psychological readiness for choosing a profession for schoolchildren.
An analysis of the practice of general educational institutions shows that high school students experience significant difficulties in choosing a future profession due to ignorance of the technologies of professional self-determination, inability to design their life and professional path in modern market conditions. The professions chosen by graduates do not fully correspond, on the one hand, to the needs of the labor market, and, on the other hand, to the personal psychological qualities of the students themselves.
Thus, contradictions are revealed between:
- the need for self-determination of high school students in relation to the formation of an individual educational request, personal need for choosing a professional activity, readiness for professional self-determination and subsequent self-realization in new economic and socio-cultural conditions and insufficient formation of psychological readiness for professional self-determination among schoolchildren;
- the need to form psychological readiness for choosing a profession among high school students and the insufficient development of effective means for implementing this process.
All of the above is the substantiation of the research problem, which is to identify effective means of forming the psychological readiness of high school students to choose a profession.
The topic of the final qualification work is "Means of formation of psychological readiness for choosing a profession among high school students."
The purpose of the study is to scientifically substantiate and experimentally test the means of forming the psychological readiness of high school students for professional self-determination.
Object of study: psychological readiness of high school students to choose a profession.
Subject of study: means of forming the psychological readiness of high school students to choose a profession.
Tasks:
- To analyze theoretical approaches to the problem of forming the psychological preparation of high school students for professional self-determination in modern conditions.
To reveal the essence of the psychological readiness of high school students for professional self-determination, to determine the criteria and levels of its formation.
To identify and implement the means of forming the psychological readiness of high school students for professional self-determination; check the effectiveness of this implementation.
The methodological and theoretical basis of the study was the works that define the conceptual provisions, conditions and pedagogical technologies for preparing students for life and choosing a profession (A.E. Golomshtok, E.A. Klimova, N.N. Chistyakov); theoretical and methodological foundations of career guidance (P.P. Blonsky, S.I. Vershinin, V.I. Zhuravlev, S.T. Shatsky); studies in which the structure, the main components of psychological readiness for choosing a profession are distinguished, the ways of its formation are built (V.G. Kuznetsov, M.A. Palamarchuk, A.K. Markova).
Research methods: methods of studying the literature on this topic (analysis, generalization, deductive, inductive method, systematization); psychological and pedagogical experiment; testing; qualitative and quantitative data analysis; graphic display of research results.
Research stages:
The study was conducted in three interrelated stages.
At the first, search-theoretical stage, the analysis of the literature on the topic of the study was carried out, the goals and objectives of the study were determined, the subject, object, and hypothesis of the study were formulated.
At the second, exploratory-empirical stage, the actual experimental study was carried out, where the implementation of training sessions aimed at forming the psychological readiness of high school students to choose a profession took place.
At the third, final stage, the results of the study were summarized and discussed, their quantitative and qualitative processing was carried out, the theoretical interpretation of the conclusions and provisions of the study, and the literary design of the work were carried out.
Base of the study: the study took place on the basis of the secondary school No. 1
with the inclusion of 20 students of 11 classes. The age of students is 16-17 years old.
The scientific novelty lies in the development of training sessions aimed at the formation of psychological readiness for choosing a profession, compiled taking into account the personal characteristics of the participants, the level of their psychological readiness for a professional choice, the most common mistakes made when choosing a career by schoolchildren of a particular group.
The theoretical significance lies in the generalization and systematization of the material on the research problem, the clarification of the concept of "psychological readiness" in relation to the choice of profession for high school students.
Practical significance - the results obtained can be used by teachers, parents to form high school students' readiness for the right choice of profession.
Approbation of the work was carried out in the form of a presentation with a report on the topic "Means of forming psychological readiness for choosing a profession among high school students" at the methodological association in the secondary school
settlement Golyshmanovo.
Structure of work: WRC consists of introduction, two chapters, conclusion, bibliographic list, appendices. The work contains 4 tables, illustrated with three histograms. The total amount of work is 68 pages of computer text without appendices.
CHAPTER I
- The specificity of the choice of profession by high school students
High school students differ significantly from each other not only in temperament and character, but also in their abilities, needs, aspirations and interests, varying degrees of self-awareness. Individual characteristics are also manifested in the choice of a life path. The motives of self-determination and narrow practical ones, in the choice of a profession, acquire a decisive importance in educational activities.
Choosing a profession and mastering it begins with the formation of motivational factors. At this stage, students should already quite realistically form for themselves the task of choosing a future field of activity, taking into account the available psychological and psychophysiological resources. At this time, students form an attitude towards certain professions, the choice of subjects is carried out in accordance with the chosen profession.
