"Vocational guidance of her problems and solutions.". Problems of vocational guidance of youth Social problems of vocational guidance of school students

Article text

Khodykin Alexander Vladimirovich, student of Samara State University, Samara [email protected]

Problems of vocational guidance and Russian market labor: analysis of communication and solutions

Annotation. The article analyzes the connection between the problems of career guidance and the problems of the Russian labor market, without the solution of which it is impossible to create effective system career guidance. The author's classification of sources of career guidance problems is proposed, according to which they can be divided into client problems that affect career guidance, career guidance problems and problems of the client's environment (in this case they are expressed in labor market problems); the client's problems are divided into vital and personal, which, in turn, are divided into objective and subjective. The ways of solving the problems presented in the classification are proposed. A variant of the career guidance system is proposed, which includes three levels of career guidance for students: 1) schoolchildren up to grade 8, 2) students of pre-graduation and graduation classes, 3) senior students of universities and colleges; and two levels of vocational guidance for the unemployed: 4) young and middle-aged and 5) pre-retirement and retirement age. The following main problems of the labor market that have a destructive effect on the professional self-determination of clients and their career guidance have been identified: social injustice caused by the unfair distribution of economic benefits (remuneration that does not correspond to its complexity and the importance of the results); unattractiveness of important and the right professions due to unsatisfactory conditions, maintenance and remuneration; the lack of opportunity for many career counseling clients to choose the desired profession for reasons related to labor market conditions and training opportunities; high level of hidden unemployment and shadow employment. Options for solving the listed problems of the labor market are proposed. Key words: vocational guidance, problems, system, labor market, classification.

One of the most important and difficult choices made by a person in life can be considered the choice of a profession. This is the choice that determines the direction of a person's future activities and largely determines his fate. But for all the importance of professional self-determination, most people face various kinds of difficulties in choosing a profession. To help in overcoming the difficulties of professional self-determination, career guidance is carried out. In scientific works, the following definition of vocational guidance is often used: vocational guidance is a generalized concept of one of the components of a universal culture, manifested in the form of society's concern for the professional development of the younger generation, support and development of natural talents, as well as a set of special measures to assist a person in professional development, self-determination and choosing the optimal type of employment, taking into account his needs and opportunities, the socio-economic situation in the labor market. We will give a more concise definition of career guidance: career guidance is a science-based activity aimed at helping the client in choosing a profession that combines his own interests, the interests of society and State. Unfortunately, in modern Russian society, career guidance conducted by the state is far from perfect, which leads to a high prevalence of errors in choosing a profession. This is confirmed by the words from the study of N.A. Krymova: “Today, the state has all the opportunities to provide the national economy with sustainable, intellectually developed personnel capable of successfully competing in the world labor market, however, the prevalence of errors in choosing a profession neutralizes a significant part of these opportunities, creates many problems, both for the employee himself and for society and the state.” This position is confirmed by the data of Rosstat, according to which 55% of the Russians surveyed work outside their specialty, while this figure reaches 73% in the informal sector. The situation with secondary education is even more difficult: the acquired profession was not useful for 67% of Russians. At the same time, only a quarter of the respondents are satisfied with their salary. There are many reasons for the imperfection of career guidance conducted by the state: the lack of a nationwide career guidance system, fragmentation and episodic career guidance activities, insufficient theoretical development of some aspects of career guidance, lack of opportunities and resources for practical application theoretical developments in the field of career guidance, etc.

The topic of career guidance is quite widely developed in the scientific literature: N.S. Pryazhnikov studied the methodology of conducting, problems and technologies of career guidance; E.A. Klimov developed teaching materials, tests necessary for career guidance; technologies for professional diagnostics and consultations are considered in the works of I.L. Solomin; A.D. Sazonov studied the career guidance of clients of different ages; labor market problems were developed in the works of Yu.M. Naumova, T.V. Blinovai V.A. Rusanovsky, and many other authors. However, with a sufficient number of scientific papers, they do not pay enough attention to the classification of the sources of career guidance problems and the analysis of the relationship between career guidance problems and labor market problems. Therefore, we will analyze the relationship of career guidance problems with the problems of the modern Russian labor market, and also propose the following classification containing 3 types of sources of career guidance problems: client problems that affect career guidance, career guidance problems, and problems of the client's environment (Figure 1).

Figure 1. Classification of sources of career guidance problems

Client problems can be divided into life problems and personality problems. Life problems are difficult life situations of the client that make career guidance difficult (financial difficulties, the presence of dependents, health status, etc.). In this case, diagnostics of the client's problems should be carried out, and career guidance should be accompanied by assistance in solving the identified life problems. Personality problems are divided into objective ones, such as a lack of life and professional experience, psychological difficulties in making such an important life choice and fear of making a mistake, a mismatch between the client’s desires and capabilities, a mismatch between the client’s professional preferences and the needs of the labor market; and subjective problems, such as those formed by many clients distorted ideas about work, the loss of the value of professionalism and the destructive influence of stereotypes and opinions from outside on the result of career guidance, the lack of labor and educational preferences, the inability of graduates of educational institutions to get the desired profession due to low academic performance. The problems of conducting vocational guidance include: the absence of a national system of vocational guidance; fragmentation and episodic career guidance activities; low quality of career guidance services; lack of resources at employment services: for example, insufficient staff of career guidance specialists and, as a result, inadequately high workload on them; insufficient legal regulation of vocational guidance: imperfection of legal acts (In the Regulations of 1996, the list of vocational guidance services is significantly narrowed, and they, with the exception of professional information, are available only to certain categories of citizens. According to the same provision, state authorities of the constituent entities of the Russian Federation can provide an additional list of vocational guidance services, but do so they are not obliged) and their non-fulfillment or formal fulfillment (it is often impossible to fulfill the requirements of the law due to a lack of resources from the employment service); the development of paid vocational guidance services against the backdrop of the low quality of free services, etc. To solve the problems of the individual and the problems of career guidance, it is necessary to solve the problems of education and upbringing, promote the value of creative work and create a universal state system of career guidance. Let us imagine a variant of such a system that includes three levels of vocational guidance for students: these are schoolchildren, high school students and senior students of universities and colleges, and two levels of vocational guidance for the unemployed: young and middle-aged and pre-retirement and retirement age.

