Adolescence main features and problems. Material on the topic: "Age characteristics of adolescence"

1. Psychological characteristics of adolescence………….………….6

1.1. General factors characterizing adolescence………….………..6

1.2. Social aspects youth development…………………………………..7

2. Modern problems of vocational guidance in adolescence…………………………………………………………………………………...10

2.1 Traditionally distinguished factors in choosing a profession………………………………………………………………………………………………………………………

2.2. Problems arising in career guidance work……………..12

3. The modern concept of vocational guidance from the position of self-diagnosis…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3.1. Traditional forms of psychological support for choosing a profession…………………………………………………………………………………………………………………………………………………………………………………………………………………………...15

3.2. Self-diagnosis method as the most promising choice of life path…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Conclusion…………………………………………..……………………..….….23

Glossary…………………………………………………………………….……25

List of sources used………………………………………………28

Annex A………………………………………………………………….…30

Appendix B…………………………………………………………………..…31

Annex B……………………………………………………………….……32

Appendix D……………………………………………………………….……33

Introduction

Early youth is an important and responsible stage in the development of personality. During this period, the formation of psychological mechanisms that influence the processes of development and self-realization takes place. It is at this age that the disclosure of all aspects of the personality begins, the development of personal capabilities, joint activities with other people expand, preparations for inclusion in independent life how full member society. All this creates the necessary prerequisites for self-realization of the individual. At this age, there is an active process of formation, complication of personality, changes in the hierarchy of needs.

Adolescence is especially important for solving the problems of self-determination, self-realization and the choice of a life path, which is associated with the choice of a profession. The age of adolescence is sensitive for the formation of psychological readiness for personal, professional and life self-determination, it is internally connected with the construction of life plans, with the determination of the future path.

The concept of " psychological readiness” implies in this case the presence of certain abilities and needs that allow the graduate of the school to fully realize himself. This is, first of all, the need for communication, mastery of the methods of its construction, theoretical thinking and the ability to navigate in various forms of theoretical consciousness, the development of reflection, with the help of which a conscious and critical attitude towards oneself is comprehended. These qualities form the psychological basis for self-determination- central education of early youth.

Unlike a dream, which can be both active and contemplative, life plan- this is an activity plan, therefore it is connected primarily with the choice of profession.

The choice of the future field of activity is the core of the process of self-determination. Attention should be paid to the specific internal conditions for choosing a profession in adolescence. This is still an emerging worldview, a generalized form of self-awareness, the work of which is manifested in the desire of a young person to approach himself from the standpoint of values prevailing in society, and finally, the discovery of his own “I”, experienced in the form of a sense of individual integrity and uniqueness.

Object of study in the course work is professional self-determination in early youth.

Subject of study- psychological characteristics that affect professional self-determination.

Purpose of work and tasks:

To get acquainted with the psychological characteristics of professional self-determination in adolescence;

Determine the main approaches in modern professional counseling of adolescence;

Conduct a study of professional self-determination using self-diagnosis methods.

The relevance of research. The problem of choosing a profession has stood in all ages. At present, with the change in the economic, political and socio-cultural situation in the country, a new understanding of its content is needed. Specificity psychological problems professional choice determined by the unstable situation in the country, the need to master new socio-economic experience. On the one hand, the new professions that have emerged in connection with the transition to a market economy do not yet have roots in the professional culture of our society. On the other hand, there is a painful process of breaking the stereotypes of traditional forms of professionalization, which are also undergoing changes in modern conditions.

All this leads to the confusion of teachers, school psychologists, parents who are trying to help students who are either in a state of uncertainty or have made a dubious and primitive professional choice.

The theoretical developments of past years on the problems of professional self-determination, although they can be used by a professional consultant as a starting point, no longer meet the needs of today.

New, newly created strategies involve the development and use of adequate psychodiagnostic methods, methodological blocks and, in general, technologies for individual and group work with high school students and adolescents that contribute to the right choice of profession.

Research hypothesis. The professional life of a modern person is full of surprises and changes, and many of those who followed the recommendations of professional consultants are unable to overcome various situations that arise on their life path.

The modern problem of vocational guidance in adolescence is that the labor market that is being formed in the country makes increased demands on personal initiative, independence, and autonomy of the individual. Therefore, using only professional diagnostics and thoughtlessly following other people's advice is not enough. One of the means of helping the subject in finding his place in a changing professional environment is psychological support in self-knowledge and self-diagnosis.