At senior school age, children's dreams about a profession are replaced by reflections on it, taking into account their own capabilities and circumstances of life, there is a desire to realize intentions in practical actions. However, some high school students fully live in the present, they think little about their future profession. High school students are interested in the plans of their classmates, discuss doubts, hesitations, they abandon their former dreams as "children's". Many tend to be influenced by established or older friends. From time to time there are disputes and disagreements regarding different professions and where exactly to continue the teaching. Right choice profession is a complex and lengthy process covering a significant period of life. Its effectiveness, as a rule, is determined by the degree of consistency of the psychological capabilities of a person with the content and requirements of professional activity, as well as the formation of the individual's ability to adapt to changing socio-economic conditions in connection with the organization of his professional career.
Thus, the choice of a profession is one of the moments that determine a person's life path. Firstly, it is a long process stretching for several years, and secondly, an event included in the chain of events of a person's professional biography.
According to D. Super, a person should choose a profession taking into account his image of "I" as the actual image of a person, a way of thinking about himself and evaluating himself; intelligence as a structure of general abilities and abilities for learning and learning; special abilities, interests, personal values, both internal (substantive) and external (accompanying the labor process), attitudes towards work, work and profession; needs that determine the motives for choosing a profession and success in this profession, personality traits, as the most common models of human behavior, professional maturity, understood quite broadly.
The success of choosing a profession is largely determined by the psychological readiness of the student to choose a profession, related to:
- with the formation of a professional orientation of the individual;
adequate self-assessment of abilities;
realistic level of claims;
sustainable professional intentions;
sufficient knowledge about the professions .
Therefore, at the school level, work on the study and formation of psychological readiness for choosing a profession should be systemic, that is, school administration, and teachers, and school psychologists, and social teachers, and, of course, the students themselves should participate in it. In addition, parents of schoolchildren should actively participate in career guidance.
The problem of choosing a professional and life path confronts a person at an age when he is not fully aware of all the distant, consistent life choices related to work, family, social advancement, material well-being and spiritual development. It is the beginning of a person's independent life path. The first, very important and independent decision has to be made, based not on life experience that comes over the years, but rather on ideas about their future society in which they will live.
In this regard, when making a professional choice, high school students often experience negative emotional states, in particular, states of abandonment, confusion, coercion, which determine the desire to get away from solving the problem of professional choice, postponing it for an indefinite time or shifting responsibility to others: parents, friends, acquaintances.
F. Sedlak, H. Breuer, T.W. Nester identifies 4 types of adolescents choosing a future profession:
Type 1 - indifferent, mercantile;
Type 2 - indecisive, fantasizing;
Type 3 - obedient, irresponsible;
Type 4 - purposeful, confident.
Common Mistakes when choosing a profession for high school students:
1. Orientation of a teenager immediately to a profession of the highest qualification (scientist, diplomat, director, bank manager, etc.).
2. Neglect for professions that are not prestigious, although significant in life.
3. The absence of one's opinion in choosing a profession and making a decision, not of one's own free will, but at the request of parents or other people.
4. Transferring the attitude towards a specific person who is a representative of this profession to the profession itself.
5. Fascination only with the external or any one side of the profession.
6. Transfer of attitude to the subject to the profession associated with this subject.
7. The choice of a profession associated with the choice of this profession by friends.
8. Lack of ability to understand, evaluate their abilities, opportunities in the chosen profession;
9. The choice of a profession, determined by the material considerations of the family and the child himself.
10. High or low self-esteem of one's own personal qualities, which forms the inadequacy in choosing this or that profession.
Thus, the peculiarities of choosing a profession among high school students are that high school students tend to choose the type of activity that would correspond to their understanding of their own capabilities. Since schoolchildren's understanding of their own capabilities is often not adequate to the indicators, failures await them on the path of choice.
High school students are not able to objectively and fully evaluate themselves. Every year, hundreds of thousands of young men and women who have completed their schooling begin to look for the use of their strengths and abilities "in adulthood." At the same time, as statistics show, the majority of young people face serious problems related to the choice of a profession, the profile of further education, subsequent employment, etc. and the reasons are not only in the “closedness” of the labor market for the young and inexperienced, but also in the fact that the vast majority of high school students have very rough ideas about modern market labor, existing professions, are unable to correlate the requirements of a particular area of professional activity with their individuality. Due to a number of objective and subjective reasons, modern youth turned out to be insufficiently prepared for the new requirements of the political, socio-economic and personnel situation. In self-esteem, high school students do not have a single trend: some tend to overestimate themselves, others vice versa. Timely assistance provided to a student in choosing a profession not only helps him to organize directly educational activities (when he consciously studies school subjects that may be useful to him in his future adult working life), but also brings elements of calmness into the attitude of the student to his future (when optimistic life and professional perspective saves a teenager from the temptations of today's life). Such work encourages the student to think about himself, about his future, gives impetus to the activation of self-knowledge, contributes to the formation of motivational factors for the student to choose a profession.