1) Schoolchildren up to grade 8. Vocational guidance for schoolchildren is carried out by teachers and school psychologists and is a set of pedagogical measures aimed at socializing the student's personality, identifying his individual characteristics and interests. To prevent the problems of vocational guidance and socialization in general, the following is necessary: 1. Increasing the progress of students to preserve their ability to have a wide choice of specialties and educational institutions. work and an active life and work position. There are many examples of such activities: subject Olympiads, quizzes, sports competitions, music competitions, exhibitions, scientific and creative conferences, etc. Also, students should have access to various types of extracurricular activities. 3. Raising respect for work and people of work. To do this, you need to tell children about the importance of creative activity, about examples of heroic work, fidelity to labor duty, about outstanding people of business. In addition, schoolchildren must be involved in socially useful work for the benefit of the school and society. It can be different types activities, from planting trees in the school front garden to participating in volunteer projects. 4. Combating prejudice against certain professions and their representatives. self-realization in the future labor activity. At the first stage of vocational guidance, the student develops his own interests and preferences for a particular activity, which in the future may become the basis for choosing a profession. On this stage career guidance is carried out by school psychologists, teachers, representatives of the employment service and educational institutions vocational education and is a set of training and consulting activities aimed at helping the graduate in choosing a specialty based on his interests, needs and capabilities. The main career guidance technologies are individual conversations, conversations with a group (class), career guidance testing, vocational training and information, excursions to enterprises and vocational education institutions, elective courses, business games and professional tests using computer technology, foresight sessions and casestudy. Career guidance testing is aimed at identifying the inclinations, interests and preferences of the student. Individual and group conversations are in the form of professional advice and professional information. Group conversations are one of the forms of informing schoolchildren. business games and foresight sessions allow you to simulate the future in a playful way Professional Development optant. Professional tests using computer technology are a technology of vocational training aimed at determining how a particular profession suits the optant. An important result of the application of casestudy is the acquisition by the student of personal competencies that will help him in any kind of future professional activity. The casestudy method solves a wide range of problems and combines other methods, each of which has its own educational tasks and role in the holistic process. Individual conversations are held to help the graduate in choosing a profession based on his interests, capabilities and desires, character traits, individual characteristics , health status and many other factors influencing his future professional activity. In the course of them, the student is assisted in determining the types of activities that are most suitable for him in terms of the combination of the above factors. The listed career guidance activities help the student to choose at least an approximate direction of future activity. After that, the conversations move from consultation to informing, during which the student must be informed about the demand for the type of activity he has chosen; about specialties within the chosen direction; about where these specialties are taught and on what basis; on the availability of budget places in educational institutions and on the passing scores for these places; about the subjects in which it is necessary to pass the Unified State Examination or other exams for admission to a particular specialty; about the situation in the labor market, its problems and features. Professional education and informing is the introduction of students to the intricacies of the professions that they liked. During it, the students are told about the places of work, the salary level, the characteristics of work, the complex and interesting aspects of the specialty that the student liked. Also, representatives of higher and secondary specialized educational institutions should cooperate with schools, who come to the school and tell students about their educational institution, the specialties that are taught in it, the conditions for admission, the necessary exams and other features of their educational institution. In the course of all the career guidance activities listed above, the student chooses the subjects for which he will take the USE or GIA.

3) Senior students of higher and secondary specialized educational institutions. Career guidance is aimed at assisting the student in choosing a specific direction within his future profession. It is run by an educational institution. Career guidance technologies: conversation with teachers and analysis of practice results. The teacher's advice will help the student to adequately assess his knowledge in various professional subjects, find out the features of a particular direction and his capabilities in it, specify his expectations and, ultimately, choose the direction of activity. The results of the practice are of decisive importance in choosing the direction of activity. Having tried himself in practice, the student, in accordance with the results, can evaluate his capabilities, decide what he likes and what not, and thus choose a specific direction for his future profession. Also important subjects of vocational guidance are centers for promoting employment and career development. For successful career guidance, it is necessary for teachers to be attentive to students, a sufficient amount of practice, the opportunity for students to try themselves in different areas of their profession, cooperation between educational institutions and enterprises where students can find employment after graduation.

