This work is devoted to the study of professional self-determination of psychology students. In order to approach the issues of professional self-determination, it is first necessary to consider self-determination in general. Currently, there are many interpretations of this term.
In the philosophical dictionary, self-determination is interpreted as “the process and result of a person choosing his position, goals and means of self-realization in specific circumstances of life; the main mechanism for the acquisition and manifestation of freedom by a person. In the pedagogical dictionary, self-determination is “the central mechanism for the formation of personal maturity, which consists in a person’s conscious choice of his place in the system of social relations. The emergence of the need for self-determination indicates that a person has reached a fairly high level of development, which is characterized by the desire to take his own, fairly independent position in the structure of emotional, informational, professional and other connections with other people.
In the psychological dictionary, self-determination is “a conscious act of identifying and asserting one's own position in problem situations. Its special forms: collective self-determination and professional self-determination.
It is customary to single out two approaches to understanding self-determination. Sociological and psychological. In the sociological approach, self-determination is considered from the point of view of the entry of a person into any social group. The psychological approach considers all psychological aspects that accompany the process of entering a subject into any social group. That is, what stages this process includes, due to what psychological mechanisms this happens, what tasks the subject of self-determination faces, what difficulties may arise, etc.
Within the framework of this work, it is necessary to pay special attention to the psychological approach to the consideration of self-determination. From this point of view, self-determination was considered by such authors as A.N. Leontiev, S.L. Rubinstein, V.F Safin, L.S. Vygotsky. A.N. Leontiev understood self-determination as "an individual refraction of the norms and values of society, and, as a result of this, a selective attitude towards the world, the choice of those activities that a person makes his own" .
S.L. Rubinstein understood self-determination as "a person's free choice of his own destiny." Rubinstein's personality acts as the subject of life. He emphasizes the influence of the person himself on his destiny. “The specificity of human existence lies in the degree of correlation of self-determination and determination by others (conditions, circumstances), in the nature of self-determination in connection with the presence of consciousness and action in a person” . V. F. Safin believed that self-determination is “the process of mastering by the subject of personally and socially significant areas of life in accordance with the consciously set goal, as well as the assimilation, adoption of a certain worldview, finding a balance between the awareness of one’s subjective qualities and social requirements” . Another concept that can be attributed to the philosophical and psychological approach to the issue of self-determination is the cultural and historical concept of L.S. Vygotsky. Within the framework of this concept, development occurs through internalization, the transition from the external plan to the internal one. That is, as the individual develops, he assimilates the historically established forms of social activity and then implements what he has learned, transfers it to the external plane. These approaches reveal the mechanisms of the process of self-determination. The process of self-determination is based on the interrelation of external and internal conditions. On the one hand, external conditions are necessary for self-determination, but on the other hand, external causes act, refracting through internal conditions. Thus, in all these approaches, the great importance of the internal activity of the subject of self-determination is emphasized.
Within the framework of the sociological approach to self-determination, such authors developed their concepts as I.S. Kon, K.A. Abulkhanova-Slavskaya, A.V. Petrovsky.
According to K.A. Abulkhanova-Slavskaya self-determination is “a person’s awareness of his position, which is formed within the coordinates of the system of relations” . Thus, self-determination depends on how the system of personality relations will develop. I.S. Kohn also believes that in the process of self-determination, not only the attitude to professional activity is important, but also relationships with people.
A.V. Petrovsky recognized the importance of relations in a group and introduced the concept of "collectivist self-determination".
In this paper, it is necessary to consider separately one of the components of personality self-determination. Namely professional self-determination. Professional self-determination is associated with such concepts as self-actualization, self-realization, professional development, psychosocial identity, professional readiness, etc. Representatives of humanistic psychology had a great influence on the development of ideas about the process of professional self-determination. G. Allport, A. Maslow, K. Rogers argued that human development is determined by his desire for self-realization, actualization of his potential.
In the future, the topic of professional self-determination among foreign authors was dealt with by D. Holland, D. Super, E. Gintsberg, S. Buhler, S. Fukuyama. The above authors have contributed to the understanding of professional self-determination within the framework of the concept of professional development of a person. D. Holland believes that professional self-determination is “the process of determining by an individual the personal type to which he belongs, finding a professional sphere corresponding to his own type, choosing one of the four qualification levels of this professional sphere, which is determined by the development of intelligence and self-esteem” . Professional self-determination, from the point of view of D. Super, is "a long process of constantly alternating elections" . E. Gintsberg shares D. Super's point of view regarding the duration of professional self-determination, as well as constant elections, interrelated decisions. Successful self-determination, according to E. Gintsberg, is characterized by "the presence of a wide range of personally significant positive values" . S. Buhler considers professional self-determination as an innate property of consciousness, as well as the driving force behind personality development. In her opinion, professional self-determination is, firstly, “the ability of an individual to set goals that are most adequate to his inner essence”, and secondly, these are “target structures of the personality”. With regard to professional self-determination, S. Fukuyama says that this is “a complex multifaceted phenomenon in which economic processes are combined with social, educational with psychological” .
Domestic authors distinguish two approaches to understanding professional self-determination. In the first one, professional self-determination is understood as "a natural process that begins in older adolescence, younger adolescence and is a personal neoplasm." In their concepts of this approach, such authors as S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, I.S. Kon, V.F. Safin, M.M. Bakhtin adhere.
In the second, professional self-determination is understood as "an artificially organized process that occurs in adolescence." This view is shared by E.A. Klimov, N.S. Pryazhnikov, A.K. Markova, M.R. Ginzburg. The understanding of professional self-determination may also depend on what other psychological problems it was considered within. In domestic psychology, there are three more approaches. In the first one, professional self-determination is considered in the context of the problem of life self-determination. This was done by S.L. Rubinshtein and B.G. Ananiev. In the second, professional self-determination was considered by L. I. Bozhovich in the context of studying the age patterns of personality formation. According to L. I. Bozhovich, self-determination is formed at the age of 16-17 and is associated with the need to solve the problem of one's future. "True self-determination does not end with the end of school, it is associated with the formation of the position of an adult and completes the last stage of the ontogenetic development of the individual."