Thus, we have identified specific features of the choice of profession by high school students. They are that the decision to
high school students make their choice of professional and life based not on life experience, but on ideas about their future. The peculiarities of choosing a profession among high school students also lie in the fact that high school students are not able to objectively and fully evaluate themselves - the understanding of their own capabilities among schoolchildren is not adequate to the indicators, which leads to erroneous professional self-determination.
Typical mistakes were also revealed when choosing a profession by high school students: the orientation of a teenager immediately to a profession of the highest qualification; neglect of professions that are not prestigious; lack of one's opinion in choosing a profession and making a decision, not of one's own free will, but at the request of parents or other people; passion only for the external or any one side of the profession; transfer of attitude to the subject to the profession associated with this subject; choice of profession associated with the choice of this profession by friends.
To prevent and eliminate the above mistakes, the professional activities of teachers, a school psychologist and a social teacher, who are called upon to provide high school students with effective assistance in choosing a future profession in the formation of psychological readiness for professional self-determination, are of great importance. We will consider this issue in the next paragraph.
- The problem of psychological readiness for choosing a profession among high school students in the psychological and pedagogical literature
In the psychological dictionary of I.M. Kondakov's readiness for action is understood as “... a form of attitude characterized by a focus on performing one or another action. Readiness implies the presence of certain knowledge, skills, abilities; readiness to counter the obstacles that arise in the process of performing the action; attributing personal meaning to the action performed. Readiness for action is realized through the manifestation of individual components of the action: the neurodynamic formation of the action, physical fitness, psychological factors of readiness.
Readiness for professional activity is defined as a mental state, pre-launch activation of a person, including a person's awareness of his goals, assessment of existing conditions, determination of the most probable methods of action; forecasting motivational, volitional, intellectual efforts, the likelihood of achieving results, mobilization of forces, self-hypnosis in achieving goals.
K.K. Platonov, M.A. Kotik, V.A. Sosnovsky, R.D. Sanzhaeva, L.I. Zakharova, psychological readiness is understood as a mental phenomenon, through which they explain the stability of human activity in a polymotivated space.
According to O.M. Krasnoryadtseva psychological readiness for professional activity is manifested:
- in the form of attitudes (as projections of past experience on the situation "here and now"), preceding any mental phenomena and manifestations;
- in the form of motivational readiness to “put in order” their image of the world (such readiness gives a person the opportunity to realize the meaning and value of what he does);
- in the form of professional and personal readiness for self-realization through the process of personalization.
In the studies of L. A. Odintsova and S. V. Zavitskaya, the following definition of psychological readiness is found:
“Psychological readiness for professional activity is characterized by a personal and pedagogical orientation, which manifests itself in understanding and accepting oneself and another as a unique entity, as well as a motivational and value attitude to the learning process, in which subject-subject relations are realized” .
N.V. Kuzmina believes that psychological readiness for professional activity is characterized by the knowledge, skills and abilities of a specialist that allow him to carry out his activities at the level of modern requirements of science and technology. A.E. Steinmetz defined psychological readiness for professional activity as the process of forming a set (system) of mental formations - ideas and concepts, ways of thinking and skills, motives, personality traits that provide motivational and semantic readiness and the ability of the subject to carry out professional activities.
ON THE. Aminov and T.M. Chepygova define readiness for professional activity as a combination of a person's professional orientation in a certain area with a real ability to carry out professionally. notable skills and skills in this area. The level of professional orientation is understood, according to N.A. Aminova and T.M. Chepygova, the degree of conformity of the leading motive of profession preference (hence, personal meaning) to the objective content of the profession. Without a sufficiently high level of professional orientation, optimal interaction between a person and his chosen work is impossible. Only under this condition is it possible to predict the successful development of the creative and moral forces of the individual in the labor process. E.I. Medvedskaya suggests that the basis of readiness is a system of attitudes towards the nonjudgmental acceptance of another person. “This means the representation in the professional consciousness of a psychologist of another person as a potential object / subject of his professional activity, or the focus of his professional consciousness on the Other.”