The hypothesis of this work is that only a combination of diagnostics in choosing a profession by a professional consultant and the conscious work of the subject in order to know himself, his inclinations and needs will help to avoid mistakes at the very beginning of his life path.

Practical significance research lies in the fact that it proves the need for a change in the approach to career guidance, the use of new, personality-oriented technologies.

Main part

1 Psychological characteristics of adolescence

1.1 General factors characterizing adolescence

Work is playing important role in the life of every person and has big influence on his condition and health. A well-chosen profession increases self-esteem and a positive self-image, reduces the frequency of physical and mental health problems. Of course, the adequacy of the choice and the level of mastery of the profession affect all aspects and the overall quality of life. Therefore, it is so important for a person entering the world of professions to make the right choice. A complete understanding of how the process of professional determination should take place can be given by knowledge of the psychological characteristics of adolescence, for which this process is vital.

The stabilization of many physiological functions, the formation of a bodily constitution characteristic of an adult, allows boys and girls to participate in various activities. Labor activity contributes to the enrichment of theoretical knowledge gained during studies, broadening one's horizons, and, most importantly, the formation of qualities necessary for future professional activity, for self-realization. The need to choose a further life path, the choice of a particular profession is the most important feature of this age.

Personality traits in adolescence are determined by those psychological formations that appear even in adolescence: increased interest in one's personality, the desire for independence, adulthood; manifestation of criticality, etc., but they are somewhat modified. Since the processes of physical, mental and social maturation proceed unevenly and at different times, the chronological boundaries separating youth from adolescence and from adulthood are very mobile and are defined by psychologists in different ways. The main criterion here is the attitude of the individual to society, culture, social useful activity. Therefore, the transitional age is the stage of transition from a dependent, guarded childhood, when a child lives according to the rules of adults, to an independent and responsible activity of an adult. The content, duration and criteria of this transition are not the same and depend on individual characteristics. Moreover, the emphasis is not on physical development, but on the change of leading forms of activity, which differ in the following processes:

The development of the motivational sphere of the personality;

Determination by a high school student of his place in life and his inner position;

The formation of a worldview and its influence on cognitive activity;

The development of self-consciousness and moral consciousness.

1.2 Social aspects of youth development

Social aspects are very essential for developmental psychology. Personal qualities, as a rule, are ambiguous and depend on social environmental factors. During this period, the process of reflection sharply intensifies in the structure of self-consciousness, i.e. the desire for self-knowledge of one's personality, for assessing its capabilities and abilities. This condition is necessary condition self-realization. Own experiences, thoughts and desires, aspirations become the subject of attention and careful study.

In adolescence, a pronounced tendency to self-affirmation of one's personality arises: the desire to show one's originality, dissimilarity to others, the desire to stand out from the general mass of peers and adults.

The psychology of communication in adolescence is based on the interweaving of two needs: isolation and affiliation (the need to belong to a group or community). Separation is most often manifested in autonomy from the control of elders. However, it also applies to relationships with peers. In adolescence, the need increases not only for social, but also for spatial, territorial autonomy. On the other hand, the unconscious need for communication turns into a herd feeling for many children: they cannot even spend an hour outside their company.

In the period of early youth there is a process of formation of the image of the Self, i.e. a holistic view of a person about himself and his capabilities, which is an important prerequisite for self-realization. On the basis of this, an increased demand for a person in general is formed: for others and for oneself, a sense of responsibility develops. Strong-willed character traits are enhanced: initiative, endurance, self-control. Setting up a staging system own tasks, assessment of self-worth, the transformation of self-consciousness, the need for self-education is noticeably increased. Senior students begin to work hard on themselves, on improving self. are chosen moral standards, which become the stimulus of certain behavior, influencing the development of the individual.

Thanks to such work, a combination of adaptation and isolation of a person in society occurs, i.e. the process of socialization. Adaptation occurs mainly due to the fact that a person is an object of socialization. A person is an object of socialization insofar as the content of the socialization process is determined by the interest of society in the fact that a person successfully masters the roles of a man and a woman (sex-role, gender socialization), creates a strong family (family socialization), can and wants to competently participate in social and economic life (civil and professional socialization).