And in the third approach, E.A. Klimov, as well as V.V. Chebysheva, considered professional self-determination in connection with the development of the problem of forming a person as a subject of professional activity.
In order to fully reveal the essence of professional self-determination in this work, it seems especially important to dwell on such a recognized concept in psychology as “personal orientation”. It was introduced into scientific use by S.L. Rubinshtein as a characteristic of basic needs, interests, inclinations and aspirations. N.V. Kuzmina first drew attention to the typology of orientation and introduced the concept of “professional orientation”. Subsequently, such authors as A.K. Markova, A.B. Kaganov, E.A. Klimov, K.K. Platonov, E.F. Zeer worked on this topic.
This concept is important in the context of this work, because "professional orientation is an integrative quality that determines the attitude of the individual to the profession" . Therefore, we can say that the professional orientation and its components are factors that subsequently determine the professional self-determination of the individual. “The core of professional development is the development of a professional orientation in the process of vocational training, mastering a profession and performing professional activities” .
E. F Zeer singled out the following components of professional orientation: the system of value orientations, psychological attitude, professional interests, motives, and attitudes of the individual to the profession. Let us dwell on each of them in more detail, because it is assumed that their content determines professional self-determination.
The system of value orientations: professional value orientations include the social significance and prestige of the profession, the content of professional work, opportunities for improvement and self-affirmation, “instrumental” values of the profession as a means of achieving other life benefits. It is obvious that in the process of professional development of the individual, these orientations undergo changes. Some values lose their guiding function, others disappear, others appear for the first time at a certain stage of development. For example, at the beginning of independent development of professional activity, an orientation towards self-affirmation in work appears.
Psychological setting: attunement to a certain form of behavior, type of activity associated with the satisfaction of any need, manifests itself in the choice of a form of behavior, type of activity, regulates the methods of their implementation, and also performs a stabilizing function, maintaining a certain focus in changing situations, i.e. gives the professional development of the individual a certain professional stability. Thus, the socio-professional attitude acts as a component of the professional orientation as a predisposition to the choice of profession, professional training and ways of performing professional activities.
Professional interests: a dynamic complex of mental properties and states, manifested in selective emotional, cognitive and volitional activity aimed at the intended profession or professional activity. The intensity and stability of professional interests affects overcoming the difficulties of adaptation, the success of mastering and performing professionally significant activities. In the process of its development, interest gradually turns into a propensity as a manifestation of the need to carry out activities.
How important it is to find yourself in this world
Domestic and foreign theories of professional self-determination
Determining the essence of professional self-determination is still an unsolved problem not only for teachers and psychologists, but also for philosophers, methodologists, representatives of various areas of science and art.
In pedagogy and psychology, rich experience has been accumulated in the field of the theory of professional self-determination, which largely predetermined modern approaches to this problem. These are classic studies in the field of vocational guidance and vocational counseling by E.A. Klimova (Psychology of professional self-determination), V.V. Yaroshenko (School and psychological self-determination of students - Kyiv, 83), A.E. Golomshtok, L.A. Yovaishi, V.V. Nazimova, B.A. Fedoroshina, S.A. Chistyakova and others. A feature of all these studies is the increasing attention to the personal aspects of professional self-determination.
The variety of different conceptual approaches to considering the problem of professional self-determination is caused not only by the complexity of this issue, but also by the cultural and historical conditionality of the implementation of self-determination by the majority of people living in a particular country, as well as the heterogeneity of the population (possible clients) of specific countries and regions. All this complicates the selection of the “best” conceptual approaches and makes the problem of professional self-determination diverse in terms of ways of consideration and solution.
The very concept of "self-determination" is quite consistent with such currently fashionable concepts as self-actualization, self-realization, self-realization, self-transcendence, self-consciousness. At the same time, many scientists associate self-realization and self-actualization with labor activity, with work. For example, A. Maslow believes that self-actualization manifests itself “through a passion for meaningful work”; K. Jaspers connects self-realization with the work that a person does. I.S. Kon says that self-realization is manifested through work, work and communication. P.G. Shchedrovitsky notes that "the meaning of self-determination is in the ability of a person to build himself, his individual history, in the ability to constantly rethink his own essence."
Self-determination implies not only "self-realization", but also the expansion of one's original capabilities - "self-transcendence" (according to V. Frankl): the full value of human life is determined through its transcendence, i.e. the ability to "go beyond oneself", and most importantly - in the ability of a person to find new meanings in a particular case and in all life.
Thus, professional self-determination means:
A single fact of choice (when applying);
The activity of a person who receives this or that content. (Depending on the stage of its development as a subject of labor);
Search for personal meanings in the chosen work activity.
All this allows us to conclude that professional self-determination and self-realization of a person are inextricably linked in other important areas of life. The essence of professional self-determination is the independent and conscious finding of personal meanings in the chosen, mastered or already performed work, labor activity and all life activities in a specific cultural-historical (socio-economic) situation, as well as finding meanings in the very process of self-determination.
The result of professional self-determination is the choice by a high school student of a certain profession that corresponds to his personal characteristics and interests, readiness for the chosen profession, thinking about the path, and ideally - a personal professional life plan, a professional start.
For the right professional choice, the optant must have the ability to: analyze, compare; generate ideas, put forward hypotheses, transfer knowledge and skills, independence of judgment and critical thinking to new situations; high self-organization, self-control.
To successfully support professional self-determination, the teacher must build a system of work:
1) with students (the formation of their activity in self-knowledge and self-realization);
2) cooperate with institutions: career guidance center, youth employment center;
3) cooperate with the institutions responsible for the creation of the industrial sector;
4) cooperate with the bodies of scientific, methodological and personnel support for practical workers on the guidance of self-determination;
5) cooperation with authorities at all levels of public administration (education).