K.K. Platonov, P.A. Rudik, D.N. Uznadze, V.I. Shirinsky define readiness as a concentration or instantaneous mobilization of the forces of the individual, directed at the right moments to carry out certain actions. V.A. Malyako defines readiness as a complex personal formation, a multifaceted and multilevel system of qualities and properties, the totality of which allows the subject to successfully carry out his activities. A.A. Derkach, M.I. Dyachenko, L.A. Kandybovich consider the problem of readiness for professional activity in the personal-activity plane as a manifestation of all aspects of the personality in their integrity, providing the possibility of effective performance of their functions.
P.A. Rudik considers readiness as a complex psychological formation and highlights the role of cognitive mental processes in it, reflecting the most important aspects of the activity performed, emotional components that can both strengthen and weaken a person’s activity, volitional components that contribute to effective actions to achieve the goal, as well as motives behavior .
T.I. Shalavina understands readiness as an individualized reflection of reality, expressing the attitude of the individual to those objects for the sake of which her activity and communication are deployed. Such an interpretation involves the creation in the educational process of situations that provide meaning-creating activity, which results in the subjective appropriation of the content of professional training and the holistic personal development of the future specialist. As a result, a high level of his training is achieved. From this point of view, readiness is considered as an integrative professionally significant property of a person, which provides her with a developing transition from the system of university training to the system of professional activity and includes a set of professional knowledge, practical skills, personal experience, personal professionally significant qualities.
Despite some differences in views, it is possible to single out the general in the interpretation of the concept of "readiness" - this is a personal form of interpretation of the content of education, a system of integrative properties, qualities and experience of the individual, which has signs of a general theoretical and methodological readiness for professional activity. At the same time, readiness has a certain specificity - it is professional skills and skills, and individual style of their implementation, practice-oriented experience of activity, reflection of professional activity.
As can be seen from the review of the literature, the concept of psychological readiness in modern psychological and pedagogical literature is interpreted quite broadly, and for our work it is necessary to specify this concept, to highlight aspects that are significant for our work.
Thus, studying the psychological and pedagogical literature, we found out that scientists, generalizing various approaches to the characterization of the concept of readiness, distinguish three main areas: readiness as a special state of the individual, which manifests itself at the functional level; readiness as an integrative manifestation of the personality, that is, at the personal level; a special psychological state of the individual, which can manifest itself both at the functional and personal levels.
Based on the research of T.V. Nester, in our study, we consider the readiness to choose a profession from the point of view of a personal-activity approach and believe that the signs of readiness to choose a profession are: the subject has the motivation to achieve and a specific idea of the upcoming activity of choosing a profession; the ability to draw up an algorithm of activities and determine the ways of its implementation; Confidence in your strength; the ability to manage activities for self-analysis, self-assessment, analysis of professions and adjust it in the process of choosing a profession.
The leading component of readiness for professional activity is psychological readiness, which is understood by scientists as a complex psychological education, as an alloy of functional, operational and personal components. Psychological readiness is traditionally understood as a mental phenomenon, through which the stability of human activity in a polymotivated space is explained.
Depending on the definition of psychological readiness for professional self-determination, various authors single out its structure, main components, and build ways of its formation.
So, M. M. Kashapov believes that its defining component is professional thinking, therefore, the formation of psychological readiness is built through training in analysis techniques.
V. G. Kuznetsov, M. A. Palamarchuk, S. F. Stupnitskaya believe that professional orientation and the formation of professional abilities (professionalism) determine psychological readiness.
A. K. Markova determines that professionalization, including psychological readiness, as a multi-channel process goes in several directions at once - motivational and operational spheres are formed through training and education. Psychological readiness for professional activity in this case is characterized by the dynamics of changes in the motivational sphere of the individual, the formation of professionally significant attitudes in it, the change in the value-semantic structure of the individual's worldview.
V. V. Sogalaev notes that the structure of psychological readiness includes motivational, orientational, emotional-volitional, personal-operational and evaluative-reflexive components.
IN AND. Baidenko, speaking about psychological readiness for professional activity, uses the concept of “basic skills” as “personal and interpersonal qualities, abilities, skills and knowledge that are expressed in various forms in diverse work situations and social life. For an individual in a developed market economy, there is a direct correspondence between the levels of basic skills available and the possibility of obtaining employment.
In the list of basic skills in accordance with the definition, the authors include: communication skills and abilities; creation; ability for analytical thinking; ability for creative thinking; adaptability; ability to work in a team; ability to work independently; self-awareness and self-esteem.
Thus, psychological readiness to choose a profession is a complex process, including physiological, psychophysiological, psychological, and social aspects. Based on the analysis of studies of psychological readiness for choosing a profession among older schoolchildren, we have identified the most important, in our opinion, components of this phenomenon: cognitive-evaluative and regulatory-behavioral.