4) Unemployed young and middle-aged citizens in need of career guidance. Career guidance is carried out by employment services with people with whom the previous stages of career guidance were either not carried out or were not successful, as a result of which they could not do right choice profession, or the chosen profession according to different reasons proved unsuitable for them. Here, career guidance is carried out with various groups of the unemployed, which can be divided into 2 main categories: people who do not have a specialty and those who have a specialty, but do not have the opportunity or desire to work in it. Career guidance technologies for citizens who do not have a specialty are in many ways similar to career guidance technologies for graduating school students, but activities are carried out at an accelerated pace, taking into account age. Technologies include: diagnostics of knowledge, skills and abilities of a person, determination of his desires, expectations, hobbies, personal characteristics, marital status and health status, informing about the situation in the labor market. Based on the above diagnostics, a person is offered options for activities, from which, with the help of a specialist, he chooses the most suitable option for himself. After that, the unemployed are offered options for educational institutions in which he can study, they are told about their features, necessary exams, admission conditions and many other important aspects of his future studies and profession. After that, the employment service gives a referral to one or another educational institution, which can either independently conduct the necessary exams or send a person to passing the exam on the required items. Career guidance technologies for citizens who do not have the desire or ability to work in their specialty are determined by the reasons for the impossibility of work. Career guidance technologies for clients who do not want to work in their specialty are similar to career guidance technologies for those who do not have a specialty, but here an additional analysis of the reasons for this reluctance is carried out. Career guidance technologies for clients who are unable to work in their specialty are determined by the reasons for this impossibility. The general measure of vocational guidance in this case is retraining in the closest specialty in which a citizen can work. Career guidance for unemployed citizens has the most problems, since we are no longer dealing with the prevention of a problem, but with the fight against its consequences. 5) The unemployed of pre-retirement and retirement age. The specificity of vocational guidance for this category of citizens is determined by the peculiarities of their age and state of health, which often does not allow them to continue working in their specialty. In this case, a person is oriented towards obtaining a specialty adequate to age and state of health, taking into account his wishes. When retiring, many people remember their old hobbies and strive to do a less profitable, but favorite thing. Career guidance, in this case, offers the pensioner options on how to get income with the help of his favorite business. Next, we turn to the analysis of the relationship between the problems of career guidance and the problems of the environment surrounding the client, expressed in the problems of the labor market. The first and most important problem is the unfair distribution of economic benefits, leading to social injustice, a catastrophic stratification of society (only according to Rosstat, the decile index in Russia is about 15, and according to some data it is several times higher), and, as a result, an imbalance in the market labor. As a result, an employee's salary does not reflect his labor costs and the importance of labor results: in some industries and in some positions, it is inadequately overstated, and in some it is underestimated. As a result, overpaid industries and professions become extremely popular and closed to new people, which favors the development of corruption and unfair competition and professions with low wages become extremely unpopular and not prestigious. This has a destructive effect on all subjects of the labor market: people choose money professions to the detriment of their inclinations, abilities and interests; there is an imbalance in the labor market and, as a result, unemployment; unfairly low wages cause poverty among workers (16% of Russians have an income below living wage according to Rosstat), a sense of injustice and social tension. It becomes very difficult to orient clients to low-paying jobs and, in addition, social injustice is detrimental to the minds of young people with an immature system. moral values, which leads to the formation of distorted ideas about labor and the inefficiency of career guidance activities among the labor potential of the country. Therefore, state regulation of the labor market and the level of wages is necessary, remuneration in proportion to its complexity and the importance of the results, the fight against the stratification of society and social injustice at the state level, and the creation of a regulatory framework for this. The next problem, which is a consequence of the first, is the unattractiveness of important and necessary professions due to low salaries, insufficient financial investments and violations of workers' rights by the employer (for example, violations of SanPiNs and safety rules, use of obsolete equipment, etc.). The work of representatives of such professions can be harmful, dangerous, physically difficult, unprestigious, low-paid, uninteresting, not providing opportunities for self-realization, self-development and improvement of the employee's professional skills. This is confirmed by Rosstat data showing the unsatisfactory level of many of the indicators recommended by the ILO as indicators of decent work. In addition, according to a survey conducted by Rosstat in 2012, half of the workers are constantly or sometimes exposed to harmful production factors or other inconveniences (cold, dampness, etc.). A quarter of those surveyed told statisticians that they are constantly in a state of stress, and almost half of the workers - from time to time. Total -75%. Only 25% of respondents are satisfied with their salary. As a result, it is very difficult to orient clients towards unpopular and prestigious professions; they are most often hired because of the inability to find a better job. As a result, the level of specialists and the quality of work are progressively declining over time, negative stereotypes are formed in society regarding workers, which further reduces the prestige of the profession, which is rapidly degrading. Most of these specialties are blue-collar occupations, where the conditions and content of work are unsatisfactory, the technologies and equipment are outdated, and the wages are low, especially in comparison with the salaries of the management of enterprises. As a separate group of professions experiencing problems due to low wages and a high level of bureaucratization, one can single out teachers, doctors, workers social sphere and culture. To get out of this situation, state regulation of the level of wages is necessary; increase in salaries in working specialties; make the salaries of top managers dependent on the salaries of workers; increase in salaries in professions whose work is especially important for society, and their pay is underestimated (teachers, doctors, social workers, etc.); the fight against bureaucracy that interferes with the implementation professional duties; monitoring compliance with legislation on working conditions; development and implementation of new technologies in the production process; reduction of jobs requiring the use of hard physical, harmful and dangerous labor; economic restructuring; improving the quality of education. The next problem is the lack of opportunities for many career counseling clients to choose the desired profession for reasons related to labor market conditions and training opportunities. The main reasons limiting the choice of a profession: the lack of financial capital for the client, the lack of budget places in educational institutions, geographical reasons (the presence of single-industry towns, rural areas, etc.). To solve the problem, it is necessary to: improve the quality of education and the standard of living of the population, especially in countryside, the fight against the reduction in the number of budget places in educational institutions, the gradual reduction in the number of single-industry towns.

And the last problem considered in the work is hidden unemployment, caused mainly by forced underemployment and the reluctance of the unemployed to go to the labor exchange due to low unemployment benefits. This also includes shadow employment caused by the imperfection of the taxation system. As a result, the state and society do not receive reliable information about the real level of unemployment and the situation on the labor market. This, in turn, negatively affects career guidance, as it becomes impossible to provide reliable information about the situation on the labor market and give quality recommendations. Therefore, it is necessary to increase unemployment benefits, reform the tax system, and strictly control compliance with labor laws. At the end of this work, it should be noted that an effective solution to the problems of career guidance is possible only in conjunction with effective solution problems of the labor market, since these concepts are interrelated: career guidance helps a person in choosing a profession, thereby forming the staffing of the labor market, and the situation in the labor market affects the choice a man of profession, That means career guidance.

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UDC 374.32

D.V. Kazakov, A.A. Danichev, A.A. Mashanov

THE MAIN PROBLEMS OF VOCATIONAL GUIDANCE OF SCHOOLCHILDREN IN THE MODERN

STAGE OF DEVELOPMENT OF THE SOCIETY

The theoretical study is devoted to the range of the main problems of professional self-determination of the individual, which are the lack of an individual, differentiated approach to the individual choosing a profession, the lack of qualified personnel, poor monitoring modern market labor, etc.

Key words: professional orientation, self-determination, professional choice, individual characteristics.

D.V. Kazakov, A.A. Danichev, A.A. Mashanov

MAIN PROBLEMS OF STUDENTS’ PROFESSIONAL ORIENTATION IN MODERN STAGE OF SOCIETY DEVELOPMENT

Theoretical investigation is devoted to the range of the main problems in the individual’s professional selfdetermination that consists in the absence of individual and differentiated approach to the personality that is choosing the profession, the lack of qualified teaching staff, insufficient monitoring of labor market, etc.

Key words: professional orientation, professional self-determination, vocational choice, personal characteristics.

Increasing pace of transformation in all areas Russian society objectively determine the orientation of high school students in their professional choice, which in turn reflects the qualitative changes taking place in the educational sphere. It is no coincidence that the priority national project "Education" (2012) provides for the modernization Russian education, which should result in modern quality education adequate to the changing socio-economic conditions and demands of society.

One of the primary tasks that needs to be solved by the system general education, is the creation of such learning conditions under which already at school children could reveal their capabilities, prepare for life in a high-tech competitive world - this is the development of individual abilities of students, the expansion of differentiated education in accordance with their needs and inclinations, the development of a network of specialized schools and classes with in-depth study of various subjects, ensuring that the level of secondary education meets the requirements of scientific and technological progress.