Professional self-determination continues throughout a person's working life. To orient the self-determined student, N.S. Pryazhnikov identifies the main types of professional self-determination: professional, life and personal. At the highest levels of their manifestation, these types almost interpenetrate each other. For example, a professional who has discovered in his work the main meaning of his life, undoubtedly, realizes himself as a person. The main differences (distinctive, specific features) of these types of self-determination can be the following.
For professional self-determination:
1. Greater formalization is characteristic (professionalism is reflected in diplomas and certificates, a work book, in the results of labor, etc.).
2. Favorable conditions are required (social demand, relevant organizations, equipment, etc.).
Life self-determination is characterized by:
1. Globality, the inclusiveness of the way and style of life that are specific to the socio-cultural environment in which the person lives.
2. Dependence on economic, social, environmental and other objective factors that determine the life of a given social and professional group.
For personal self-determination:
1. Characteristic is the possibility of formalizing the full development of the personality (diploma, certificate, certificate, etc.).
2. Not “favorable” conditions in the philistine view are more suitable, but, on the contrary, difficult circumstances and problems that not only allow the best personal qualities of a person to manifest, but often contribute to the development of such qualities.
In today's world, when adults spend most of their time at work, personal self-determination is more associated with professional self-determination. Although in the future situations are possible when a person will have more and more free time from work, time for personal development.
In each of the main types of self-determination, one can conditionally distinguish subtypes that differ in the criterion of the breadth of the range, in terms of the very possibilities of self-determination. These subtypes of N.S. Pryazhnikov called levels of self-determination opportunities. He highlights 5 levels of human self-realization(the criteria for singling out levels are the person's internal acceptance of this activity and the degree of creative attitude towards it):
1. Aggressive rejection of activities for a specific type of self-determination, defiant ignoring and even destruction of existing opportunities.
2. Silent avoidance of activities for a specific type of self-determination.
3. Realization of stereotypical ways of activity.
4. The desire to improve individual elements of their activities, that is, the actual beginning of real creativity, but within the framework of traditional ways of life.
5. The desire to significantly improve their activities as a whole.
The works of foreign researchers in the field of professional self-determination are also interesting. Most foreign theories of professional development can be classified into five main areas: 1) differential diagnostic, 2) psychoanalytic, 3) decision theory, 4) development theory, 5) typological [I.M. Kondakov, A.V. Sukharev "Methodological foundations of foreign theories of professional development", p. 158].
Differential diagnostic direction
The basis of this trend is differential psychology with its psychometric concepts and methods. In 1909, F. Parsons formulated the following premises: a) each person, according to his individual qualities, is most optimally suited to a single profession; b) professional success and satisfaction with the profession are determined by the degree of conformity of individual qualities and the requirements of the profession; c) professional choice is, in essence, a conscious and rational process in which either the individual himself determines the individual disposition of psychological or physical qualities and correlates it with the already existing dispositions of the requirements of various professions [I.M. Kondakov, A.V. Sukharev "Methodological foundations of foreign theories of professional development", p. 159]. Thus, the main position that characterizes this direction is the position that the problem of professional choice is solved by a “meeting” of the personal structure and the structure of professional requirements.
Psychodynamic direction
This direction postulates that the central role in choosing a profession and professional life as a whole belongs to various forms of needs, from vital instincts to complex psychodynamic mechanisms and structural-personal instances.
One of the theories of this trend is the theory of E. Rowe, where professional choice is understood as a direct or indirect satisfaction of needs. The content of needs is determined, first of all, by the early atmosphere of the parental home and the educational style of parents, who, through the satisfaction or frustration of primary needs, form an individual need structure, and in particular professional orientations and special abilities [I.M. Kondakov, A.V. Sukharev "Methodological foundations of foreign theories of professional development", p. 161].
Direction of decision theory
Research installations of the direction of decision theories are oriented, first of all, to the study of the process of choosing a profession. The basis for this is the structural representations of the theory of decisions, in which individual and especially biographical conditions of professional choice are taken out of the brackets or, at best, are considered as modifications of the problem-solving process, and professional choice itself acts as a system of orientations in various professional alternatives and decision-making.
One of the options for implementing the theory of decision in the psychology of professional development was proposed by D. Tiedeman and O "Hara. Their central component is the options for professional fate (professional path), which is determined by the sequence of chosen professional positions [I.M. Kondakov, A.V. Sukharev "Methodological foundations of foreign theories of professional development", p. 162]. At the same time, it is postulated that the internal content of professional development is the structure of decision processes and
One of the first to develop this direction was E. Gintsberg, who postulated that “professional choice is a long process lasting more than ten years, which includes a number of interrelated decisions” [I.M. Kondakov, A.V. Sukharev "Methodological foundations of foreign theories of professional development"]. This process is irreversible, since earlier decisions limit further possibilities, and it ends with a compromise between external (conjuncture, prestige) and internal factors (individual characteristics) [A.E. Golomshtok "Choosing a profession and educating a student's personality", p. 36].
Later, on the basis of E. Gintsberg's stage model, D. Super created the most popular theory of professional development abroad. In 1952, he put forward the following provisions: 1. People are characterized by their abilities, interests and personality traits. 2. On this basis, each person approaches a series of professions, and a profession approaches a series of individuals. 3. Depending on time and experience, both objective and subjective conditions of professional development change, which leads to multiple professional choices. 4. Professional development has a number of successive stages and phases. 5. The features of this development are determined by the socio-economic level of the parents, the properties of the individual, his professional capabilities. 6. Satisfaction with work depends on the extent to which the individual finds adequate opportunities for the realization of his abilities, interests, personality traits in professional situations [A.E. Golomshtok "Choosing a profession and educating a student's personality", p. 38].
The direction of typological theories
A special place among the theories of this direction is occupied by the theory of J. Holland. According to the author, the process of professional development is limited, firstly, by the determination by the individual of the personal type to which he belongs, secondly, by finding a professional sphere corresponding to this type, thirdly, by choosing one of the four qualification levels of this professional sphere, which determined by the development of intelligence and self-esteem. The main attention is paid to the description of personality types, which are characterized as realistic (practical), intellectual, social, standard (conventional), enterprising and artistic [E.F. Zeer, The Psychology of Occupations, p. 127].