The cognitive-evaluative component includes: the presence of a stable professional interest, awareness of the requirements of the profession for the individual, adequate self-esteem, compliance of abilities with the requirements of the profession.
The regulatory-behavioral component includes:
- the presence of an initial professional plan;
- understanding the social significance of the chosen profession, responsibility for choosing a future profession;
- the desire to realize their educational and professional choice, the presence of meaningful life orientations;
- the presence of emotional-volitional self-regulation of behavior.
Based on the works of well-known psychologists related to research in the field of psychological readiness for activity (B.G. Ananiev, L.S. Vygotsky, S.N. Chistyakova, etc.), psychological readiness for a conscious choice of a future educational profile and profession in adolescence, age is determined by: formation of information; motivational-value and practical components of this readiness.
Information readiness includes awareness of schoolchildren:
- about the world of professions;
- about the labor market;
- about the presence of one's own practical readiness and abilities for mastering the chosen profession or the profile of the chosen education;
- about ways of planning and implementing their professional plans;
- about methods of decision-making in a situation of choice.
Practical readiness includes:
- availability of practical knowledge and skills necessary to continue education in the chosen profile;
- the ability to make a choice (identifying alternatives for obtaining specialized education that meet one's own needs and capabilities; assessing their advantages and disadvantages; choosing the best option from the available options).
Motivational-value readiness is understood as:
- emotional involvement in the selection process;
- the desire and desire to make your choice;
- the formation of self-esteem, adequate to personal abilities and capabilities;
- the presence of value orientations and goals related to the further profile of education and future profession.
In addition to psychological readiness (internal state of the individual) to choose a profession, the readiness of high school students is manifested in the form of knowledge, skills and competencies necessary in the profession, in studying the requirements that the profession imposes on a working person, in the awareness of high school students themselves in this profession. N.E. Kasatkina attributes such readiness to external readiness or to its pedagogical aspect and believes that such readiness is a prerequisite for a successful choice of profession.
We agree with the opinion of researchers who believe that the concept of "psychological readiness for choosing a profession" includes:
Thus, the analysis of the problem of psychological readiness of high school students to choose a profession made it possible to formulate the following conclusions:
- a stable state of the student's personality, which is based on a dynamic combination of certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of his characteristics in connection with the choice of profession;
- inner conviction and awareness of the factor of choosing a profession, awareness of the world of work, of what physical and psychological requirements the profession imposes on a person”;
- the ability to know individual characteristics (the image of "I"), analyze professions and make decisions based on a comparison of these two types of knowledge, that is, the ability to consciously choose a profession.
In this regard, the issue of choosing effective means of forming the psychological readiness of high school students for choosing a profession is very important. We will consider this issue in the next paragraph.
1.3. Means of formation of psychological readiness of high school students to choose a profession
Under the means of forming readiness for choosing a profession, we mean subjects that have three important characteristics:
- firstly, in order for this or that subject to play this role, it must contain human culture, and this is natural, because the process of education is the process of its transmission and assimilation;
- secondly, this culture should be contained in them in a concentrated form, because only then can they be used effectively in the educational process;
- thirdly, the most necessary condition for this effectiveness is the pedagogical processing of the culture embedded in educational means, otherwise its assimilation will be inaccessible to pupils with their certain age and individual characteristics.
The choice of means in various aspects of the formation and development of a personality depends on the tasks of this aspect; when they are used, they acquire a specific content. Such a selection of means with the appropriate content also occurs when organizing the formation of psychological readiness for the choice of a profession among older schoolchildren - means that can influence the formation of readiness for professional self-determination of the individual come to the fore in it.
The task of the psychologist in this situation is to give the student the psychological means of resolving his personal problems associated with determining the versions of further education. Based on the diagnosis of these psychological problems, psychologists can help a student make a choice of a profile class or provide prerequisites for making a professional choice.
Before providing this assistance, it is necessary to realize the purpose and meaning of its provision, to clearly understand the prospects and limitations of personality development, depending on the choice of further training profile.
One of the main goals of modern vocational education, according to L. M. Mitina, is the development of interest and the need for self-change.
The modern conditions of society require a change in the strategy of professional adaptation to a strategy of professional development. Society needs a professional who knows his business, who is able to independently make decisions and be responsible for these decisions, for himself, for others, for the country, who knows how to take risks, create, create.
But in order to become such a professional, many young people at the stage of choosing a profession, and before the profile of training, need psychological help, psychological support.