The problem of self-determination includes the ability to conscious, purposeful behavior when choosing a profession, and depends to a greater extent on the maturity of the individual. The very social maturation of young people for professional self-determination depends on the situation of preparation for choosing a profession and inclusion in socially useful work. Age puts restrictions on social maturation - before a certain age, conscious self-determination is impossible. Thus, readiness for a conscious choice of profession is determined by individuality and is formed in the process of personality development.

For the formation of the main substructures of a person, for him to reach maturity as a subject of communication, cognition and activity, as an individual, the period of early maturity is favorable. At the same time, a person has both subjective and objective opportunities for successful self-determination. The type and level of professional self-determination directly depends on the personality itself, on its experience, activity in the present and aspiration for the future.

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1. The concept of youth and its age limits. Social situation of developmentduring early adolescence.Physical development in adolescence. Gender identpersonality and sexual behavior

Youth is a certain stage of maturation and development of a person, lying between childhood and adulthood. AT developmental psychology adolescence is usually defined as the stage of development beginning with puberty and ending with adulthood. This is a definition in which the first boundary is physiological. And the second is social. It already shows the complexity and versatility of this age period.

But what are the chronological boundaries and meaningful features of this period? The transition from childhood to adulthood is usually divided into two stages: adolescence and adolescence. However, the chronological boundaries of these ages are often defined in completely different ways. For example, in domestic psychiatry, the age from 14 to 18 years is called adolescence, in psychology, 16-18-year-olds are considered young men.

Age terminology has never been unambiguous. In the Explanatory Dictionary of V. Dahl, a “young man” is defined as “young”, “small”, “a guy from 15 to 20 years old or more”, and “teenager” is defined as a “child in the undergrowth”, about 14-15 years old. In the Old Russian language, the word "lad" meant both a child, a teenager, and a young man. The same fuzziness of edges is characteristic of classical and medieval Latin.

An important detail: age categories in many, if not all languages, originally denoted not so much the chronological age of a person as his social position, social status. Old Russian "lad" meant: "slave", "servant", "worker", "princely warrior".

Adolescence is the period of life after adolescence to adulthood (the interval from 15-16 years to 21-25 years). In connection with the phenomenon of acceleration, the boundaries of adolescence have shifted downward, and at present this period of development covers approximately the age from 10-11 to 14-15 years. Accordingly, youth begins earlier.

Early adolescence (15-17 years) is only the beginning of this complex stage of development, which ends at about 20-21 years of age.

The special position of adolescence in the development of the child is reflected in its names: "transitional", "critical", "difficult", "critical". They recorded the complexity and importance of the developmental processes occurring at this age, associated with the transition from one era of life to another. In all areas of human development (physical, mental, spiritual, moral, social) great qualitative and quantitative changes are taking place.

The psychology of adolescence is closely connected with the problem of "fathers and children", continuity and conflict of generations. In a sense, this problem is eternal.

There is an interdependence between age and social abilities of an individual. Chronological age, or rather, the level of development of an individual that he assumes, directly or indirectly determines his social position, the nature of his activity, the range of social roles, etc. The gender and age division of labor largely determines the social status, self-awareness and level of claims of members of the corresponding age group.

The young man occupies an intermediate position between a child and an adult. With the complication of life in young men, there is not only a quantitative expansion of the range of social roles and interests, but also their qualitative change. There are more and more adult roles with a measure of self-responsibility that follows from this. At the age of 16, a young man receives a passport, at 18 - the right to vote and the opportunity to marry. The young man becomes responsible for criminal offenses. Many at this age are already starting their careers, everyone is thinking about choosing a profession, etc. But along with elements of adult status, the young man still retains features of dependence, bringing his position closer to that of a child. Financially, the high school student is still dependent on his parents. At school, on the one hand, he is constantly reminded that he is an adult, older, and on the other hand, they constantly demand obedience from him.

Early adolescence is the period of completion of a person's physical development. Body growth in length slows down compared to adolescence.

Girls reach full height on average between 16 and 17 (deviations plus or minus 13 months), boys - between 17 and 18 (deviations plus or minus 10 months) years. Weight is increasing, with boys making up for the recent gap behind girls. Muscular strength grows very quickly: 16 summer boy almost double the 12-year-old in this respect. Approximately one year after the end of growth, a person reaches normal adult muscle strength. A lot depends, of course, on the right diet and exercise. In some sports, early adolescence is the period of maximum achievement.

Contrary to popular belief, the terms of physical maturation do not depend on racial and national characteristics and climate. But the difference in the nature of nutrition and other socio-economic factors affect. In addition, it is very important to keep in mind the discrepancy between the average statistical norm and the individual physiological norm. Some perfectly normal people develop far ahead of or behind the statistical deadlines.