Summarizing the above analysis of various approaches to the study of professional self-determination, one should note their consistency. It is possible to single out the main common points of different theories: firstly, professional self-determination is considered as a long process, it is carried out throughout a person's life: a person constantly reflects, rethinks his professional life and asserts himself in the profession; secondly, in the process of professional self-determination, it is necessary to take into account one's abilities, interests, inclinations, individual qualities and properties. The core of professional self-determination is the conscious choice of a profession, taking into account one's own characteristics and capabilities, the requirements of professional activity and socio-economic conditions.
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There are three approaches of foreign development theories:
1. biogenetic: A child is a biological being, endowed by nature with certain abilities, character traits, and forms of behavior. Heredity determines the entire course of its development, its pace, limit. The environment in which a child is brought up is a condition for such an initial predetermined development.
The theory of recapitulation (borrowed from embryology): transferring the principle of biogenetic laws to developmental psychology allows us to present the child's psyche as a repetition of the main stages of evolution and the stages of human development. The biological factor includes, first of all, heredity. Domestic psychologists believe that temperament, inclinations, and abilities are inherited.
2. sociological / sociogenetic(J. Locke - beginning). Locke: The child is tabula rasa (blank slate). The educator (education) writes whatever he wants. The child grows up the way adults want to see him. The main factor is the environment. The activity of the child is not taken into account.
Disadvantages of these directions:
1. these theories are one-sided;
2. no child activity.
3. W. Stern's approach is the theory of convergence. The principle of convergence of two factors, two sides: 1. the maturation of hereditary character traits; 2. development under the influence of the immediate environment of the child. These sides intersect - convergence. The theory considers the question of the relationship between heredity and environment. Eysenck: 20% Wednesday; 80% heredity.
Flaw: does not take into account the internal causes of mental development, the child is passive and adapts.
Domestic psychology:
L.S. Vygotsky: the unity of hereditary and social moments in the process of development. Heredity is present in the development of all mental functions of the child, but has a different proportion. More elementary processes (sensation, perception) are more hereditarily conditioned than more complex processes. B contrasted the cultural-historical concept of development with the iologizing approach. Each form of cultural development is already a product of the historical development of mankind, and not of simple organic maturation; in the process of social life, the very natural needs of man have undergone profound changes, new human needs have arisen and developed.
To understand the specifics of human ontogenesis, the key idea is the correlation between real and ideal forms of development. In one of the lectures, comparing the development of a child with other types of development (embryonic, geological, historical), Vygotsky said: “Can you imagine ... that when the most primitive man had just appeared on Earth, simultaneously with this initial form there existed a higher , the final form is “the man of the future” and that that ideal form somehow directly influenced the first steps that primitive man took. It's impossible to imagine. In none of the types of development known to us has it ever happened in such a way that at the moment when the initial form is formed ... there is already a higher form, an ideal that appears at the end of development, and that it directly interacts with the first steps that the child takes on the path development of this initial, or primary, form. This is the greatest originality of child development, in contrast to other types of development, among which such a position could not be found and we do not find it. This, therefore, means that the environment acts in the development of the child, in the sense of the development of the personality and its specifically human properties, as a source of development, i.e. the environment here plays the role not of a situation, but of a source of development.
The social environment is the source of individual mental development, as a “space” for the existence of ideal forms that are assigned by the individual in the course of ontogenesis and become the real form of his psyche. Man is a social being in the sense that, outside of interaction with society, he will never develop in himself those qualities that arose as a result of the development of all mankind. The process of development in ontogeny goes from the social to the individual. The form of the mental development of the child is the mastery of social experience, the appropriation of historically developed abilities, ways of activity and thinking. Vygotsky considered the imitation of a child to an adult as a general mechanism for the formation of higher mental functions (HMF). The driving force (factor) of mental development is training. The HMF of a child is formed in vivo, as a result of communication with an adult.
Modern psychologist L.F. Obukhova, relying on Vygotsky’s position regarding the fundamental differences between the “biologising”, “naturalistic”, and cultural-historical approaches to development, insists on the identification and existence of two main paradigms in the study of child development: natural-scientific and cultural-historical. (1996)
15. Labor education, tasks, content and methods. Ushinsky, Makarenko on the role of labor in personality development. Professional self-determination. Domestic and foreign theories of professional self-determination (D. Super, E. Ginzberg, E.A. Klimov, I.S. Kon). Prof. orientation and economic education of schoolchildren.
laborupbringing(TV) - the process of involving students in pedagogically organized types of labor in order to transfer production experience to them, develop labor skills, diligence and other qualities of an employee. TV is also aimed at the implementation of initial vocational education and vocational guidance (VET).
TasksTV:
the formation of knowledge about decomp. labor processes and production, types of professions and people of labor, economic and social problems;
to form the skills and abilities of elementary labor actions (as opposed to vocational education, in which complex professional skills are formed);
development of abilities, interests, mind, will, etc.;
the formation of a positive attitude towards work, the need for it;
preparation for choosing a profession.
These issues are addressed through various forms:
in the educational process (lesson form) in the lessons of labor training, in the classroom in the subjects of the natural science cycle and the humanities when using various f.o.o. (workshops, laboratory, electives, etc.);
in extracurricular activities - excursions, evenings of questions and answers, meetings with people decomp. professions, etc.
The system of additional education (station of young technicians, etc.) has huge opportunities. In the summer, TV is carried out in training and production teams, labor and recreation camps, during labor landings in health. camps, etc.
TO is carried out through the implementation by schoolchildren dec. types of work: self-service labor, general useful labor, educational labor, industrial labor.
In present time of preparation for production work, i.e. arming the profession, single schools are engaged in which there are acc. base, as well as the CPC (training and production facilities).
