What is self-determination? Right to self-determination

Self-determination in psychology

When choosing a profession, a person overestimates past events and correlates the choice of activity with life goals. The importance of self-orientation is that work is one of the leading areas of life.

Psychologist A. Klimov worked on the formation of the structure of self-determination, correlating professional orientation with criteria for the quality of mental development of the individual. Psychology connects self-awareness with the choice of lifestyle according to personal attitude towards a specific job.

The structure of professional self-determination consists of:

awareness of belonging to a specific professional group;
assessment of the place of work and personal development according to public and personal standards;
recognition by the group of membership in the community;
understanding weak and strong traits, individual and productive ways to achieve mastery;
a person’s opinions about himself and his work.

In psychology, two levels of professional self-determination are defined: practical and epistemological. The first group includes events or actions that influence external factors around the individual (social status, change in marital status). The second group includes changes in internal factors, whose restructuring is caused by events or work itself.

There is no single task of career guidance for science. Age-related characteristics of professional self-determination influence the technology of choice at each period of time. The driving force is the acceptance of human responsibility for development.

Professional self-determination and self-realization are closely related. Read more about personal self-realization →

Personal self-determination

Personal self-determination precedes life and professional self-determination; it is closely related to the question: “Who am I really?”

In society, you often have to wear masks and sometimes live with them all your life, correspondingly. Even when a person believes that he behaves the same at home and in public, he is disingenuous. If no one is looking at us, our true self emerges.

The crisis of 13 years is precisely due to the fact that the child often cannot accept the self that is revealed, so he tries to change it, disguise it, and sometimes even kill it. It is at this age that teenagers are susceptible to anorexia and suicide. This leaves an imprint on a person’s subsequent life.

The child faces a difficult task: to begin to perceive himself as he is, or to change himself to a state in which he begins to perceive himself.

Basics of professional self-determination

Career guidance is a multifaceted concept that includes pedagogical and psychological factors.

Self-determination is divided into three subtypes:

Professional (choice of profession).
Personal (prioritization: career development or personal improvement).
Life (defining the purpose of existence).

The described subtypes are interrelated and complement each other.

A person for whom work is the meaning of life realizes his personal goals through a career or achieves heights in his hobby (music, painting, sports) that exceed the achievements of professionals in a particular field.

Self-determination is characterized by the following characteristics:

relatively large formality (diplomas, certificates of education, entries in the work book, real achievements);
the existence of favorable conditions for development (equipment, team/management, social need for activity).

Worker self-realization faces many obstacles. Society is not ready for a fair assessment of the work of a particular person; there may be a lack of ways of implementation in the chosen field due to several reasons (health, underdevelopment of the industry).

Specific signs of life self-determination:

the comprehensiveness of the lifestyle that is characteristic of the usual socio-cultural environment;
the degree of dependence of the individual on stereotypes and public opinion;
the level of influence of social, economic and objective factors that determine the life of a social and working group.

The purpose or meaning of life is gradually formed from one’s own judgments, the opinions of society and upbringing.

Characteristic features of personal self-orientation:

impossibility of formal measurement;
the need for more complex conditions, problems that allow one to reveal the inner qualities of a person.

This need for “complexity” explains the emergence of heroic individuals during periods of wars and other disasters. In relatively prosperous times, personal choice is expressed in life goals and principles of behavior.

Stages of choosing a profession

Self-determination is a changeable state; the process does not stop at a certain age. A person chooses a profession that may cease to please after a few years. Then the individual needs to search for a new calling.

The following stages of self-determination are distinguished:

preschool (children);
teenage (or school);
youthful;
stage of growing up (or maturity)
retirement or senior period.

Each period of a person’s life is characterized by age characteristics and needs.

Younger age

The child’s behavior and choice are influenced by external factors, since at this stage (up to 10 years) personal judgment and a system of life principles have not been formed. Kids imitate their parents and older comrades. At a young age, the child is guided by the professions of his relatives, creating for himself an understanding of his future professional activities.

An additional criterion is getting good grades or praise from teachers.

Teenage stage

The period (10-15 years) is one of the key life milestones. The child understands and recognizes his own strengths and weaknesses.

A teenager differentiates between work he likes and work he does under duress (from parents, teachers).

There is a division of professions based on gender:

Boys are characterized by a desire for self-expression and self-affirmation;
girls choose activities related to fashion and pop.

Sexual division disappears in the next period of self-determination (from 16 to 23 years).

Youth stage

The turning point age is the period of leaving secondary school, when the question of professional self-determination arises. A teenager chooses between work and getting a specialized education at a university.

The choice in favor of education is made by those young people who have not decided on their future profession. The period is characterized by the destruction of the romanticized idea of adult life and work. A person is forced to make decisions that affect his future existence. Often a teenager experiences disappointment in his choice and changes the area in which he wants to develop.

Maturity stage

This category includes people who have completed the education process and are only engaged in a career. An adult has experience and a place of work.

A mature personality shows social and professional activity, thinks about career growth and takes steps for development.

At this stage, the most important age is 30 years, since the problem of self-determination becomes extremely relevant. A person finally chooses a profession, changes the previous one, which can be accompanied by a long search for oneself and emotional burnout.