According to Western psychologists, the teenager is still bisexual. Nevertheless, during this period, gender identity reaches a new, higher level. Orientation to models of masculinity and femininity in behavior and manifestation of personal properties is clearly manifested. But a teenager can combine both traditionally masculine and traditionally feminine qualities. For example, girls planning a professional career for themselves in the future often have masculine character traits and interests, although they can also have purely feminine qualities at the same time.

The rise of sexuality.

Adolescence, i.e. the process of becoming an adult begins at puberty and leads to somatic and sexual maturity. This process is made up of physical changes- muscle building, increased body growth, the appearance of facial hair and a change in voice (deeper and lower than before). A young man often believes that he has a small penis. In contrast to the dramatic somatic changes that in young girls determine their sex (development of breasts, the onset of menstruation), the external bodily changes in young people at puberty are not so rapid. Some experts suggest that this is the reason why teenage boys are less prone to eating disorders, anorexia and bulimia.

Success in relationships with the other sex is of great importance for young men. Their sexual activity and anxiety about the ability to realize it can be the main content of their life for a long time. Questions and doubts related to the performance of sexual function, manifested in a strong erection, the ability to give pleasure to a woman, often manifest themselves in symptomatic sexual difficulties such as impotence and fear of being denied intimacy.

At the center of sexual competition is often anxiety associated with bodily manifestations. This anxiety is focused not only on the size of the penis, but also on the severity of the muscles and physique in comparison with other men and is the main painful point of fears. It can lead to an obsession with bodybuilding.

Relationships with sexual rivalry are striving for success in sports, school, and professional life. This issue may become even more important in the next decade of life.

The psychological mechanisms of sexual socialization and the formation of sexual identity (awareness of one's gender) are poorly understood. Modern psychology does not have a unified theory of gender socialization.

I. The theory of identification, which goes back to the views of Freud, emphasizes the role of emotions and imitation. It is believed that the child unconsciously imitates the behavior of adults of the same sex, whose place he wants to take. The main objection to the theory of identification is the vagueness of its basic concept, which means both likening oneself to another, and imitation, and identifying with others. In addition, the behavior of children is not always based on the imitation of the behavior of adults: for example, same-sex boyish companies do not arise from the fact that boys see how their fathers avoid female society.

II. Walter Mischel's theory of sexual typing, based on social learning theory, emphasizes learning processes and mental reinforcement mechanisms: parents and others reward boys for masculine behavior and condemn them when they behave "femininely"; girls are positively reinforced for feminine behavior and judged for being masculine.

Femininity is a characteristic of the feminine psychological sex. Men of this type use the female model of behavior. This type of gender-role behavior includes such personality traits as: vulnerability, compassion, avoidance of conflict situations.

Masculinity is a characteristic of the masculine psychological sex. This type of gender-role behavior includes such personality traits as: strength, courage, practicality, leadership, resourcefulness, ingenuity, etc. Masculine psychological sex reflects the normative ideas and attitudes that correspond to a man in society.

The theory of sexual typification is reproached for being mechanistic; from its standpoint it is difficult to explain the emergence of numerous individual variations and deviations from sex stereotypes that do not depend on upbringing. Many stereotypical masculine and feminine responses develop spontaneously, regardless of training and encouragement, and even in spite of them.

III. The theory of self-categorization, based on the cognitive-genetic theory of Lawrence Kohlberg, emphasizes the cognitive side of this process and especially the importance of self-awareness: the child first learns the idea of gender identity, what it means to be a man or a woman, then defines himself as a boy or a girl, and after that tries to adjust his behavior to what seems to him appropriate for such behavior. The vulnerable link in this theory is that gender-role differentiation of behavior begins in children much earlier than they develop a stable consciousness of their gender identity.

Probably, these theories should be considered not so much alternative as complementary. They describe the process of sexual socialization from different points of view: the theory of sexual typification - from the point of view of educators, the theory of self-categorization - from the point of view of the child.

During adolescence, two distinct forms of self-awareness emerge in succession: the sense of adulthood and the self-concept.