L. M. Mitina in his book “Psychological support for choosing a profession” distinguishes two main forms psychological work with an optant: adaptive and developing. The most common types of adaptive are diagnostic, behavioral and psychoanalytic professional consultations. Diagnostic professional consultation is based on the three-factor theory of career guidance by F. Parsons, the main provisions of which he formulated back in 1908. He proposed to distinguish three phases of career guidance work with an optant: the first includes the study of mental and personal characteristics, the second involves studying the requirements of the profession and formulating them in psychological terms, and the third involves comparing these two series of factors and deciding on the recommended profession. Thus, it is assumed that there is a strong relationship between human characteristics and professional requirements. The very choice of a profession is seen as a search for a correspondence between the requirements of the profession and individuality. The attractiveness of such a scheme is in its external simplicity and, it seems, logicality.
At the same time, according to N.K. Martina, adherents of the diagnostic approach make a significant miscalculation when they decide the fate of a person, choosing for him who he should be, thereby excluding the optant himself from the decision-making process. The researcher believes that it is unlawful to make a decision based on the results of a diagnostic examination alone, without taking into account changes in the world of professions and the prospects for personal development.
The behaviorist (educational) concept of vocational counseling is based on the notion of a more or less unequivocal conditionality of human behavior by a set of external influences. According to supporters of the educational concept, any person can be trained in any profession, you just need to choose the right one effective methods vocational training. Hence the main goal of the consultation is to study the individual characteristics of the optant and organize the most optimal conditions for learning. This concept looks more attractive because more takes into account the huge opportunities for developing abilities. But she completely ignores the data obtained in the theory and practice of differential psychophysiology. The existing natural and little-changing individual differences between people can be favorable for the formation of professional suitability in some professions and become an insurmountable obstacle for others.
Psychoanalytic consultation is based on the principles of identifying a person's subconscious impulses and selecting for him such professions in which they could manifest themselves to the greatest extent. The main principle of such consultation is the complete rejection of any methods of self-education and self-development. The main thing is to accept yourself as you are, unconditionally and calmly, without dramatizing the need for self-restraint when refusing those professions that require “remaking” yourself.
The classical types of another form of vocational counseling are humanistic and developing (activating). Humanistic professional consultation is based on the principles common to humanistic psychology of creating a special situation of interaction between the optant and the consultant (client-centered approach), including the complete “acceptance” of the consulted person, the possibility of free expressions about oneself and one’s problems, which allows one to approach a conscious and independent decision-making. For all its external attractiveness, such a scheme did not take root in practice. Firstly, because professional consultation of this type requires considerable time for its implementation, and secondly, during such a consultation, its subject is most often lost, the main goal is to work with a person, providing psychological incentives, conditions for its development, which in itself extremely important, but has no direct access to the choice of profession. However, some of the principles of humanistic psychology are included in counseling by advocates of a developmental approach to counseling, allowing the optimal relationship between the optant and the counselor.
Developing (activating) professional consultation is devoid of the main drawback of adaptive one - it does not exclude the activity of the subject himself from the process of solving a vital task, but is considered as the main factor in the right choice. Its main goal is to activate the process of formation of the student's psychological readiness for professional self-determination, unobtrusive psychological support for choosing a profession and preparing for it.
The main principle of developing professional consultation is to implement a new approach to the use and interpretation of psychodiagnostic methods. It is necessary to give a new meaning to this work. Along with the traditional task of psychodiagnostics - determining the current state of development of the student's individuality, it follows:
a) use its results to stimulate the student's needs for self-knowledge and self-improvement in line with preparation for their professional work in the future;
b) to identify shortcomings, gaps in the development of certain qualities, abilities that are important for future professional activity;
c) to make a decision on the nature of corrective and developmental work in order to prepare for a future profession;
d) to control the development of the required qualities, abilities after correction or training;
e) to determine the restrictions in the choice of the sphere of professional activity, which imposes strict requirements on the psychophysiological characteristics of the individual.
The second principle is to refuse to build up the arsenal of psychodiagnostic methods and focus on the development and application of special training and correctional programs, psychotraining systems, problem-game and educational-professional situations.
And, finally, the implementation of the principle of cooperation between the optant and the consultant by introducing elements of a humanistic approach to professional counseling. The success of the consultation largely depends on whether it is possible to establish a trusting relationship with the student. Any pressure, directive tone, imposing one's opinion is unacceptable. The emphasis should be on explaining that the choice of a profession will only be right when it is conscious, independent, and when it is preceded by a lot of painstaking work on self-knowledge and study of the world of professions.