Are you ready to stop thinking about your problem and finally move on to real actions that will help you get rid of your problems once and for all? Then perhaps you will be interested in this article .

Despite the difficulties of self-orientation, the “adult” stage is the most productive in life and ends at 65-70 years of age. Fatigue from the chosen job may appear after 30 years of activity.

Retirement stage

The period begins after 70 years. A person often does not fully realize his professional and personal potential, which causes depression, anxiety, and disappointment. The pensioner is faced with an assessment of his own life path, strives to realize himself in the personal and life sphere. The next stage of professional self-determination allows you to find a new field for activity or hobby.

Soviet cosmonaut Yu.A. Gagarin spoke about his profession and career in general: “You work well when you love your profession and are passionate about it.”

Factors of professional self-determination

Personal choice is characterized by a selective attitude towards each profession and stage of career growth. The basis of self-determination is awareness in understanding and deciding in favor of a specific path, taking into account one’s own abilities, preferences and characteristics.

Factors of self-determination are divided into internal and external.

Personal criteria for choosing a profession

The main factor in internal choice is individual assessment of work processes. A person is considering career opportunities or other prospects in a specific profession.

Internal factors include:

working conditions, their acceptability for a person (length of the working day, degree of control by management, social benefits, etc.);
personal assessment of the process and the profession itself;
exploring opportunities to participate in socially useful activities and achieve material well-being.

The choice of profession is associated with existing life experience and the purpose of human existence. Based on certain character traits, a person may strive for complex activities that require overcoming obstacles, or he may move along the path of least resistance. Such differences are due to the temperament of a particular person.

A person always tries to fight negative character traits, because they usually interfere with achieving goals. Read more about what negative character traits are and how to overcome them →

External factors

This group of criteria includes information that a person receives from the outside and forms stereotypes, moral attitudes, etc. on its basis.

External factors include:

advice, recommendations from relatives and friends;
examples of others;
attitudes about the status of a particular profession.

The difference in the importance of social roles and work is formed over decades and affects self-determination.

Types of positions of professional self-determination

In the course of the development of psychological analysis of self-orientation, several personality types were derived from the point of view of choosing a specialty.

More than 9,000 people have gotten rid of their psychological problems using this technique.

The model of the domestic researcher N. Smirnov received the greatest recognition, who proposed the following division of types of professional self-determination:

“Slave” position (human existence is aimed at survival).
“Consumer” (a person considers a profession solely for reasons of personal gain).
“Harried employee” (the question is asked “what can you be here”, that is, playing the role of an instrument, excluding independent decision-making).
“Follower of an idea” (a person follows the desire to benefit society and the idea).
“Original personality” (the main and only task is created - the answer to the question “how to become yourself”).

In psychology, an additional market type of person is distinguished, the concept of which was formulated by the German philosopher Erich Fromm.

"Slave position"

This type of career choice is characterized by the fact that the main task of a person becomes survival. The position becomes natural in the presence of a threat to human life (injury, war, illness, etc.).

But the “slave” position considered by psychology influences professional self-determination in normal life conditions. The individual no longer has enough energy to perform everyday duties.

This situation arises due to several factors:

objective disorders of the body (stress, burnout);
a person has a feeling of lack of energy. The personality goes into resource saving mode, limiting communication, risks and the desire for novelty. In such a situation, the question arises “how to survive.”

For a person with such a life attitude, the world is a threat. Therefore, the main criterion when choosing a position is its safety and/or ease of execution. It is important to note that the “slave” is not looking for simplicity in general, but specifically socio-psychological, which eliminates decision-making, the need to enter into conflicts, etc. Physical activity can be considered acceptable.

The danger of a “slave” position is that it is extremely difficult to get out of it on your own.
More than 9,000 people have gotten rid of their psychological problems using this technique.

With prolonged use of this type of thinking, it is necessary for loved ones to refer the person to a psychologist who helps overcome barriers associated with an existential threat.

Consumer position

This type of self-determination is characterized by the selection of a profession according to the benefits that can be derived from the activity. The main question when choosing is: “What benefits can you get?”

The main goal of the “consumer” is to obtain maximum and stable material personal well-being. This position is the next stage after the “slave” one, that is, the latter is integrated into the consumer approach to choosing a profession. What distinguishes the described types is the user’s readiness to take risks and difficulties if avoiding them is impossible.

“Consumers” are often stuck in this position for the rest of their lives, since those around them do not consider this approach to work to be wrong.

The transition to the next stage of choosing a profession is possible only with psychological help.

If you don’t want to give up and are ready to really, and not in words, fight for your full and happy life, you may be interested in this article .

Type "Employee"

For psychology, this position is the initial stage of a professional career, since the “employee,” in addition to profit and survival, is interested in the activity itself and work processes.

When working as an employee, there are some opportunities for creative expression. A person strives to make work equipment more convenient or more productive, but tasks that require fundamental changes require energy and ideas that are lacking at this stage.

Therefore, “hired workers” become professionals in a specific field in the role of a performer. A person asks the question “what to become,” that is, he sees himself as an instrument. The completion of the stage should come with an understanding of the limitations of one’s own resources. After achieving a certain level of skill and knowledge, a person is ready to move to the next level of professional choice. This requires a willingness to make independent decisions and take responsibility for them.