The implementation of modern requirements for a general education school has significantly intensified the development of scientific and practical problems of career guidance. There are a number of areas that contribute to the solution of practical issues of professional self-determination of the younger generation. These include:

A career guidance system that equips schoolchildren with the necessary knowledge for orientation in the world of professions, the ability to objectively assess their individual characteristics (Fedoryshyn B.A., Kyiv);

Diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession (Shadrikov V.D., Moscow; Voronin N.P., Yaroslavl);

Theoretical and methodological foundations of professional counseling for young people (Klimov E.A., Moscow);

Systems approach to the career guidance of schoolchildren (Sakharov V.F., Stepanenkov N.K., Minsk);

Socially significant motives for choosing a profession (Pavlyutenkov E.M., Komsomolsk-on-Amur);

Features of career guidance of students in the conditions high school(Shadiev N.Sh., Tashkent; Shavir P.A., Tyumen);

Formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession (Shevchenko G.P., Lugansk).

However, despite some positive results, career guidance in modern conditions still does not achieve its main goals - the formation of professional self-determination among students, corresponding to individual characteristics each individual and the needs of society in terms of personnel, its requirements for a modern worker. A significant drawback in the development of career guidance is that it is usually designed for some average student; there is no individual, differentiated approach to the person choosing a profession; mainly verbal, declarative methods are used, without giving everyone the opportunity to try themselves in various activities, including the chosen one. Many cities and districts are not provided with current information on staffing needs; poor preparation qualified specialists-professional guides.

On the low effectiveness of career guidance work with schoolchildren, according to E.F. Zeer, also testify to the contradictions associated with the professional self-determination of students:

Between their inclinations, abilities and requirements of the chosen profession;

Awareness of the level of their general development and the possibility of less qualified work;

Their claims and real opportunities to fill vacancies;

Propensity and ideas about the prestige of the profession;

The desire to try oneself in the chosen professional activity in advance and the lack of such an opportunity at school and its immediate environment;

Inconsistency of health, character, habits with the requirements of the profession, etc.

These contradictions can be attributed to the group of internal, personal-psychological. But not less

significant and socio-economic contradictions:

Between the increased demands for modern specialist And existing forms and methods that have developed on the basis of ideas about the extensive ways of developing the national economy, its staffing;

Youth professional plans with high level education and the economic need of the state to fill vacant jobs with heavy physical labor;

The needs of the general education school and others social institutions in career guidance specialists and the lack of stable comprehensive training for them in the country's universities.

Analysis of the accumulated experience in the field of theory and practice of vocational guidance, identified contradictions, ways of their development and solution allows, following A.M. Stolyarenko formulate the definition of career guidance as follows: “it is a multidimensional, integral system of scientific and practical activities public institutions responsible for preparing the younger generation for the choice of a profession and solving a set of socio-economic, psychological, pedagogical and medical-physiological tasks for the formation of professional self-determination in schoolchildren, corresponding to the individual characteristics of each individual and the demands of society in highly qualified personnel.

The career guidance system is part of the general system of training schoolchildren, continuous education and upbringing, the purpose of which is the comprehensive development of the individual, the harmonious disclosure of all creative forces and abilities, the formation of the spiritual culture of the younger generation. It is implemented by solving a complex of the above tasks that ensure the professional self-determination of students.

Vocational guidance, being an integral system, consists of interrelated subsystems (components), united by common goals, tasks and unity of functions.

Organizational and functional subsystem - the activities of various social institutions responsible for preparing schoolchildren for a conscious choice of profession, performing their tasks and functional duties based on the principle of coordination.

Personal subsystem - the student's personality is considered as a subject of development of professional self-determination. The latter is characterized active position, i.e. the desire for creative activity, self-expression and self-affirmation in professional activities; orientation, i.e. stable dominant system of motives, beliefs, interests, attitude to acquired knowledge and skills, social norms and values; the level of moral and aesthetic culture; development of self-consciousness; self-image, their abilities, character traits.

The process of professional self-determination is due to the expansion and deepening of creative, socially significant (labor, cognitive, play, communication) activities of students, the formation of moral, aesthetic and environmental culture.

The management subsystem involves the collection and processing of information about the processes, phenomena or state of the career guidance system, the development of an action program, the regulation of the implementation process and the development of recommendations for its improvement. The school vocational guidance management program is an integral part of the management of the socio-economic development of the district, city, region.

All subsystems of vocational guidance are interconnected and in this relationship acquire new, integrative qualities.

Career guidance work with high school students today is, as a rule, competitions in professions, designing school classrooms, meeting interesting people, getting a narrow specialty in school circles, and not always corresponding to the inclinations of the high school student himself.

Participation in vocational guidance and assistance to adolescents in an informed choice of profession is one of the most important aspects of work in the pre-profile training of schoolchildren. This activity includes:

Identification of interests, inclinations of schoolchildren, personality orientation, primary professional intentions and repeated ones, their dynamics;

Determination of social attitudes and assistance in their formation;

Determination of the choice motivation and its structure;

Formation of readiness for introspection and self-assessment, the real level of claims;

Determining the severity and structure of abilities;

Determining the level of development of various aspects of the personality, the dynamics and variability of manifestations, life style, the possible “price” of activity (conflict, tension, anxiety, a tendency to monotony, potentialities and their realization, stability and perseverance, purposefulness, etc.);

Implementation of professional selection, if necessary - primary professional selection;

Determining the degree of compliance with the "personality profile" and professional requirements, making adjustments to the professional intentions of schoolchildren;

Conducting theoretical classes with schoolchildren on the course "Fundamentals of choosing a profession".

For in-depth research this issue in order to solve the problems of professionalization in

In 2011, the Center for Psychological and Pedagogical Support of Career Guidance Work with Students of All Levels of Education was opened on the basis of the Municipal State Educational Institution of the Yemelyanovskaya Secondary School No. 3. During the monitoring of career guidance work (2011-2012 academic years), employees of the Center for Psychological and Pedagogical Support found that in educational system MKOU Emelyanovskaya Secondary School No. 3 work on psychological and pedagogical support of the professional choice of high school students does not use a full-fledged system of means aimed at developing professional self-determination. Reporting documentation center allows us to draw conclusions that reflect contemporary issues vocational guidance for schoolchildren not only in MKOU Emelyanovskaya secondary school No. 3, but also in many other educational institutions in Russia.

Conclusions. First, a health worker should be involved in the career guidance process. This is important, since the health worker has information about the health status of each student, and this is directly related to the professional choice, that is, if the student has inclinations, abilities and desire for the chosen profession, then he may have physical contraindications, health problems which you just need to pay attention to. It is also important to constantly improve the qualifications of a psychologist on the topic of vocational guidance for high school students, since the work of a psychologist should not be limited to diagnosing, the psychologist should also participate in consultations, cooperate with a health worker and make recommendations for each student.