Makarenko on the role of labor. He believed that in relation to children, “demanding love” is needed: the more respect for a person, the more requirements for him - this humanism was the main principle of ped. Makarenko systems. Education in a team and through a team is the central idea of his ped. systems. "The principle of parallel action": to influence the individual, acting on the collective. To captivate the team with a specific goal, the achievement of which requires effort, labor, struggle. A necessary factor in education is work. Diligence and the ability to work are not given to the child, but are brought up in him. Labor d.b. creative, conscious. Makarenko considered teaching young people creative work an important task of the educator. Such work arises only where work is treated with love, where its necessity and benefits are understood, where work becomes the main form of manifestation of personality and talent. Labor as a means of comprehensive development of a person d.b. productive.
Ushinsky on the role of labor. Free labor is necessary for a person to develop and maintain in him a sense of human dignity. True and free labor is of great importance for life - without it, it loses its value and dignity. Physical labor is necessary for the development and maintenance of physical strength, health and physical fitness in the human body. abilities. Mental labor activates the nervous system, has a beneficial effect on blood circulation and digestion. Education should prepare for work, develop in a person the habit and love for work, give the opportunity to find work for himself in life. It is necessary to switch children from one type of activity to another in order to avoid early and narrow specialization.
Professional self-determination (PS)- the process of formation by a person of his attitude to professional activity and the way of its implementation through the coordination of personal and socio-professional needs.
PS stages:
1. primary choice of a profession (primary school age - they are little informed about the profession and have a situational idea of their capabilities);
2. professional self-determination (senior school age - the emergence and formation of professional intentions and initial orientation in various areas of work);
3. mastering the chosen profession (training after school);
4. prof. adaptation (formation of an individual style and inclusion in the system of industrial relations);
5. self-realization in work (fulfilled or unfulfilled expectations in the profession.)
Career choice factors:
1. subjective (interest, skills, abilities, temperament, character, etc.);
2. objective (state of health, academic performance);
3. social characteristics (social environment, level of education of parents, home conditions).
The theory of professional self-determination D. Super.
According to D. Super, individual professional preferences and types of careers can be considered as a person's attempts to implement the Self-concept. All those statements that the subject can say about the profession determine his professional self-concept. A professional self-concept can be obtained by ranking professions according to their attractiveness or by accepting the subject's actual profession as a confirmation of his self-concept. The subject chooses a profession, the requirements of which will ensure that he fulfills a role consistent with his self-concept.
Super highlighted stages of professional development:
1. growth (from 0 to 14 years old) - development of interests, abilities;
2. research (from 14 to 25 years old) - an individual tries to test himself in various professional roles, focusing on his real professional opportunities;
3. approval (from 25 to 44 years old) - professional education and strengthening of one's position in society;
4. maintenance (from 45 to 64 years old) - the creation of a stable professional position;
5. recession (from the age of 65) - a decrease in professional activity.
Super, understanding career as a sequence of professions, jobs, places and positions during a person's life, gives a classification of careers for men and women in connection with the stages of professional development allocated to them. A special place in the classification of careers Super assigns to professional samples or the stage of research, which must certainly be implemented in a person's life.
E. Ginzberg's theory of compromise with reality.
In his theory, Eli Ginsberg pays special attention to the fact that the choice of a profession is an evolving process, everything does not happen instantly, but over a long period. Ginsberg identifies three factors in the professional choice process. stages:
1. The stage of fantasy continues in a child until the age of 11. During this period, children imagine who they want to be, regardless of real needs, abilities, training, the possibility of getting a job in this specialty, or other realistic considerations.
2. The hypothetical stage lasts from 11 years to 17 years of age and is divided into 4 periods:
during the period of interest, from 11 to 12 years old, children make their choice, in an eye way, guided by their inclinations and interests;
the ability period, from 13 to 14 years, is characterized by the fact that adolescents learn more about the requirements of this profession, the material benefits it brings, as well as about the various ways of learning and training, and begin to think about their abilities in relation to the requirements of a particular profession ;
during the assessment period, from 15 to 16 years, young people try to “try on” certain professions to their own interests and values, compare the requirements of this profession with their value orientation and real opportunities;
transitional period (about 17 years), during which the transition from a hypothetical approach to choosing a profession to a realistic one is carried out, under the pressure of school, peers, parents, colleagues and other circumstances at the time of graduation from a secondary educational institution.
3. The realistic stage (from 17 years old and older) is characterized by the fact that adolescents are trying to make a final decision - to choose a profession:
study period (17-18 years) when active efforts are made to acquire deeper knowledge and understanding;
the period of crystallization (between 19 and 21 years), during which the range of choice is significantly narrowed and the main direction of future activity is determined);
a period of specialization, when a general choice, such as the profession of a physicist, is refined by the choice of a specific subspecialty.
E.A. Klimov outlines eight main factors that determine professional choice:
position of elders, family;
peer position;
the position of the school teaching staff (teachers, class teachers, etc.);
personal professional and life plans;
abilities and their manifestations;
claim to public recognition;
awareness of a particular professional activity;
inclinations.
The main phases of professional development identified by E.A. Klimov:
Optant (phase of optant, optation) is the period of choosing a profession in an educational and vocational institution.
Adaptant (or adaptation phase) - entry into the profession and getting used to it.
Internal (or internal phase) - the acquisition of professional experience.
Master (or mastery phase) is the skilled performance of labor activity.
Mentor (mentoring phase) - the transfer by a professional of his experience.
E.A. Klimov defines five schemes of professional activity:
1. subject of labor:
N-P - these are professions in which work is aimed at plant, living, microorganisms, as well as professions in which the subject of labor is earth, water, atmosphere, space (biologist, meteorologist, agronomist, milkmaid, dog handler);
Ch-Ch - in this group, the subject of labor is a person, a group of people, a team. That is, professions related to the education and upbringing of people, leadership, management, material, information, trade, and medical services for the population. The peculiarities of professions of the type H - H are the constant interaction between people and double training: in the specialty and in working with people;
Ch-T - the subject of labor here are machines, mechanisms, materials, types of energy. This group includes professions related to the processing of various materials, installation, repair of buildings and structures, maintenance of vehicles, instruments, apparatus, processing of agricultural products (carpenter, locksmith, driver, miner, electrician.);
Ch-3 - the essence of the labor operations of these professions is manifested not in movements and actions, but in mental activity that is directly inaccessible to the observer. The main objects of labor for professions of this type are numbers, numbers, codes, languages, formulas, conventional signs, sound and visual signals (editor, proofreader, programmer, mathematician, economist, accountant, cashier, draftsman, designer, cutter, telegraph operator);
Ch-X are professions associated with visual, artistic, literary and acting activities.