"Servant of the Idea" type

A person in this position of self-determination is internally ready to study and accept a global idea, which the person is ready to serve and become a dedicated performer. It is noteworthy that any concept that satisfies personal needs and criteria about a large-scale goal that gives meaning to existence is suitable for this type of self-determination. The idea becomes religion, scientific doctrine, for others - following the company’s mission, achieving it.

A person who asks the question “who to be” (as opposed to the employee’s question “what to become”) understands the existence of a relationship between professions, considers more global (than previous positions) human needs: the desire for knowledge, freedom, etc. The enthusiasm in the work of such people is strictly limited by the framework of the idea, the mission it serves. There is no interest in subjects that are outside the profession. A striking example is scientists who are indifferent to everyday issues.

The limit of success and professional growth coincides with the scope of the chosen main idea. When a person is faced with a work problem that requires abandoning the set attitude, the individual moves to the last stage of professional self-determination.

Type "Original person"

Psychologists say that position is a normal and natural state of a person. The personality is worried about the question “how to become oneself.” Unlike the “servant of ideas,” in this state it is necessary to rely on personal principles and search for one’s own mission and ideal.

Becoming yourself means using a person’s full potential, analyzing and finding new ways of personal development.

This type of self-determination means a willingness to explore the internal and external world, the desire and ability to take risks. Original people are characterized by a desire to express themselves through creativity, therefore professions are chosen from the field of art in accordance with the individual’s abilities.

Market type of self-determination by Erich Fromm

Interesting and different from the classical model of professional self-orientation positions is the typology of the German thinker E. Fromm, in which he introduces an additional type of self-determination, “alienated character.”

In the interpretation, the individual becomes a commodity, losing the status of a full-fledged personality. Fromm wants to show that there is a type of people who do not have minimal work skills, but know how to “present” themselves at interviews and business meetings, devaluing the meaning of skills and professional self-determination of the individual.

“Man has turned himself into a commodity; he perceives his energy as an investment from which he would like to receive the greatest possible return, given his position and situation in the personal market.” (E. Fromm)

Pedagogical conditions for the effectiveness of professional self-determination of high school students

Deyanova A.V., Yuryeva G.P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 1 ART15150UDK 37.048.45

Deyanova Anastasia Valentinovna, fifth-year student of the Faculty of Pedagogy and Psychology of the Federal State Budgetary Educational Institution of Higher Professional Education "Kuban State University", branch in Slavyansk-Kuban, city. SlavyansknaKuban [email protected]

Yuryeva Galina Petrovna, Candidate of Pedagogical Sciences, Associate Professor of the Department of General and Professional Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Kuban State University", branch in Slavyansk-Kuban, Slavyansk-Kuban [email protected]

Pedagogical conditions for the effectiveness of professional self-determination of high school students

Abstract. The article reveals the process of professional self-determination of high school students. The authors point out the need to create specific pedagogical conditions in the process of career guidance for high school students in order to form effective professional self-determination. The article also reveals the influence of the type of thinking of high school students as an intrapersonal factor in choosing a professional orientation. Key words: career guidance, pedagogical conditions, professional orientation, professional self-determination, type of thinking. Section: (01) pedagogy; history of pedagogy and education; theory and methods of teaching and education (by subject areas).

When considering the professional self-determination of a modern high school student, it should be taken into account that his choice is influenced by many different factors that originate in the personal, educational, social, economic and even political spheres of society. In order to help a teenager solve such a difficult question - who to be for better efficiency of his future work activity and personal satisfaction with his everyday actions and achievements, it is necessary to provide him with constant pedagogical support. It should be implemented within educational institutions (in particular, schools) and, of course, involves obtaining a positive result - creating conditions for the effectiveness of professional self-determination of high school students, since school has a huge impact on the worldview and further development of a teenager as a full-fledged member of society, as well as on , what benefit it will bring to the state in socio-economic terms. The development of a high school student’s personality from the point of view of improving professional qualities can be considered as the interaction of two systems, the first of which is a set of personality characteristics involved in its self-regulation, and the second is something that directly affects the teenager from the external environment - a system of pedagogical conditions that are aimed at helping in professional self-determination [1]. As research in this area shows, most high school students experience difficulties comparing their level of knowledge and skills with the level required for the profession, and frustration also arises when thinking through Deyanov A V., Yuryeva G.P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 2