Secondly, speaking about the specifics of career guidance work with schoolchildren, such important points as taking into account the needs of the labor market and monitoring new professions are missed. It is impossible to build an effective career guidance work on the basis of individual characteristics alone, since it is necessary to take internal prerequisites together with external conditions, and then, based on an analysis of external and internal factors, build further work on career guidance.

And, finally, thirdly, there are no criteria for assessing high school students for professional self-determination. Based on the evaluation of only professional desire, it is impossible to draw any qualitative conclusions about the personality of the student, here we need in-depth personal and professional diagnostics, conversations with students. It is necessary to know the level of professional, communicative and competent

stnyh characteristics of the personality of each student. If any level sinks, then it is necessary to direct corrective activity in this direction. For a student to be fully prepared for a professional choice, it is important that all parameters, characteristics, both psychological and personal, be at the proper level for each age. If in the development of the student there is a norm according to all criteria, then here in question about the quality of the work done to form a professional choice.

In conclusion, it should be noted that among the conditions created to improve the quality of general education, it is necessary to focus on creating in the system of vocational guidance for students of each school in Russia the conditions listed above for the psychological support of students, as well as assisting schoolchildren in identifying professional interests, inclinations, determining real opportunities in the development of a particular chosen profession.

Literature

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2. Stolyarenko A.M. General and professional psychology. - M.: UNITI-DANA, 2003. - 382 p.

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UDC 378.96 M.I. Shilova, I.L. White

ON THE QUESTION OF VALUE SELF-DETERMINATION OF A STUDENT OF A TECHNICAL UNIVERSITY

The article is devoted to the problem of the formation of a student's value self-determination in the culturally appropriate educational process of a technical university.

It has been established that the value self-determination of a student's personality is a complex phenomenon, the consideration of which is based on the idea of a personality as a subject that has freely determined and developed its position in the space of culture.

Key words: student, technical university, self-determination of values, cultural process.

M.I. Shilova, I.L. Belikh

TO THE PROBLEM OF VALUE SELF-DETERMINATION OF THE STUDENT IN TECHNICAL HIGHER EDUCATIONAL INSTITUTION

The article is dedicated to the problem of student values self - determination formation in cultural corresponding educational process in technical higher educational institution.

It is established that student’s self - determination of values is a complex phenomenon which is based on the perception of the personality as the individual who has made free choice and has worked out of his own position in the cultural field.

Key words: student, technical higher educational institution, values self - determination, cultural corresponding process.

Modern socio-economic conditions of formation market economy require socially mobile specialists capable of realizing their potential, which determines the need to modernize the education process. Against the backdrop of the crisis of social values and the inconsistency of the priorities of economic transformations, a chaotic picture of the state of public consciousness, a plurality of trends and the uncertainty of the prospects for its development is unfolding. In modern society, a person constantly faces the need to make a choice, orientation in the space of economic, social and personal life. In this process, an important place is occupied by the value self-determination of the individual. In a number of state documents: in the Law of the Russian Federation "On Education", in the Concept of Modernization

In adolescence, children usually lack the readiness for career guidance. The influence of peers and teachers is low, and there is little information about the diversity of professions, their nature and characteristics. It can be recognized that high school students are not well informed about the concept of professionally significant qualities. The health limitations of vocational choices are simply ignored by adolescents. Since ancient times, vocational guidance at school has occupied a huge place in future life child. Having touched upon the times of the Soviet Union, the fact immediately rushes that the guys from elementary school decided for themselves further ways to advance into an independent life. Many were set by certain goals and an algorithm for moving towards a certain result. For many who accurately determined the future for themselves, of course, not without effort, the dream came true. They have learned for a profession that will not only provide them financially later life, but also will bring them pleasure from the work done. Others, rethinking their decision or realizing that they would not be able to perform this or that activity, chose other roads to the future. This is what is becoming relevant these days. problem - problem vocational guidance for children at school. Now many of the children not only do not know who they will be in later life in high school, but also after graduation. From this it follows that three areas can be distinguished: 1. The problem is in the independent understanding of the future by the children themselves. 2. Insufficiency of information about career guidance in the school itself. 3. Lack of awareness from parents about the activities of various professions and their areas of activity. 1. The problem is in the independent understanding of the future by the children themselves. This problem mainly comes from self-determination. A person has not yet reached maturity in independent decision-making, so it is difficult for him to make a choice in a profession. It also depends on the upbringing of the parents. If parents from childhood did not accustom the child to independent decision-making, then it will be difficult for him to short term learn this quality. It should also be noted that many teenagers simply do not think about their future. They live one day and do not think about further providing for themselves and their families. According to N.S. Pryazhnikov, at present, the shift of interest to the personal aspects of this problem is becoming more and more common. From the standpoint of the problem of forming the personality of a professional, personal self-determination acquires the features of professional self-determination, which boils down to the formation of internal readiness for conscious and independent representation, adjustment and implementation of the prospects for one’s development (professional, life), readiness to consider oneself developing in time and independently find personally significant meanings in specific professional activity. 2. Insufficiency of information about career guidance in the school itself. This is also an important aspect of the work of teachers. His duties include not only carrying out certain activities for career guidance, but also taking into account the individual characteristics of high school students. Indeed, at their age, various changes are very common, and psychological characteristics also change. Some may become depressed, some lead a wild life, and some completely abandon their studies. Despite the majority of good results, career guidance in modern conditions has not yet achieved its main goals: the formation of professional self-determination in students, corresponding to the personal characteristics of each and the demands of society in personnel, its requirements for a modern worker. Career guidance is designed for the average student; there is no individual, differentiated approach to the person choosing a profession; mainly verbal methods are used, without giving everyone the opportunity to try themselves in various types of activity, including the chosen one; all this is a significant brake on its development. Most cities and regions are not provided with current information about professions that are in demand in the labor market; the training of qualified professionals who help to choose the right path to an independent life is poorly carried out. 3. Insufficient awareness on the part of parents about the activities of various professions and their areas of activity. Parental control over children should include not only educational activities, but also career guidance. In our time, this is the main mistake in the upbringing of children by parents. A high school student at his age of 15-16 should already be thinking about his future. Set specific goals and ways to solve them. Parents try to focus only on the educational process, forgetting that it is necessary to have conversations with a high school student about an independent life in society. And this, it seems to me, is the most important aspect in education - the development of independence and decision-making. It will be much more interesting for a teenager to learn about professions from his parents than from strangers. The parent will explain all the pros and cons of a certain profession and, perhaps, help the child to embark on the path that will be more suitable for him. If parents do not take any action in this process, then the teenager will not be able to fully live in society. Based on all these problems, it can be distinguished that a teenager is no longer a child, but not yet an adult. Therefore, you need to understand that he needs help, namely in career guidance. Help should not consist in choosing a profession for a teenager, but in a push in the right direction. A person cannot immediately understand who he wants to be or what he wants, he needs to understand his desires, strengths and qualities in more depth in order to understand what he needs. This problem, in my opinion, is relevant enough to consider it in more depth and start looking for more modern ways solutions. Such decisions include: 1. Distribute various questionnaires and tests as often as possible to each of the high school students, based on identifying career orientation and professional suitability; 2. Conduct various events with an emphasis on a variety of professions and their activities. 3. It would be very useful to take teenagers on various excursions to places of various professions, so that it would be interesting for teenagers to consider this or that activity not only from the positive side, but also to point out the difficulty of this or that profession. With the help of such simple methods, it is possible to increase the horizons of high school students in the field of professional activity much more, as well as increase productivity, that is, career orientation, among the majority of adolescents, thereby solving this rather important problem of our time.