2. according to goals:
gnostic - "gnosis - knowledge", a group of professions where you need to learn something, check, investigate, understand something (inspector, auditor, safety engineer, theater critic, etc.)
transforming - transformation - any impact on the object of labor in order to change its properties, position in space or in order to preserve its properties, transform. human activity m.b. directed not only at things, but also at information, processes and devices in general. life (a locksmith transforms a part, a teacher transforms knowledge, a programmer transforms information);
surveying - professions, in the cat. the search for creative solutions to non-standard prevails. tasks and situations (cutter, fashion designer, florist).
The gnostic, transformative, and exploratory component is present in almost every profession, professions are divided not by the sign or absence of one component, but by their predominance.
3. on the basis of the main tools, means of labor (a tool is any system deliberately used to solve labor tasks):
I. functional tools:
1. external in relation to consciousness:
a) expressive means of behavior, speech (professional actor, announcer);
b) the human body, its subsystems (ballerina, circus acrobat, sports coach);
2. internal, i.e. the means of activity entering into consciousness, kept in memory:
a) fixed in speech and developed in general. experience rules, principles, etc.
b) non-verbal (non-verbal) - mental formations, stereotypes of successful behavior.
II. Real tools of labor:
1. means for receiving, receiving information:
a) devices that give an image (microscope, flaw detector, X-ray apparatus);
b) devices that provide information in the form of symbols, signals (thermometers, sensors, counters).
2. means for information processing (computer, microcalculator);
3. means for transmitting information (media, fax, e-mail);
4. means for the implementation of practical actions in natural, technical and information. systems:
a) manual (simple and mechanized) - simple planer - electric planer;
b) machines with manual control (machine, sewing machine, crane);
c) automated and automatic systems, as well as devices for long-term continuous and hidden processes (refrigerator, steel furnaces).
4. according to working conditions:
professions, work in a cat. occurs in a domestic microclimate (B);
outdoors (O);
professions, work cat. associated with unusual conditions (N);
professions, work cat. associated with a high level of moral or mater. responsibility (M).
career guidance- this is a social concept from the components of a universal culture, manifested in the form of concern for the professional development of the younger generation, support and development of natural talents, as well as professional self-determination, the socio-economic situation in the labor market.
The most important directions of p. are:
prof. information - familiarization of various groups of the population with modern industries, the state of the labor market, etc.;
prof. consultation - assisting a person in professional self-determination in order to make an informed decision about choosing a specialty;
prof. selection - determination of the degree of prof. preparedness of a person for a particular profession;
prof., industrial and social adaptation - a system of measures that contribute to the professional development of an employee.
Basic p.o. methods: informing: individual, group, mass, direct (lecture, conversation) and indirect (media), psychological and medical counseling; various pedagogical implications.
Economic education of schoolchildren.
EO - arming a person with a system of special ZUNs, allowing him not only to carry out commodity-money relations, but also to effectively contribute to the development of economics. country's potential.
Purpose of EV: the formation of an economically literate generation. The goal is achievable only by solving the system tasks:
1. transfer of a knowledge system to a person, incl. theories, patterns, laws of economics. science;
2. the formation of a person's right attitude to the commodity-money-commodity system (to the economy);
3. formation of spec. skills and abilities of activity in economy. sphere.
The EV system uses the entire set of upbringing methods. When organizing ES, choosing the forms and methods of this work, the age of children, their level of upbringing, interests, mothers are taken into account. school opportunities, features of its location, etc.
Criteria for evaluating the effectiveness of EV:
1. criterion for assessing knowledge - is determined by the use of decomp. questionnaires, questionnaires, tests;
2. criterion for evaluating the activity area - is determined by the time and quality of the implementation of the definition. assignments;
3. criterion for the success of the application of their knowledge and skills.
The most important criterion for the development of professional orientation was the emergence of a real problem of freedom and choice before a significant number of people. The foregoing does not mean that the problem of freedom of choice did not exist before, for example, in folklore sources, in philosophical, pedagogical and fiction, this problem occupied a prominent place.
In domestic pedagogy and psychology, rich experience has been accumulated in the field of the theory of professional self-determination, which largely predetermined modern approaches to this problem. These are classic studies in the field of vocational guidance and vocational counseling by E.A. Klimova (1976; 1983; 1988; 1990 and others), A.E. Golomstock (1979), B.A. Fedorishina (1979) and others. A feature of all these studies is the ever-increasing attention to the personal aspects of professional self-determination. It is noteworthy that one of the latest versions of the concept of professional self-determination, created at the Institute of Professional Self-Determination of Youth at the Russian Academy of Education (1993), is based on the "I-concept" of personality development developed by R. Burns (1986).
Very interesting for the development of the theory of professional self-determination are the ideas of the "event approach" in planning and considering a person's life path, developed by E.I. Golovakhoy and A.A. Kronik (1984), as well as V.M. Rozin about the construction of destiny as "artistic creativity" characteristic of people of art. It is noteworthy that back in the 1920s, ideas close to the event approach were expressed by representatives of philosophical trends.
For theoretical analysis and generalization, the works of foreign researchers in the field of professional self-determination, labor psychology and the role of a professional consultant are of particular interest, whose views are quite diverse and can serve as material for a more detailed analysis. For example, J. Krumbolts and R. Kinner (Kinner, Krumboltz, 1986) consider the role of a professional counselor as "mentoring", educating, as a "provider of information" to the client.