the impact of your choice on your future life prospects. Difficulties are caused by the following factors: one’s own idea of the unpromising nature of the profession, given personal sympathy and predisposition to it, the discrepancy between one’s abilities and interests, the inability to fulfill the requirements of the profession due to characteristics of character, health, habits [2]. To solve these problems, the creation of special pedagogical conditions is of great relevance. These conditions form the foundation for working with professional self-determination of high school students, which should be purposeful throughout the entire process of professional self-realization of the individual. In our research, we set out to find out what pedagogical conditions need to be created for successful professional self-determination of high school students and what personality traits of the student are necessary for this We assume that at this stage of the development of career guidance in schools, intrapersonal factors that could help teenagers decide on a future profession are not taken into account, and also that the creation of specific pedagogical conditions provides direct assistance in this process. The object of our research was the process of professional choice by students of the senior 10th and 11th grades of the lyceum No. 1 of the Krasnodar Territory, Slavyanskana-Kuban. The subject of the study was the professional preferences of students and their relationship with types of thinking. At the first stage, among students of 10th and 11th grades of Lyceum No. 1 of the Krasnodar Territory, Slavyanskana-Kuban (in total, 46 people took part in the work, of which 20 were students 10th grade, 26 people – 11th grade students) a study was conducted, the purpose of which was to identify interests in the profession and career orientation (the “Profile” method – the interest map method of A.E. Golomstock modified by G.V. Rezapkina [3]). As a result of this study, the following results were obtained. Among 10th grade students (20 people, 10 girls and 10 boys), it turned out that professional interests were weakly expressed in 30% (6 people) of students, i.e. they did not score the required number of points for any type of career orientation, although they are senior students classes and should at least approximately know the type of activity that is closest to them; it is also noteworthy that among them there are more girls (66.7%, 4 people) than boys. Perhaps this is due to the lack of career guidance work at school, their own disinterest in choosing a profession, or due to age characteristics (teenagers mainly live for today, and at this moment they are of little interest in the future). 30% of students (6 people) have a choice of several directions (from 2 to 4 types), which may also indicate their uncertainty in choosing a profession or a wide range of activities of interest, and in this type of peculiarities of passing the methodology, boys are in the lead (66 .7%). The most chosen career field was “Sports and military affairs” – 57.1% (8 people out of 14 who chose the field), and this field was chosen by both boys (75%, 6 people) and girls (25%, 2 people). As a result of carrying out the same methodology among 11th grade students (26 people, of which 17 boys and 9 girls), the following data were obtained: a) professional interests are weakly expressed in only 7.8% of 11th grade students (2 people, 1 boy and 1 girl) ;b) 54.6% of students chose several career paths (14 people, of which 10 were boys and 4 were girls). The peculiarity was that these selected types Deyanova A.V., Yuryeva G.P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 3

were approximately similar in type of activity (for example, together with “Mechanics and Design” they chose “Radio Engineering and Electronics”), which showed a weak range of interests, i.e. the teenagers’ view of their future profession was already formed more specifically than that of students 10th grade; c) the most popular career field, as well as among 10th grade students, was “Sports and Military Affairs” (35.1%, 9 people), it also became the most chosen among boys (88.9%, 8 people); d ) the most popular career direction among girls is “Literature and Art”, it was chosen by 55.5% of girls (5 people). Regarding the above, we can say that 11th grade students have a more expressed interest in choosing a future profession compared to 10th grade students; Among high school teenagers, the most attractive professions are related to sports and military affairs, in particular among boys, while for girls, interest in professions related to literature and art predominates. It should be noted that there are children whose professional interest is weakly expressed; this is a clear indicator that it is necessary to carry out career guidance work at school, to promote the development of high school students’ interest in choosing a future profession, as well as the educational institution in which they will enter after schools. A clearly defined type of thinking provides some advantages in mastering the relevant types of activities. After carrying out the methodology for determining the type of thinking - “Type of Thinking” G.V. Rezapkina [4]) (second stage of the study) - data were obtained that, in principle, confirmed the generally accepted statement that the choice of profession is determined by a person’s own inclinations, but there were still cases when students with a certain type of thinking chose a profession that did not correspond to such. Based on this methodology, the following data were obtained: a) part of all students (52.2%, 24 people) possess abstract symbolic thinking, that is, thinking that many scientists possess - theoretical physicists, mathematicians, economists, programmers, analysts. Only in 6 people (28%) the mental abstract-symbolic inclinations correspond to the choice of professional orientation (for example, chemistry and biology, electronics and radio engineering), which suggests that the majority of students chose an orientation contrary to their own inclinations, which could help in the successful implementation of professional qualities in future. Such results indicate that career guidance work is poorly carried out at school, since children are not entirely focused on their abilities, and many have weakly expressed professional interests; b) the remaining 48.7% of students (22 people) almost all (85 %, 20 people) the type of thinking correlates with the chosen profession, but still the majority have only one direction, that is, these are students who have chosen several directions, of which there are coincidences with the type of thinking. Apparently, these teenagers are in a situation of choice between what they can do and what needs to be done, what direction external factors ask them to take. Of course, it is obvious that these students need career guidance help. As a result of carrying out the methods and as a result of interpreting the data obtained, we can say that a fairly large percentage of students actually need career guidance help, because the types of thinking in many cases do not quite coincide with the chosen orientation. Teenagers are faced with the problem of choice and, of course, need help from people who can provide Deyanova A.V., Yuryeva G.P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 4