The general education school, as one of the most important links in the education system, should assist students in adapting to new economic relations, create educational prerequisites for the development of their intellectual and personal potential, raise awareness of various aspects modern professions. Focus on professional labor and the choice of their professional future should act as an integral part of the entire educational process. The school is designed to help students in their professional self-determination and choice of professions, taking into account individual characteristics, inclinations, abilities and demand in the labor market.

The problem of employment of graduates of vocational schools and technical schools is growing, even state universities are increasingly focused on meeting the needs of the population in education, rather than meeting the needs of the national economy in personnel of workers and specialists of a certain profile, as a result of which the market for professions and the market for educational services are practically unrelated.

Judging by the experts' assessments, such conditions for vocational guidance in schools as: the material base, the availability of personnel capable of carrying out such work at the proper level, the availability of scientific and methodological literature, as well as the awareness of schools about the most demanded professions in the labor market, leave much to be desired. .

Until now, to a certain extent, there remains a debatable question of who should be engaged in the professional orientation of students. Today, they are doing it teaching staff, industrial training teachers and class teachers. Subject teachers and school psychologists are also involved. First of all, psychologists and social pedagogues should be engaged in career guidance work. The rest - as far as possible (or necessary). It is also assumed that a relatively narrow circle of trained persons who know modern technique And technical means /18/.

What exactly is being done in schools for vocational guidance of students? The following are typical career guidance events that are more or less systematically carried out in schools:

formation of a positive attitude of students to work;

conducting a special course "Fundamentals of choosing a profession";

the implementation of professional information for schoolchildren (about professions, about the labor market, about institutions where you can get a specialty);

study of professional plans of graduate school students;

revealing the structure of interests and inclinations of students;

professional consultation of schoolchildren;

implementation of psychophysiological diagnostics of abilities;

identification of deviations in the state of health of students and determination of professional suitability for medical reasons;

conducting work with parents on the choice of professions with their children;

organization of initial industrial training at school;

the passage of industrial training by schoolchildren in the Code of Criminal Procedure;

organization of exhibitions of technical and artistic creativity;

conducting excursions to enterprises, organizations, various types institutions.

Thus, in working with schoolchildren, it is not so much the determination of their readiness for a given (chosen) profession that comes to the fore, but rather the prediction of the ethical and semantic (personal) acceptability of this profession for them in the short term. But since such a shift in emphasis in the work of a vocational consultant will certainly not be understood and accepted by everyone, then "prospect-oriented" assistance to a teenager in professional and personal self-determination should be carried out unobtrusively, preferably even against the background of the traditionally performed tasks of vocational counseling.

When highlighting the results and indicators of career guidance, one should focus not so much on specific results (choice), but on the formation of the very willingness to make a choice, i.e. readiness for self-determination. From here, one can somewhat clarify the main (ideal) goal of career guidance, which consists in the gradual formation of a student's internal readiness for conscious and independent planning, adjustment and implementation of the prospects for his development (professional, life and personal), i.e. willingness to see oneself as developing within a certain time, space and meaning. The essence of vocational counseling assistance is to help a teenager find personally significant meanings in the chosen work activity, as well as in the very process of professional self-determination, which will allow him to become a real subject of his choice /19/.

A special course on the basics of choosing a profession, which can already be carried out starting from the 8th grade, contributes to the best preparation of schoolchildren for working life. But most effective way discovering and developing the abilities of children is to immerse them in the appropriate activity, in which only one can reveal their abilities.

Analyzing the state of vocational guidance work at school, we can say that, despite the extremely difficult conditions, primarily financial and logistical support, it continues to be carried out. And there is a readiness of schools to improve it.

At the present stage, the basic requirements for a general education school have been determined. This is the development of individual abilities of students, the expansion of differentiated education in accordance with their needs and inclinations, the development of a network of specialized schools and classes with in-depth study of various subjects.

There are a number of areas that contribute to the solution of practical issues of professional self-determination of the younger generation. These include: a career guidance system that equips students with the necessary knowledge for orientation in the world of professions, the ability to objectively assess their individual characteristics, diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession; bank of professional cards; socially significant motives for choosing a profession; features of career guidance for students in higher education; the formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession.

However, despite some positive results, vocational guidance in modern conditions still does not achieve its main goals - the formation of professional self-determination in students, corresponding to the individual characteristics of each individual and the demands of society in personnel, its requirements for a modern worker. A significant brake on the development of vocational guidance is that that it is, as a rule, designed for some average student; there is no individual, differentiated approach to the person choosing a profession; mainly verbal methods are used, without giving everyone the opportunity to try themselves in various activities, including the chosen one. Many cities and districts are not provided with current information on staffing needs; the training of qualified specialists - career orientators is poorly carried out.

There are contradictions associated with the professional self-determination of students: between their inclinations, abilities and requirements of the chosen profession; awareness of the level of their general development and the possibility of less qualified work; their claims and real opportunities to fill vacancies; inclination and ideas about the prestige of the profession; the desire to try oneself in the chosen professional activity in advance and the lack of such an opportunity at school and its immediate environment; inconsistency of health, character, habits with the requirements of the profession, etc. These contradictions can be attributed to the group of internal, personal-psychological ones.