Due to the rapid growth and restructuring of the body in adolescence, interest in one's appearance sharply increases. A new image of the physical "I" is being formed. Because of its hypertrophied significance, the child is acutely experiencing all the flaws in appearance, real and imaginary. The disproportion of body parts, awkwardness of movements, irregularity of facial features, skin that loses its childlike purity, excess weight or thinness - everything upsets, and sometimes leads to a feeling of inferiority, isolation, even neurosis.

Severe emotional reactions to their appearance in adolescents are softened by warm, trusting relationships with close adults, who, of course, must show both understanding and tact. Conversely, a tactless remark that confirms the worst fears, a shout or irony that tears the child away from the mirror, exacerbates pessimism and additionally neuroticizes.

The image of the physical "I" and self-consciousness in general is influenced by the pace of puberty. Children with late maturation are in the least advantageous position; acceleration creates more favorable opportunities for personal development. Even girls with early physical development tend to be more confident and calm (although the differences between girls are not very noticeable, and this may change over time). For boys, the timing of their maturation is especially important. A physically more developed boy is stronger, more successful in sports and other activities, more confident in relationships with peers. He evokes the attitude to himself as to a more adult. On the contrary, a boy with late maturation is more likely to be treated as a child and thereby provoke his protest or irritation. Studies conducted by American psychologists show that such boys are less popular among their peers, they often become excitable, fussy, overly talkative, try to attract attention by all means and behave unnaturally, they often form low self-esteem and there is a feeling of rejection.

Identity can be defined as a fixed and stable awareness of who you are, what qualities you have, how you behave towards others and what place you occupy in society. In adolescence, a subjective assessment of various patterns of behavior appears and its own behavioral stereotype is formed. Serious mental and emotional disorders can manifest themselves in the "identification crises" characteristic of adolescence, in which the sense of identity in connection with personal-constitutional factors or the dynamics of family relations is chaotic and diffuse.

Recognition and respect from peers in adolescence is essential for the formation and strengthening of one's own identity, which is subjected to pressure from the opposing desire for conformity and conformity. Slave opportunism is a sign of age-specific fear of defending one's own assessments and one's own opinions. Such conformity can be devastating in alcohol and other drug abuse, criminal activity, or irresponsible sexual activity.

Young men with a stable sense of identity, strong self-awareness and self-respect are able to withstand such pressure. Unfortunately the feeling dignity and self-esteem at this stage of life in many adolescents is still so unstable that they easily succumb to the negative influences of their peers.

Escape from society is another option for organizing life in adolescence. Regardless of whether a young man is studying or working, he can choose this path: flight into drugs, religious sects, narcissistic self-absorption, etc. If such a desire becomes predominant, work and study are abandoned.

This option cannot be called a conscious life choice. In such cases, the task of self-determination is usually not solved, and these searches become the result of a series of serious failures or a vacuum that has formed: childhood is over, you don’t feel like an adult and you don’t know what to do. Boredom, the desire to get new impressions, forget about the "gray" life, inability to work can push to drugs and sectarianism.

2. Professional educational activity, as a leading activity in the period of early youth. cognitive development in youth. Problem personal self-determination at adolescence. Development of samosasawareness. emotional development

self-determination socialization youth professional

A new age stage - early youth - is considered the third world that exists between childhood and adulthood. At this time, the growing child is on the verge of a real adult life.

15 (or 14-16) years - the transitional period between adolescence and youth. This time falls on the 9th grade, if we mean the 11-year comprehensive school. In the 9th grade, the question of future life is decided: what to do - continue studying at school, go to college or work? In essence, society requires professional self-determination from an older teenager, albeit an initial one. At the same time, he must understand his own abilities and inclinations, have an idea of \u200b\u200bthe future profession and about specific ways achievement of professional excellence in the chosen field. It's on its own difficult task. It becomes even more complicated in our time - a critical historical period, when the stereotypes developed by previous generations, values, in particular, ideas about the importance of education and the prestige of a particular profession, are collapsing.

When they say that a child is growing up, they mean the formation of his readiness for life in the society of adults, moreover, as an equal participant in this life. Of course, a teenager is still far from true adulthood - both physically, psychologically, and socially. He objectively cannot be included in adult life, but strives for it and claims equal rights with adults. The new position manifests itself in various areas, most often in appearance, in manners. More recently, a freely, easily moving boy begins to waddle, his hands deep in his pockets and spitting over his shoulder. He may have cigarettes and, of course, new expressions. The girl begins to jealously compare her clothes and hairstyle with the samples that she sees on the street and magazine covers, throwing out emotions at her mother about the discrepancies.