they receive this help, whether from the class teacher, the school’s educational psychologist, or municipal institutions (for example, an employment center). The solution to this problem may be the creation of specific pedagogical conditions that meet the demands of career guidance activities. In career guidance activities, for faster work, teachers need to take into account that there are several criteria that help more accurately determine the readiness for professional self-determination among high school students. These criteria include: a) information criterion (awareness of the world of professions; knowledge of optants of the conditions and content of professions, knowledge of one’s personal abilities that are significant for the chosen profession; knowledge of the state of one’s physical health, characteristics of mental processes, as well as the requirements of various professions for the personal and physiological characteristics of a person; realistic personal professional plans); b) motivational criterion (motives, values and goals of work as an integral part of the life process of the individual, whether the individual has an interest in future work; the need for self-development, self-realization); c) activity-practical criterion (what skills and abilities a person has, whether she has the ability to work in a team, a sufficient level of organizational and communication skills for high school students, the availability of professional training options) [5]. The above criteria can serve as a guide for both teachers and high school students. Taking these criteria into account, teachers in their professional activities form personal qualities in high school students that contribute to the formation of readiness to choose a profession. For high school students, awareness of these criteria helps them form an idea of themselves, personal interests, skills, level of aspirations and capabilities, potential limitations and their causes. When implementing career guidance activities, teaching staff must take into account that it can only be carried out by considering the entire set of approaches available to it: a) activity-based approach (its basis is activity as a necessary condition for professional self-determination of high school students); b) activating approach (a high school student is the subject of his own development and professional self-determination); c) developmental approach (the emphasis is on the development of qualities and skills that will help the person in the future to make conscious professional choice); d) psychological approach (career guidance work is based on the individual’s knowledge about the patterns of the process of professional self-determination, methods for studying personality in this direction, as well as methods for correcting personal characteristics in favor of the requested results); e) age approach (taking into account the characteristics of various age stages of a person); f) personal approach (focus on the personality characteristics of a high school student in individual and group forms of work); g) anticipatory approach (taking into account predicted changes in the world of professions and in the labor market) [6]. To create pedagogical conditions for the effective formation of professional self-determination of high school students, it is worth considering that these conditions can be realized through the following types of pedagogical activities: a) professional consultation; Deyanova A. V., Yuryeva G. P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 5

b) organizing extracurricular career guidance classes; c) drawing up career plans; d) organizing excursions to industrial enterprises [7]. I would like to dwell in more detail on extracurricular activities. The conditions that a teacher can create to help in the professional self-determination of schoolchildren include additional education, based on the voluntary cooperation of high school students, their parents and teachers. The main educational program of an educational institution must include information about extracurricular activities. The time allotted for extracurricular activities is not included in the permissible workload of students, that is, these classes are an addition to the general program and are carried out at the request of students. One of the important results of extracurricular activities is, first of all, that the information received by students as part of studying additional academic subjects or attending elective courses contributes to the professional orientation of students. This method of additional training and education helps to develop the child’s abilities and define himself in the world of professions [8]. Additional education opens up a wide range of opportunities for students, in particular, such as: a) comprehensive development of students in programs that are focused specifically on the personal characteristics of students, which contributes to development of each student’s individuality; b) a large selection of courses, which is based on the diversity of interests and wishes of the subjects of the educational process; c) free choice of classes according to the students’ own interests, which opens up the opportunity for the realization of the individual abilities of each of them; d) concentration of the teacher’s attention on the personal characteristics and professional needs of each student; e) inclusion of parents of high school students in the educational process, which allows creating an environment in the family for their self-development as individuals [9]. There are already developed special additional elective courses (“Man-labor-profession”, “Professional tests”, “Professional career” ), which can be used by teachers to implement career guidance activities with high school students. Such courses are a condition for stimulating professional self-determination in students due to the fact that they help to include the psychological resources of the individual and provide adolescents with information about the modern world of professions: they develop the ability to adapt to the structure of their future professional activities in the modern socio-economic conditions of the country and the world as a whole [10] .By studying the problems of our research, we achieved the expected results. We have proven that the creation of specific pedagogical conditions based on the personal characteristics of high school students really influences the effectiveness of their professional self-determination. Based on theoretical and practical knowledge, teachers can create conditions for the effectiveness of the process of professional self-determination of high school students, which can be realized through various types of pedagogical activities, for example, through the organization of diagnosing the intrapersonal characteristics of schoolchildren, their preferences and elaboration of the results obtained, or through Deyanova A. V., Yuryeva G. P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 6

the structure of a plan for extracurricular activities - courses on types of professional activities of interest, as well as classes that expand the worldview of students. But there still remains a wide range of questions for further research into the influence of personal characteristics of high school students and external factors on their professional choice, which require careful consideration and study.

Links to sources 1. Shidlovskaya T. G. Problems of career guidance work at the current stage of development of secondary vocational education // Resources of the State Educational Institution of the Kuzbass Regional Institute of Vocational Education. –2008. –URL:https://krirpo.ruetc.htm?id=843.2. Leontyev D. A. Professional self-determination as the construction of images of a possible future // Questions of psychology. –2001. –No. 1. –S. 57–66.3. Rezapkina G. V. Selection for specialized classes. –M.: Genesis, 2006. –S. 113.4. Ibid. -WITH. 115.5. Voronina E. V. Pedagogical support for the formation of readiness for professional self-determination of schoolchildren // Concept. –2013. –No. 04 (April).–URL: https://ekoncept.ru/2013/13081.htm. –ISSN 2304120X.6. Pryazhnikov N. S. School career guidance: dreams and reality // School psychologist. –2003. –No. 4. –S. 12–13.7. Klyueva G.A. Modernization of the content of career guidance work in new social conditions // Perm Virtual Pedagogical Council.–2002. –URL: https://gcon.pstu.ac.ru/pedsovet/programm/section=13_4_4.htm.8. Federal Law of the Russian Federation of December 29, 2012 No. 273 – Federal Law “On Education in the Russian Federation” // State educational portal. –2012.–URL: https://www.standart.edu.ru/catalog.aspx?CatalogId=6408

9.GolovakhaE. I. Life prospects and professional self-determination of youth. –Kiev: Nauk. Dumka, 1998.–S. 24–25.