Social and economic contradictions: between the increased requirements for a modern specialist and the current forms and methods, professional plans of young people with a high level of education and the economic need to fill vacant jobs with heavy physical labor; the need of general education schools and other social institutions for specialists - vocational guidance and the lack of stable comprehensive training for them in the country's universities.

Definition of career guidance: this is a multi-aspect, holistic system of scientific and practical activities of public institutions responsible for preparing the younger generation for choosing a profession and solving a set of socio-economic, psychological-pedagogical and medical-physiological tasks for the formation of professional self-determination in schoolchildren, corresponding to the individual characteristics of each individual and demands of society in highly qualified personnel.

Vocational guidance, being an integral system, consists of interrelated subsystems (components), united by common goals, tasks and unity of functions. Organizational - functional subsystem - the activities of various social institutions responsible for preparing schoolchildren for a conscious choice of profession.

Personal subsystem - the student's personality is considered as a subject of development of professional self-determination. The latter is characterized by an active position, i.e. the desire for creative activity, self-expression and self-affirmation in professional activities; orientation, i.e. stable dominant system of motives, beliefs, interests, attitude to acquired knowledge and skills, social norms and values; the level of moral and aesthetic culture; development of self-consciousness; self-image, their abilities, character traits.

The career guidance system performs diagnostic, teaching, formative and developmental functions.

Career guidance is a continuous process and is carried out purposefully at all age stages.

Choice of profession.

The leading goal in the activities of the teacher is to prepare students for a conscious choice of profession.

It is necessary to help the student to choose exactly the profession so that the requirements that it imposes on the worker coincide with his personal qualities and capabilities. An invaluable help to a person to answer the most important questions: who am I? what do i want? what can I do?, will be provided by psychodiagnostics - one of the youngest areas in psychology.

Here are the main principles of this area of knowledge.

1. Universal talent. There are no untalented people, but there are those who are not engaged in their own business.

2. Mutual superiority. If you do something worse than others, then something must turn out better. Search.

3. The inevitability of change. No judgment about a person can be considered final. If only because if today you have the opportunity to learn something new, then tomorrow you will already be a little different.

Methods of psychodiagnostics allow you to draw conclusions using tests.

In the last century, the English scientist F. Galton was the first to use tests to measure the mental abilities of a person. Since then, about 10 thousand tests have been created, with the help of which their authors hoped to find out anything from the professional suitability of an employee to the degree of his sincerity.

Motivational-value attitude in the professional development of students.

According to I. Kohn, a person's professional self-determination begins far in his childhood, when in a child's game, the child takes on various professional roles and plays the behaviors associated with it. And it ends in early youth, when it is already necessary to make a decision that will affect the whole future life of a person.

The period of early youth and maturity is the age when the maturation of the personality is completed, a worldview is formed, value orientations and attitudes are formed. Adolescence, according to Erickson, is built around the identity process, which consists of a series of social and individual-personal choices, identification, professional development. And along with such complex personal development, great place occupies precisely the professional development of students, which is carried out within the framework of learning activities.

In the study by V.A. Yakunin, N.I. Mishkov, "it turned out that "strong" and "weak" students differ from each other not in terms of intelligence, but in terms of motivation for learning activities. By means of an experimental study, it was also obtained that the maximum satisfaction with the chosen profession is observed among first-year students. In the future, this indicator steadily decreased, up to the 5th course (A. Rean, 1988). However, despite the fact that shortly before graduation, satisfaction with the profession is the least, the attitude towards the profession itself becomes positive. There is also an experimental position (N.I. Krylov) that for the majority of students, interest in the content side of the profession as the leading motive for choice is presented in a much smaller number of cases than secondary reasons to quickly become financially wealthy, in company with friends, etc. d. .

The main reason why first-year students seek help is the life-meaning connections "Did I do the right thing?", "Did I choose the right profession?" As can be seen from the above, first-year students have instability of motivation and the predominance of the motivation of fear of failure.

This dynamics in the transition from junior to senior courses steadily decreases the proportion of students guided by the motive of knowledge, while the proportion of those who intend to build their relationships on the basis of the prestige of their future profession increases. Yupitova A.V. and Zotova A.A. also indicate that from the 1st to the 5th year there is growing dissatisfaction with what the university has given them professionally. .

Professional self-determination and self-awareness.

The process of professional self-determination includes the development of self-awareness, the formation of a system of value orientations, the modeling of one's future, the construction of standards in the form of an ideal image of a professional. Personal self-determination of a person occurs on the basis of the development of socially developed ideas about ideals, norms of behavior and activities

For the validity of a professional choice, it is necessary that the requirements of the profession correspond to the capabilities of a person. Otherwise, negative life experience, peculiar ways of solving the problems facing him are formed - avoiding problems, ignoring them, etc.

Professional self-determination and professional consultation.

In modern society, the problem of specific psychological assistance to people in their professional self-determination is relevant and acute. The task of a psychologist in this situation is to give a person psychological means of resolving his personal problems associated with professional self-determination. Psychologists can, based on the diagnosis of these psychological problems, help a person make a professional choice, or provide prerequisites for making this choice in the future.

To solve psychological problems in the professional self-determination of a person, it is not enough to give recommendations about which profession is suitable and which is not suitable for the individual. The counseling psychologist must provide conditions that stimulate the growth of a person, as a result of which the consulted person himself could take responsibility for one or another professional choice. The most important point of professional counseling is the search for an individual impact that is adequate to the specific psychological problem of each person. First of all, it is necessary to determine how much the request of the consulted person (that is, what and how he sees his problem) corresponds to the real problem of professional self-determination of a person, and then bring him to this reality. To diagnose psychological problems associated with professional self-determination, sometimes it is enough to have a conversation between a psychologist and a counselee, but in most cases a comprehensive consultation is required. diagnostic examination using psychological techniques to determine:

value orientations and attitudes;
immediate and long-term life plans and professional intentions;
the level of formation of ideas about the profession;
the level of development of self-esteem;
abilities, inclinations and interests;
state of the art professional motivation;
personal characteristics;
real life conditions (family relations, health, material support, etc.).

The information obtained as a result of such a comprehensive examination, as a rule, is sufficient to determine the specifics of the psychological problems of a given individual. Sometimes a preliminary conversation with the counselee allows you to limit the range of necessary diagnostic techniques to identify the alleged psychological problem. Here, it is important to observe the behavior of the counselee during communication and examination (what is interesting to him, what is not interesting, what is difficult, what is not clear, what is his cognitive activity, emotional attitude, refusals, etc.).