E. Herr (Negg, 1984) believes that a modern occupational consultant is an applied scientist-behaviorist, whose task with the help of various games, labor tests, trainings, etc. train the client's actions, plan and predict them.
N. Gysbers and I. Moore consider the process of professional consultation as an aid, first of all, in life self-determination: “Lifelong self-determination is like self-development through the integration of roles, environment and events in a person’s life” (Gysbers, Moore, 1987, p. 1-7) .
A. Maslow proposed the concept of professional development and singled out self-actualization as a central concept - as a person's desire to improve, express, prove himself in a meaningful business (Maslow, 1970).
J. Holland distinguishes six personality types that allow one to define a "personality code" and correlate it with the requirements of a particular professional environment (see Proshchitskaya, 1993; Holland, 1966).
The Japanese researcher Fukuyama developed and implemented a whole system of gradual preparation of schoolchildren for a conscious professional choice, an important element of which is “labor tests” specially organized in 16 types of activity (see Ukke, 1990; Fukuyama, 1980, 1984). It is noteworthy that in Russia in the second half of the 80s they tried to introduce the system of Professor Fukuyama (F-test), these attempts immediately ran into a lack of material base and funding for such a complex program. All this once again testifies in favor of the fact that it is better to develop your own approaches and methods in such a complex matter as professional self-determination, which in each country has its own characteristics and limitations...
The concept of “professional maturity” is considered to be one of the most interesting and progressive abroad, which, since the late 50s, has been developed by D. Super (see Mikhailov, 1975; Ukke, 1972; Super, 1985). D. Super considers the choice of a profession as an event, but the process of professional self-determination (career building) itself is a constantly alternating choice. At the heart of all this lies the "I-concept" of the individual as a relatively holistic formation, gradually changing as a person grows up.
The complexity of defining the very concept (essence) of self-determination is also connected with the fact that there are other close concepts: self-actualization, self-realization, self-realization, which are often revealed through the passion for significant work "(A. Maslow), through the "work" that a person does (K . Jasperrs) (see Frankl, 1990, pp. 58-59). PG Shchedrovitsky sees the meaning of self-determination in the ability of a person to build himself, his individual history, in the ability to rethink his own essence (1993). V. Frankl defines the full value of human life through his ability to "go beyond himself", and most importantly - to find new meanings in a particular case and in his whole life (1990). Arguing about self-determination and self-realization, I.S. Kon connects them with the work performed (labor, work) and relationships with people around (communication) (1984). More and more works appear where an attempt is made to somehow connect professional activity with an attitude to the world, to indicate the connection of work, life, happiness, fate (Argyle, 1990; Klimov, 1993; Kogan, 1988, etc.).
All this allows us to conclude that professional self-determination is inextricably linked with a person's self-realization in other important areas of life. The essence of professional self-determination is the independent and conscious finding of the meanings of the work performed and all life activity in a specific cultural-historical (socio-economic) situation.
The ratio of the concepts of "professional self-determination", "career guidance" and "professional consultation" is as follows. Vocational guidance is a broader concept that implies a wide range of measures that go beyond pedagogy and psychology alone to assist in choosing a profession, which also includes vocational counseling as an individually oriented assistance in professional self-determination. Both vocational guidance and vocational counseling can be defined as the “orientation” of a student (optant), while professional self-determination is more related to the “self-orientation” of a student acting as a subject of self-determination (Klimov, 1983, pp. 15-21).
As a content-procedural model of professional self-determination, a modified version of the Scheme for constructing a personal professional plan is proposed - LPP (to E.A. Klimov; 1988, 1990), supplemented by value-moral components of self-determination (Pryazhnikov, 1988, 1991):
1. Awareness of the value of honest (socially useful) labor (the value-moral basis of self-determination).
2. General orientation in the socio-economic situation in the country and forecasting the prospects for its change (taking into account the specific socio-economic situation and predicting the prestige of the chosen work).
3. Awareness of the need for professional training for full self-determination and self-realization,
4. General orientation in the world of professional work (macro-informational basis of self-determination).
5. Identification of a distant professional goal (dream) and its coordination with other important life goals (leisure, family, personal).
6. Identification of near and near professional goals as stages and paths to a distant goal.
7. Knowledge about the chosen goals: professions and specialties, relevant professional educational institutions and places of employment (microinformation basis of self-determination).
8. The idea of the main external obstacles on the way to the identified goals.
9. Knowledge of ways and means to overcome external obstacles.
10. The idea of internal obstacles (shortcomings) that complicate the achievement of professional goals, as well as knowledge of one's own merits that contribute to the implementation of plans and prospects (self-knowledge as an important basis for self-determination).
11. Knowledge of the ways and means of overcoming internal shortcomings (and the optimal use of strengths), contributing to the preparation for an independent and conscious choice and future professional activity.
12. Availability of a system of backup options in case of failure in the main option of self-determination.
13. The beginning of the practical implementation of a personal professional perspective and continuous improvement (adjustment) of the plans outlined on the principle of "feedback".
The ambiguity in assessing the involvement of a person in a specific labor activity, which complicates the assessment of the very quality of self-determination and self-realization, necessitates a special allocation of types and levels of self-determination.
When identifying the types of self-determination, the criterion of potential opportunity for freedom of self-realization was used (the range of maneuver within the framework of performed and mastered activities). We offer the following main types of human self-determination:
- self-determination in a specific labor function, operation;
- self-determination at a specific labor post;
- self-determination in the specialty;
- self-determination in the profession (in the group of related specialties);
- life self-determination (where professional self-determination is the most important component);
- personal self-determination (as the highest level of life self-determination);
- self-determination in culture, access to "social immortality" - according to A.G. Asmolov - as the highest level of personal self-determination (1990).
Let us consider how the degree of human freedom is realized in the selected types within the framework of the activity performed. There are people who find the meaning of their work in the quality performance of individual labor functions or operations (for example, when working on a conveyor belt). If a person works in this mode for years and even gets used to such work, then his dependence on this activity increases progressively.