Psychological support for choosing a profession should be based on the norms and laws of human mental development. One of the fundamental categories for developmental psychology is the category of age (L. S. Vygotsky, D. B. Elkonin). Psychological work with an optant is designed to create an opportunity for students to productively solve the central tasks of age and psychologically competently introduce them into the meanings, purpose, values, content of professional activity, the features of its development and implementation, to ensure the transformation of the student from an object of pedagogical influences into a subject of professional education, which means provide conditions for the professional development of the individual at all stages of the life path.
Having studied these psychological forms of work, we came to the conclusion that the psychological support for the choice of a further profile of training for high school students should be based on the norms and laws of human mental development, while it is necessary to strictly take into account changes in the world of professions and the prospects for personal development, study of the individual characteristics of children, teaching them methods of self-education and self-development. In our opinion, a student who is on the verge of choosing a training profile should be actively involved in the process of solving this vital task, and the results of psychodiagnostics should be used to stimulate the needs of students for self-knowledge and self-improvement in line with preparation for their professional work in the future. Thus, we agree that in general educational institutions the process of forming the psychological readiness of students for professional self-determination should be activated, and psychological support for choosing a further profile of education should be carried out unobtrusively.
Readiness to choose a profession is, firstly, the internal awareness of the very fact of choice and the certainty of professional interests, and secondly, the student's awareness of his abilities and what physical and psychological requirements the profession imposes on a person. In this regard, an important role in solving the problems of vocational guidance for schoolchildren is played not only by diagnostic methods, but also by methods of psychological correction, during which the student's inclinations, on the one hand, and his capabilities, on the other, become obvious.
The specificity of the difficulties associated with professional self-determination, education and further employment of young people in modern conditions requires the search for new forms of work to solve these difficulties.
One of the main areas of work of a psychologist with high school students is career guidance, development of readiness for professional self-determination. The main goal of psychological support for the professional self-determination of young people in a market economy is, in our opinion, young people's awareness of their autonomy and their acceptance of responsibility for their educational trajectory and career. An autonomous person has an idea about his abilities and interests, advantages and disadvantages, about possible objective obstacles and ways to overcome them. In general, it is distinguished by active life position and attitude towards success.
The basis for choosing a profession today is the individual's ideas about the future, which take her beyond the current situation and are a program for her development. An autonomous person is oriented in the world of professions: he realizes the meaning of professional activity, knows the requirements of professions and the prospects for their development, is able to coordinate professional activity with other important life contexts ( family life, hobby, etc.)
The behavior of an autonomous person in the labor market presupposes a general orientation in the socio-economic situation, knowledge of vacancies, as well as the skills of finding a job, writing a resume, passing an interview, etc. A person who is not ready to meet the requirements of reality turns out to be unclaimed. A relative balance between labor supply and demand can be achieved with professional competence. Thus, the vector of career guidance work should be shifted from the position of "Who to be?" to the position "What to become?".
So, in addition to a person's own social experience, an attitude can be a product of spontaneous or purposeful communication, especially those types of mass communication that involve a high degree of empathy for ongoing events.
Professional attitudes express the personal activity of the subject of activity and refer to semantic attitudes that arise in the course of general and professional development.
For an effective professional choice, it is necessary: differentiation of the self-concept of the subject of professional development, self-confidence; rationality of solving life problems; achieving autonomy; future orientation; formation of professional interests and general labor skills; some practical experience. Based on the description of mature professional attitudes, diagnostic tools for their individual-specific manifestations are constructed.
Thus, the personal professional plans of a school graduate, his abilities and inclinations are often not taken into account when choosing a specialty. The opinion of relatives, the position of friends, comrades, the presence of one or another educational institution in the village have the greatest influence. Few people can make a conscious choice of specialty and educational institution. For most young people, the choice of a profession is based on stereotypes existing in society, which makes it difficult to find oneself in the world of professions and creates psychological difficulties.
The choice of a profession implies that the student has two kinds of information: about the world of professions in general and the possibilities and requirements for each of them; about himself, his abilities and interests.
Vocational guidance correctional and developmental work with high school students can be carried out in various forms: in the form of developing games and exercises (they are held throughout the school year, in class hours and extracurricular activities); in the form of big games and professional self-determination trainings.
Psychological training as a means of active socio-psychological training is currently one of the most popular and dynamically developing types of psychological work. Trainings are widely used in providing psychological assistance to adolescents in professional self-determination. Training sessions allow you to effectively solve problems related to the development of communication skills, self-control and self-knowledge, and the activation of creative potential. These aspects are very relevant in adolescence. This is not only a period of problems and contradictions, but also a time of increased plasticity of the psyche, readiness for development and susceptibility to influence, maximum openness to new life experience.