Note that the appearance of a teenager often becomes a source of constant misunderstandings and even conflicts in the family. Parents are not satisfied with either youth fashion or prices for things that their child needs so much. And a teenager, considering himself a unique personality, at the same time strives to look no different from his peers. He can experience the absence of a jacket - the same as everyone in his company - as a tragedy. The desire to merge with the group, not to stand out in any way, which meets the need for emotional security, is considered by psychologists as a psychological defense mechanism and is called social mimicry.

The development of adulthood in its various manifestations depends on the area in which the teenager is trying to establish himself, what character his independence acquires - in relations with peers, the use of free time, various activities, household chores. It is also important whether formal independence satisfies him, the external, apparent side of adulthood, or whether he needs real independence, corresponding to a deep feeling. This process is significantly influenced by the system of relations in which the adolescent is included - the recognition or non-recognition of his adulthood by parents, teachers and peers. The features of these relationships will be discussed below.

The feeling of adulthood becomes the central new formation of early adolescence, and by the end of the period, at about 15 years old, the adolescent takes another step in the development of his self-awareness. After searching for himself, personal instability, he develops a “I-concept” - a system of internally consistent ideas about himself, images of the “I”.

The images of "I" that a teenager creates in his mind are diverse - they reflect all the richness of his life. The physical "I", i.e. ideas about one's own external attractiveness, ideas about one's mind, abilities in different areas, strength of character, sociability, kindness and other qualities, when combined, form a large layer of the "I-concept" - the so-called real "I".

The knowledge of oneself, one's various qualities leads to the formation of the cognitive (cognitive) component of the "I-concept". Two more are associated with it - evaluative and behavioral. For a teenager, it is important not only to know what he really is, but also how significant his individual characteristics are. Evaluation of one's qualities depends on the value system, which has developed mainly due to the influence of family and peers. Various teenagers therefore, the lack of beauty, brilliant intellect, or physical strength is experienced differently. In addition, self-image should correspond to a certain style of behavior. A girl who considers herself charming behaves very differently from her peer, who finds herself ugly, but very smart.

3. The problem of professional self-determination of high school students: main stages and patterns. Psychological problems of communication with adults andpeers

Professional self-determination as the center of the social situation of development forms a kind of internal position of a high school student, which is associated with a change in attitude towards the future. If a teenager, according to L.I. Bozovic, looks at the future from the position of the present, then the young man looks at the present from the position of the future. Turning to the future, building life plans and prospects is the affective center of the life of youth.

Professional self-determination can be viewed as a series of tasks that society sets for an emerging personality and which this personality must consistently solve over a certain period of time; as a process of step-by-step decision-making, through which the individual forms a balance between his preferences and inclinations, on the one hand, and the needs of the existing system public division labor - on the other; as a process of forming an individual lifestyle, part of which is professional activity (I.S. Kon). AT senior class children focus on professional self-determination. It involves self-restraint, the rejection of teenage fantasies in which a child could become a representative of any, the most attractive profession. A high school student has to navigate various professions, which is not at all easy, since the attitude to the profession is based not on one's own, but on someone else's experience - information received from parents, friends, etc. This experience is usually abstract. In addition, you need to correctly assess your objective capabilities - the level of training, health, material conditions of the family and, most importantly, your abilities and inclinations.

Professional self-determination is an important point of personal self-determination, is considered as continuous process search for meaning in the chosen, mastered and performed professional activity, as a process of alternating choices, each of which is an important life event, which determines further steps on the path of professional development of the individual.

The social situation of development lies in the fact that society sets the youth the task of professional self-determination in terms of a real choice. Professional self-determination becomes the psychological center of the social situation of development.

The choice is made twice: the first time in the 9th grade in connection with the choice of the form of completion of secondary education; the second time - in the 11th grade of high school, when the ways of getting higher education or direct inclusion in working life, that is, twice a high school student finds himself in a situation of choosing to continue education in one of its specific forms.

The existing many theories of youth consider, first of all, youth from the point of view of the internal processes of human development as an individual (physiological, biological characteristics, changes) or as a person (social and psychological processes).

The degree of similarity and continuity of generations is not the same in different areas of life. In the sphere of consumer orientation, leisure, artistic tastes, sexual morality, the differences between parents and children, and between older and younger in general, are, as a rule, much greater than in the main social values.