10.GaponenkoA. V. How to organize pedagogical support for self-determination of schoolchildren // School and production. –2006. –No. 2. –P.7–13.

Anastasia Deyanova,Student, Department of Pedagogy and Psychology, Kuban State University,branch in SlavyanskonKuban, [email protected] St George's,Candidate of Pedagogic Sciences, Associate Professor at the chair of General and ProfessionalPedagogic, Kuban State University, branch in SlavyanskonKuban,gogical conditions of efficiency of senior pupils'professional selfdetermination Abstract.The paper deals with the process of professional selfdetermination of senior pupils. The authors point to the need for specific teaching conditions in career guidance of high school students with the aim of building an effective professional self-determination and reveal the influence of thinking type of senior pupils as an intra factor for professional orientation. Keywords: career guidance, pedagogical conditions, professional orientation , professional selfdetermination, thinking type.References1.Shidlovskaja,TG (2008) “ProblemyproforientacionnojrabotynasovremennomjetaperazvitijaSPO”,ResursyGOUKuzbasskogoregional'nogoinstitutaprofessional'nogoobrazovanija.Available at: https://krirpo.ru etc.htm?id=843(in Russian).2. Leont 'ev,DA (2001) “Professional'noe samoopredelenie kak postroenie obrazov vozmozhnogo budushhego”, Voprosy psihologii, No. 1, pp. 57–66(in Russian).3.Rezapkina, GV (2006) Selection v profil'nye klassy,Genezis, Moscow,p. 113 (in Russian).4.Ibid., p115.5.Voronina,EV (2013) “Pedagogicheskaja podderzhka formirovanija gotovnosti k professional'nomu samoopredeleniju shkol'nikov”, Koncept, No. 04 (aprel').Available at: https: //ekoncept.ru/2013/13081.htm,ISSN 2304120X(in Russian).Deyanova A.V., Yuryeva G.P. Pedagogical conditions for the effectiveness of professional self-determination of high school students // Concept. –2015. –No. 05 (May). –ART15150. –0.4 p.l. –URL: https://ekoncept.ru/2015/15150.htm.–ISSN2304120X. 7

6. Prjazhnikov, NS (2003) “Shkol'naja proforientacija: mechty ireal'nost”, Shkol'nyj psiholog, No. 4, pp. 12–13(in Russian).7.Kljueva, GA (2002) “Modernizacija soderzhanija proforientacionnoj rabotyv novyh social'nyh uslovijah”,Permskij virtual'nyj pedagogicheskij sovet.Available at: https://gcon.pstu.ac.ru/ pedsovet/programm/section=13_4_4.htm(in Russian).8.“Federal'nyj zakon Rossijskoj Federacii from December 29, 2012 g. No. 273 –FZ 'Ob obrazovanii v Rossijskoj Federacii'”,Gosudarstvennyj obrazovatel'nyj portal,2012,Available at: https://www.standart.edu.ru/catalog.aspx?CatalogId=6408(in Russian)

9. Golovaha, EI (1998) Zhiznennaja perspektiva i professional'noe samoopredelenie molodezhi, Nauk. dumka, Kiev, pp. 24–25(in Russian). 10. Gaponenko, AV (2006) “Kak organizovat' pedagogicheskuju podderzhku samoopredelenija shkol'nikov”, Shkola i proizvodstvo, No. 2, pp. 7–13(in Russian).

Recommended publications:

Gorev P. M., candidate of pedagogical sciences, editor-in-chief of the magazine “Concept”

Received by the editors Received 04/03/15 Positive review received Received a positive review 04/06/15 Accepted for publication 04/06/15 PublishedPublished 05/31/15

Theories of self-orientation

A variety of approaches to studying the issue of professional self-determination has emerged due to social, cultural and historical differences between countries. Therefore, it is impossible to identify the only correct theory for choosing a future field.

Markova theory

The author of the psychological method of working self-determination, Aelita Markova, presents self-orientation as a process of determining and achieving the qualities necessary for becoming a professional.

The doctor of sciences divides the essence of labor education into three criteria:

obtaining knowledge and skills that shape the employee’s worldview;
interaction between student and teacher;
the desire and actions of the employee to master the profession.

Markova identifies 5 levels of improvement in specific activities:

pre-professionalism (does not have skills);
professionalism (stable work, compliance with requirements and performance standards);
super-professionalism (the limit of development of achievements, creative development of personality);
post-professionalism (does not work in the present, but achieved success earlier, becomes a mentor for less experienced workers).