Training is a special kind of learning through direct “living” and awareness of the experience that arises in interpersonal interaction, which is not reducible either to traditional learning through the transmission of knowledge, or to psychological counseling or psychotherapy. In this kind of learning, the learner comes into direct contact with the reality being studied, and does not just think about meeting it or thinking about the possibility of "doing something with it."
We believe that psychological training is an active means of learning through the acquisition and comprehension of life experience, modeled in interpersonal interaction. Training allows you to gain experience, on the one hand, in the most “concentrated” form, and, on the other hand, in psychologically safe conditions that facilitate its comprehension. Training as a means of forming psychological readiness for choosing a profession is aimed at helping participants master any activity. The subject of the work is a system of human relations to professional activity, as well as communication skills necessary for becoming a professional.
Thus, in this paragraph, we have identified such means of forming psychological readiness for choosing a profession, such as professional consultation, professional diagnostics, games and trainings for professional self-determination. In our study, we single out training as a possible effective means of forming psychological readiness.
Conclusions on Chapter 1:
The specific features of the choice of a profession by high school students are that high school students make decisions about choosing a professional and life based not on life experience, but on ideas about their future. High school students are not able to objectively and fully assess themselves - the understanding of their own capabilities among schoolchildren is not adequate to the indicators, which leads to erroneous professional self-determination.
Typical mistakes in choosing a profession by high school students are the following: orientation of a teenager immediately to a profession of the highest qualification; neglect of professions that are not prestigious; lack of one's opinion in choosing a profession and making a decision, not of one's own free will, but at the request of parents or other people; passion only for the external or any one side of the profession; transfer of attitude to the subject to the profession associated with this subject; choice of profession associated with the choice of this profession by friends.
The concept of "psychological readiness to choose a profession" includes:
- a stable state of the student's personality, which is based on a dynamic combination of certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of his characteristics in connection with the choice of profession;
- inner conviction and awareness of the factor of choosing a profession, awareness of the world of work, of what physical and psychological requirements the profession imposes on a person;
- the ability to know individual characteristics (the image of "I"), analyze professions and make decisions based on a comparison of these two types of knowledge, that is, the ability to consciously choose a profession.
Psychological readiness to choose a profession in adolescence is determined by the formation of the informational, motivational-value and practical components of this readiness.
We have identified such means of forming psychological readiness for choosing a profession, such as professional consultation, professional diagnostics, games and trainings for professional self-determination. In our study, we single out training as a possible effective means of forming psychological readiness.
The theoretical analysis of the research problem allowed us to formulate a hypothetical assumption: we assume that an increase in the level of psychological readiness of high school students to choose a profession may be facilitated by special training sessions, compiled taking into account the personal characteristics of the participants, the initial level of their psychological readiness for a professional choice, the most common mistakes allowed when choosing a career by schoolchildren of a particular group.
The second chapter of the final qualifying work is devoted to the experimental verification of the hypothesis put forward.
CHAPTER II. EXPERIMENTAL STUDY OF THE PSYCHOLOGICAL READINESS OF HIGH SCHOOL STUDENTS TO CHOICE A PROFESSION
2.1. Diagnostics of the psychological readiness of high school students to choose a profession
The purpose of the experimental study was to test the hypothesis that an increase in the level of readiness of high school students to choose a profession may be facilitated by special training sessions, compiled taking into account the personal characteristics of the participants, the initial level of their psychological readiness for a professional choice, the most common mistakes made when choosing a career by schoolchildren. specific group.
The experimental study was conducted on the basis of 11 classes with the inclusion of 20 students (10 - control group and 10 - experimental).
The list of students participating in the study is given in the appendix.
The experiment consisted of three stages:
The ascertaining stage - the diagnosis of the initial level of formation of the psychological readiness of high school students to choose a profession was carried out.
The formative stage included work on the formation of the psychological readiness of high school students to choose a profession using special training sessions.
The control stage is devoted to the analysis of the results of the study of the effectiveness of the formative work carried out.
To diagnose the levels of formation of the psychological readiness of high school students to choose a profession, the following criteria and indicators specifying them were used: cognitive (information), motivational-need, activity-practical:
- cognitive - the degree of students' understanding of individual psychophysiological qualities; the degree of familiarization with the content of the chosen professional activity; the degree of awareness of the possibility of obtaining advice from career counselors about the ways of the necessary education, about places of work; the degree of students' awareness of general and special professionally important qualities;
motivational-need - the nature of the motivation and activity of students; awareness of the personal and social significance of the future profession; connection of interests with value orientations; the intensity of emotional experiences, volitional efforts, attention;
activity-practical - the ability of students to correlate their individual characteristics and professional requirements of a given profession; possession of the basic methods of work.
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