There are a number of typical psychological problems associated with the professional self-determination of the individual. These primarily include:

Mismatch of the ideal and real image of the chosen profession.
The ideas about their personal value orientations do not correspond to their ideas about the values that ensure success in their professional activities in the new economic and social structures.
Mismatch of real and ideal motivation for professional choice
Inadequate self-esteem.

The solution of any psychological problems is associated primarily with the awareness and acceptance of these problems, with the development of a person's self-awareness. People who are on the verge of a professional choice have a special psychological attitude towards self-knowledge. They are characterized by: the desire to understand themselves, the assessment of their capabilities in modern world, including in the professional, the desire to assess which conditions can facilitate and which hinder entry into the world of the profession. The greatest sensitivity in the development of professional self-awareness is possessed by people of senior school and youth age, for whom the problem of professional and personal self-determination is urgent and relevant.

In the context of professional counseling, along with the use of classical methods aimed at studying personal characteristics, interests, inclinations and abilities, Special attention should be given to methods that explore the self-awareness and self-esteem of a person.

Correction of the ideal image of the profession and the ideal image of the "I" is associated with the realization of professional values and the formation of new value orientations. The correction of the real "I" is associated with the awareness of one's capabilities, with the experience of new experiences and new relationships of a person with the outside world and with oneself.

Methods for diagnosing professional self-awareness and value orientations

The use of techniques in professional counseling aimed at identifying a person's self-awareness and self-esteem provides not only a diagnostic, but also, to some extent, a psycho-corrective effect.

1). In the practice of professional counseling, for example, I. Kohn's method of describing oneself is used: "Who am I" and "I am in 5 years." (Instruction: "Write an essay on the topic "Who am I" and on the topic "I am in 5 years"). This technique allows, first of all, to identify the content components of self-consciousness, its most relevant parameters. Self-description allows you to determine:

1) social-role self-identity (which community a person refers to in currently, to which he would like to attribute himself, with whom he identifies himself),

2) the orientation of a person to his specific features and qualities that distinguish him from others and by which he compares himself with others,

3) the ability to make predictions about oneself, the place of the profession in the general life context of a person.

Young people who are concerned about their professional future, seeking to study at a vocational school or get a profession in the process of work, have a faster development in assessing their personal qualities compared to assessing their professional qualities. Students better imagine themselves as a person in general, that is, in the totality of moral, physical, intellectual qualities, their interests and inclinations, but to a lesser extent have ideas about their professional "I".

The existing differences in self-esteem primarily relate to its substantive components. Some know more about themselves, others less; certain personality traits, abilities, significant on this moment, are analyzed and evaluated, others, due to their irrelevance, are not evaluated by a person (although they can be evaluated by a number of parameters).

2) To identify not only meaningful, but also evaluative parameters of self-consciousness, you can use various modifications of the Dembo-Rubinstein technique for self-assessment by placing yourself on a scale. Self-assessment scales should include both professionally significant and general personal qualities, which makes it possible to determine the place and significance in the structure of self-assessment of professionally significant qualities. For example, such scales for evaluation can be proposed: intelligence, strength, kindness, abilities, will, responsibility, activity, sociability, success, justice, courage, compliance, irascibility, stubbornness, caution, determination, independence, diligence, dedication, health , happiness. Each scale is a segment 10 cm long. The result is expressed in points equal to the number of centimeters from the beginning of the scale to the mark of the subject on the scale.

Instruction: let's say all people are located on this segment:

The results of self-assessment serve as the basis for a conversation and further examination. It is necessary to highlight those parameters of self-esteem that cause difficulties in their evaluation.

Success in solving psychological problems is always associated with choice. The choice is made on the basis of what a person considers the most important and correct based on the values formed in his past experience. Therefore, the diagnosis of a person's value orientations makes it possible to get an idea of his problems by comparing values with each other and with the real conditions in which these values may or may not find their affirmation. Such a comparison is possible with the help of techniques that allow you to rank values or compare your idea of your values with real behavior. To rank values, either a list of values (such as work, education, family, material well-being, health, friendship, hobbies, fame, wealth, power, etc.), or a list of statements like: "I would like my work to ..."

was deservedly appreciated by others;
was interesting to me;
brought in large incomes;
was useful and necessary to people;
gave me joy and pleasure, etc.

The ranking of values allows you to determine how personal values coincide with social, professional and group values. An analysis of specific situations related to the choice of a particular solution allows you to compare real values with ideal ideas about your values. The identification of value orientations allows you to determine mutually exclusive values, what exactly a person ignores in a situation of choosing alternative values, to clarify their positions in connection with emerging problems, to overestimate their values. Identification of values allows you to determine the area in which a person is ready to take full responsibility for himself and for his actions in solving his problems. First of all, it is necessary to determine which values a person considers the most important. This clarifies the direction of development of the goals of its activities. Then it is necessary to analyze and consider possible options for the consequences and make a choice, make a certain decision.

A very important method for diagnosing the professional orientations of an optant is a conversation. A person's idea of himself must be linked with ideas about the chosen profession, so the whole conversation is based on identifying these ideas and comparing them. You can ask the counselor to describe what, in his opinion, types of work have to be performed in this profession and what knowledge, skills and abilities are needed for this. What is most valued in this profession, what qualities does a person who has achieved success in this profession have? In a conversation, it is necessary to determine for what reasons the counselor chooses this or that profession, who approves and who condemns his choice, why, and what arguments seem convincing to him. good to use concrete examples. For example, to discuss which of the relatives or acquaintances has such a profession, why he chose it and why the counselor chooses it, what is the future of this person, and how the counselee sees his future, etc.

Further steps in diagnosing the psychological problems of professional self-determination of a person are associated with the ability of a consultant to highlight those issues for discussion that will help a person better understand what is required of him in order to adapt in the modern professional world.

Work to increase the level of self-awareness and self-esteem allows students to come to an awareness of the level of motivation for the professional choice of actually existing and desired labor motives, exacerbate psychological contradictions that can force students to solve the problem of professional searches or professional choice, and not wait for ready-made suggestions and instructions.

In some cases, a professional consultation is not enough for a person to solve his problem and special psycho-correctional work is required. Especially effective, as experience shows, methods of psycho-correctional work with high school students who have difficulties in professional self-determination are group methods of active learning and, in particular, socio-psychological training.