The psychologist identifies a separate category, unprofessionalism, which is characterized by vigorous activity, which leads to incorrect work or degradation of the employee’s personality.

Super's theory

According to the concept of the American psychologist, personal professional self-determination and types of thinking when choosing a career must be considered as expressions of the self-concept (or ego theory, according to Freud’s tripartite structure of consciousness).

A theory is represented by each statement that a person seeks to tell. The subject's statements determine the personal working self-concept.

Professional self-determination according to Super can be achieved by analyzing several places of work (types of activity) according to the degree of attractiveness for a particular person.

A person chooses a profession that corresponds to his idea of his own “I” and allows him to develop without damaging the Ego.

Holland's theory

Holland's theory indicates that each individual's abilities allow for only one calling. Professional choice is a conscious and rational process when a person, a high school student, independently identifies strengths and correlates them with the requirements of various professions.

Holland proposed a classification of personality types into six groups; the typology is popular among school graduates to determine a suitable profession.

Types of thinking:

Realist. They prefer orderly work and love activities related to technology and tools. They have difficulty communicating, so they avoid social work that requires communication with others. Characteristics: persistence, practicality.
Researcher. A person who prefers to explore the world through creativity. They value a scientific approach to activity and avoid professions related to commerce and social events. They have high intelligence, but lack leadership qualities. Features: restraint, tendency to analytical thinking, curiosity.
Artist. They prefer unorganized work and use various attributes to create works of art. They are considered gifted and value the aesthetic side of things. Characteristic features: impracticality, unstructured work, idealism.
Social personality. Such people value self-development and working on themselves. They consider themselves useful subjects, capable of teaching and helping others. They prefer social activities, avoiding work that requires rationalization and a realistic view of the world. Characteristic traits: empathy, generosity, desire for communication.
Enterprising personality. Strives for organizational activities leading to benefits. Considers himself a popular, energetic speaker, leader. There is a lack of knowledge and scientific character, so they avoid work that requires research and analysis. They value political and economic motives for actions. Characteristic traits: ambition, extroversion, optimism, sociability.
Traditionalist. Strives for systematization and analysis, is convinced of his own analytical and mathematical abilities, and therefore avoids creative activity. Appreciates economic and business achievements. Characteristic features: inflexibility, systematicity, consciousness.

Holland presented the types described as a hexagon, the arrangement of the corners of which changes due to the preferences and abilities of the person.

Ginzburg's theory

According to this concept, the concept of professional self-determination is a set of personal values that are decisive when choosing a field of activity. The scientist devotes a special place to values that act as ideas and human goals.

The structure of professional self-determination according to Ginzburg consists of three aspects:

motivation (formation of ideas about the future to obtain skills);
sense-making (searching for the meaning of existence, drawing up a plan for work activities);
implementation (planning, implementation of specific ideas).

The psychologist characterizes professional self-determination as a personal acquisition, which is associated with the formation of internal values and certain psychological aspects (self-esteem, ideal, self-affirmation).

Klimov's theory

The domestic researcher considers the issue of choosing a profession as one of the main manifestations of the mental development of an individual. Klimov considers the most significant part of self-determination to be the formation of professional self-orientation, consisting of:

acceptance of one's own membership in a social group;
awareness of one’s own compliance with professional requirements (or non-compliance);
a person’s understanding of the degree of his connection with a professional group;
forming an understanding of strengths and weaknesses, considering ways to develop working skills;
own vision of the profession, personal growth in the chosen field.

The result of motivational analysis is the achievement of a socially significant status, the implementation of activities aimed at creating a product valuable to society.

The role of temperament and character in self-determination

Each activity places special demands on the human psyche and on the dynamic characteristics of the brain.

There is no temperament that is exclusively suitable for one profession.

Psychologists give general recommendations on activities for each type of temperament:

for choleric people, active work with opportunities for risk is preferable;
for a sanguine person - organizational, orderly activity;
phlegmatic people are comfortable working systematically, with a clear schedule of the day and week;
melancholic people will find themselves in creativity and scientific activities due to their lack of structure.

The role of temperament lies in influencing activity under various mental states that are caused by the atmosphere in the team, environment, and emotional factors.

Temperament is a set of innate behavioral characteristics of an individual that influences professional self-determination along with acquired character traits.

The following traits influence the choice of profession:

readiness for responsibility;
dedication;
ability to concentrate;
strength of will;
discipline;
diligence.

Psychologists argue that temperament and character traits should be taken into account when choosing a profession, as they influence a person’s inclinations, positive and negative traits. A person with a low concentration of attention will not be able to carry out long hours of operations, and a person with a low level of responsibility will not become a team leader. Personal qualities influence work processes and results.

Yevtushenko, a Russian poet who humorously ridiculed enterprising individuals, wrote the following lines:
“I believe in their holy faith.
Their faith is my courage.
I'm making a career for myself
because I don’t do it!”

Man as a subject of professional self-determination

Psychology of professional self-determination

Professional self-determination is impossible without personal self-determination. These two processes are inextricably linked. Personal definition is primarily characterized by the formation of subjective values and characteristics of the individual, which in turn influence professional self-determination.