Self-determination in a particular job post involves the performance of quite diverse (and often quite complex) functions, for example, the work of a high-class turner or an artist working in his workshop. The “labor post” itself is considered as “some socially fixed multidimensional, multi- and multi-attribute systemic formation”, which includes specified goals, subject, system of means of labor, system of professional duties, system of rights and a certain production environment (Klimov, 1988, p. .41).
Self-determination at the level of a specific specialty involves a relatively painless change of various labor posts, and in this sense, the possibilities of self-realization are even more expanding. For example, a taxi driver transfers to different cars without any problems. But at the same time, even good taxi drivers, when they have to transfer to heavy dump trucks, sometimes experience great difficulties and even refuse a new job, that is, successful self-determination in a particular specialty (taxi driver) does not automatically lead to successful self-determination in the profession of a driver (driver). generally). Self-determination in a particular profession implies that the employee is able to perform close, related types of labor activity, that is, his options for choice are further expanding.<.>Compared to the previous type of self-determination, the employee chooses not only labor posts (within his specialty), but also the specialties themselves already within the profession.
Self-determination in a specific labor function, in a specific labor position, in a specialty and in a profession could be attributed to labor self-determination. True, work in a broader sense is a much broader concept, including non-professional activities (for example, work on a personal plot or work to raise one's children).
The next type is life self-determination, which, in addition to professional activities, includes studies, leisure, involuntary unemployment, etc. In essence, we are talking about choosing one or another way of life for a person. And although professional self-determination is quite significant for many people, it is also realized in a certain context of life. At the same time, many people generally see the meaning of their lives in extra-professional activities.
It is noteworthy that one of the leading authorities in the United States in the field of professional counseling, J. Super, defines the concept of "career" in "... its fullest and most comprehensive sense as a sequence and combination of roles that a person performs throughout life" (Super, 1983) , and presenting his concept of “life careers”, he singles out, in addition to the role of an employee, also the role of a child, student, vacationer, citizen, spouse, home owner, parent ... It follows that professional self-determination itself is an integral part of a career. But if we consider professional self-determination in close relationship with life and personal self-determination, then the concepts of career and professional self-determination turn out to be quite comparable.
Thus, the modern understanding of a career is not only success in this professional activity, but also the success of a lifetime. Naturally, life's self-determination presupposes a much higher degree of freedom of choice and range of maneuver, provided that a person does not renounce such freedom.
The next, more complex type - personal self-determination - can be considered as the highest manifestation of life self-determination, when a person manages to really become the master of the situation and his whole life. A person in this case, as it were, rises above the profession, and above social roles and stereotypes. The fundamental difference between personal self-determination and life self-determination is that a person does not simply “master a role”, but creates new roles.
Finally, the most complex type is the self-determination of the individual in culture (as the highest manifestation of personal self-determination). Speaking about a self-actualizing personality, A.G. Asmolov emphasizes its obligatory internal activity, aimed at “continuing oneself in other people”, which in a sense allows one to speak even of the social immortality of a person, at least as a possibility. The highest type of self-determination is when the whole life of a person and his deeds (what he has done) are a significant contribution to the development of culture, understood in a broad sense (production, art, science, religion, communication ...), when a person can be said in words A.M. Gorky that he became a "man of mankind" (Asmolov, 1990, pp. 360-363).
For each of the above types of self-determination, five levels of a person’s self-realization can be conditionally distinguished (the criterion for distinguishing levels is the person’s internal acceptance of this activity and the degree of creative attitude towards it): 1-aggressive rejection of the activity performed (destructive level); 2 - the desire to peacefully avoid this activity; 3 - implementation of this activity according to the model, according to the template, according to the instructions (passive level); 4 - the desire to improve, to do in their own way the individual elements of the work performed; 5 - the desire to enrich, improve the activities performed as a whole (creative level).
<.>Usually a person defines himself, as it were, by several types at once, but the levels of self-determination for each of these types can be different. For example, in his profession a person is a real creator, but in his personal life he is a loser, afraid to live, afraid to love ...
The foregoing allows us to highlight the main points that characterize the relationship between the concepts of "professional self-determination" and "personal self-determination", which also gives rise to certain problems that somewhat complicate the theory and practice of vocational counseling work. According to E.A. Klimov, "professional self-determination, understood as one of the most important manifestations of the subject of activity, can be considered on at least two interrelated, but distinguishable levels: gnostic (in the form of a restructuring of consciousness, including self-awareness) and practical (in the form of real changes in social status, a person's place in the system of interpersonal relations)" (Klimov, 1983, p. 62-63).
<.>Personal self-determination is a broader concept, but this does not mean that professional self-determination is wholly included in the personal one. For example, if a person, according to a specific type of self-determination - self-determination in culture - realizes himself at low levels and this activity itself is personally insignificant for him, then it is not necessary to speak of a full-fledged personal self-determination (one can only talk about the possibility of such self-determination).
Professional self-determination, in comparison with personal self-determination, often involves a more specific activity, determined by a specific subject, conditions, means of labor, as well as the specifics of interpersonal production relations and responsible for this work (Klimov, 1986, 1988), which is associated with the very definition of a profession as a limited type of activity .
<.>As already noted, the possibilities of self-determination "of a person expand with an increase in the degree of freedom of his actions, that is, with the transition to such types of self-determination as self-determination in a profession, in life, to personal self-determination and self-determination in culture, but again on the condition that for each of these types, the level of self-determination and self-actualization will be quite high, creative, which implies a certain internal activity of the individual.
Traditionally, vocational consultants and career counselors focus on working with teenagers (especially on the eve of graduation) and adult unemployed and unemployed people. Considering the main stages of establishing a professional, E.A. Klimov specifically singles out the stage of "option" (from Latin optatio - desire, choice), approximately corresponding to the stage of "adolescence" (according to D.B. Elkonin), when a person makes a fundamental decision about choosing the path of professional development. However, E.A. Klimov himself stipulates that not only a teenager, but also an adult can find himself in a situation of choice, for example, a person who changes his former profession or place of work, as well as an unemployed person (Klimov, 1983, p. 61-62)