The role of temperament and character in professional self-determination

Significant factors in the formation of a working worldview and components of professional self-determination are temperament and character. The first influences the speed of thought processes, discipline and preference in types of work. Introverts prefer to work alone, since a large number of people require them to spend significant resources, while extroverts, on the contrary, prefer to work in a team. Character is inseparable from temperament and also affects a person’s future activities. Cunning or straightforward? Sociable or shy? Self-confident or self-critical? But it is worth considering that character and temperament still do not play a decisive role in a person’s professional self-determination, although understanding these components will help facilitate the future path in the profession. Professional orientation and professional self-determination are much more complex concepts and require an integrated approach.

What role does interest in a profession play in professional self-determination?

Interest in a profession directly depends on a person’s emotional characteristics. A conservative person is unlikely to be a good advertiser, and it is unlikely that he will, in principle, be interested in this profession, just as a reserved person will not be interested in the prospect of working for the public. Life and professional self-determination contributes to the formation and development of interest in a particular profession.

Professional self-determination and self-development

It is important to pay attention to the process of self-discovery. Over the course of a lifetime, work preferences may change, just as even the most sensible people’s understanding of their own strengths does not always reflect the real picture. Professional self-development and subsequent self-determination includes the process of improving oneself both in qualifications or intellectual terms, and in spiritual terms.

Self-development includes work on emotional intelligence, the competent development of which helps to form adequate self-esteem.

Professional self-determination and self-esteem

Having a healthy understanding of his own abilities and capabilities, a person strives to do the work for which he corresponds. But not all people can adequately analyze their capabilities (this is especially true for young people), so some difficulties arise on the path to professional self-determination. Self-development is a difficult but important process both for life and for professional self-determination.

Mental processes important for professional self-determination

Along with verbal characteristics, which are closely related to the process of professional self-determination, there are also non-verbal characteristics. These include mental processes. Typically, there are three main processes:

1. Sensation and contemplation, which includes the activity of analyzers (sense organs, nerves and parts of the brain). This process is responsible for human adaptive abilities. Next comes perception, the direct reflection of feelings in consciousness.

2. Abstract thinking is responsible for processing the experience gained. This also includes analytical ability.

3. Activity in practice – direct translation of the ideas of abstract thinking into life.

The role of mental processes in professional self-determination is very important, however, even congenital mental characteristics can be corrected.

Theories of professional development of the subject of self-determination

The psychoanalyst Sigmund Freud, known to many of us, put forward the psychodynamic theory of self-determination, which says that the primary determining factor in a person’s professional orientation is his childhood experience. The individual will strive to bring to life the unconscious from his early years.

A somewhat different view, not tied to the development of personality over time, was put forward by the American J. Holland. The scientist starts from typing people, identifying six types of personality that affect not only professional self-determination, but also personal self-determination:

Realist: tries to act according to his acquired skills, and not impulsive impulses. He is not a fan of creative professions; he prefers monotonous and consistent activities. Inclined towards materialism.
Social type: friendly and active. Unlike realists, he would prefer to teach other people something new and take responsibility, achieving success in pedagogy. He knows how to think situationally, and in his thinking he usually proceeds from his moral and ethical values.
Researcher: good analyst. Rational and curious. There is no inclination towards materialism and he would rather consider the best result of his activities not the presence of money, but some new scientific discovery.
Artist: can be called the opposite type of realist. Usually, completely impractical and inconsistent, prone to impulsive decisions, has a rich imagination and originality. From monotonous activity he becomes despondent.
Entrepreneur: materialist, but, unlike the realistic type, energetic and prone to creative thinking. Situational and goal-oriented.
Conventional type: has weak leadership traits, but great responsibility. A reliable team worker, he will excel in large, complex projects.

Not everyone has a “pure” type, which both provides some advantages in choosing a professional field, and can also bring additional difficulties for the individual. The relationship between the psychotype and the desired job can still be traced.

The problem of professional self-determination

There are several problems that arise with self-determination:

the person does not clearly understand what the chosen profession consists of;
a teenager cannot resist the decision of elders who may insist on work that does not correspond to the child’s inner desires;
When making a choice, doubts arise about your own abilities; to overcome fear, you should enlist the support of loved ones and make sure of the skills you have acquired.

There is no single calling in life for a person.

Fear of a false choice causes an individual to move in the wrong direction. Over time, preferences, skills, and worldviews change, which force a person to reconsider his attitude towards his activities. The variability of the most suitable profession is a major problem of self-determination.

Labor education and professional self-determination of the individual

Labor education is the most important component, the basis of professional self-determination. At first it may seem that the purpose of labor education may be to teach a person certain skills for further professional activity, but this is not its only task. The main goals of labor education include the formation of labor concepts. Why is it important? Why should you respect him? How to help find motivation to work? It is this process of education that answers all these questions, helping to reveal all the appropriate areas of professional self-determination.

Currently, labor education is carried out by schools, although recently this process has ceased to be mandatory in our country. Under these conditions, schoolchildren lose direct connection with practical labor activities in modern Russia. Competent psychological and pedagogical assistance will be able to carry out professional self-determination smoothly, without harm to students.