This is explained not only by the difference in the pace of renewal of the corresponding aspects of being - fashion changes much faster than the hierarchy social values but also because they are traditionally privileged areas of youthful self-affirmation. Young people always want to be different from their elders, and the easiest way to do this is with the help of external accessories. One of the functions of youth fashion and jargon, which often shocks conservative fathers, is that with their help, teenagers and young men mark, distinguish “us” from “them”. For example, in the field of musical hobbies, there are already big differences between 15-17-year-olds and 20-23-year-olds; they are guided by different music, and in other areas of culture their tastes may coincide.

Communication with peers in adolescents is as emotional as hobbies. Communication permeates the entire life of adolescents, leaving an imprint on learning, non-educational activities, and relationships with parents. The leading activity during this period is intimate personal communication. The most meaningful and deep communication is possible with friendly relations. Teenage friendship is a complex, often contradictory phenomenon. The teenager strives to have a close, loyal friend and frantically changes friends. Usually he looks for similarities in a friend, understanding and acceptance of his own experiences and attitudes. A friend who knows how to listen and sympathize (and for this you need to have similar problems or the same view of the world human relations), becomes a kind of psychotherapist

Relationships with adults, especially with parents, are another significant area of adolescent relationships. The influence of parents is already limited - they do not cover all areas of life, as it was in the younger school age but its importance cannot be overestimated. Peer opinion is usually most important in matters of friendship with boys and girls, in matters related to entertainment, youth fashion, contemporary music, and so on. But the value orientations of a teenager, their understanding social problems, moral assessments of events and actions depend primarily on the position of the parents.

At the same time, adolescents are characterized by a desire for emancipation from close adults. Needing their parents, their love and care, their opinion, they have a strong desire to be independent, equal in rights with them. How relations will develop in this difficult period for both parties depends mainly on the style of upbringing that has developed in the family, and the ability of parents to rebuild - to accept the feeling of adulthood of their child! The main difficulties in communication, conflicts arise due to parental controls behavior, study of a teenager, his choice of friends, etc. Control can be fundamentally different. The extreme, most unfavorable cases for the development of a teenager are strict, total control with authoritarian upbringing and an almost complete lack of control, when a teenager is left to himself, neglected. There are many intermediate options: parents regularly tell children what to do; a teenager can express his opinion, but parents, when making a decision, do not listen to his voice; a teenager can make individual decisions himself, but must obtain parental approval; parents and adolescents have almost equal rights in making decisions; decisions are often made by the adolescent himself; the teenager himself decides whether to obey his parental decisions or not.

For a modern teenager, dissatisfaction with the attitude of adults towards them and a deepening crisis of self-esteem are typical. At the same time, the rejection of adults' assessments, regardless of their correctness, is clearly manifested. So, there is a tendency to deepen and strengthen the need for self-affirmation and self-criticism. Both are aimed at one thing - access to society, obtaining its recognition. And society (meaning primarily adults) is not yet ready to find acceptable forms of this recognition.

The worse a teenager's relationship with adults, the more often he turns to peers, the more he depends on them. In relations of initial age equality, adolescents work out ways of relationships, go through a special school of social relations. Communication turns out to be so attractive that children forget about lessons and household chores. The connection with parents, so emotional in childhood, becomes less immediate. A teenager is now less dependent on parents than in childhood. He trusts his secrets, deeds, plans no longer to his parents, but to his newfound friends. At the same time, he categorically defends the right to friendship with his peers, does not tolerate any discussions and comments about not only the shortcomings, but also the merits of friends. The discussion by parents of the identity of friends in any form, even in the form of praise, is perceived by adolescents as an encroachment on his right to choose and his freedom.

In adolescence, communication with parents, teachers and other adults begins to take shape under the influence of an emerging sense of adulthood. Domestic psychologists following L.S. Vygotsky unanimously considered the most important psychological neoformation of adolescence to be a specific sense of adulthood, pushing him to assert his independence. This adulthood for the adolescent is initially portrayed in a negative way as a demand for freedom from the dependence and limitations inherent in the position of the child. Hence the stormy and sometimes dramatic "revaluation of values" and, above all, the restructuring of relations with parents.

A significant influence on the personality of a teenager is exerted by the style of his relationship with his parents, which is only partly due to their social position.

To understand the relationship between a high school student and his parents, it is necessary to know how the functions of these relationships and the ideas associated with them change with age. In the eyes of a child, mother and father appear in several "personalities":

1. As a source of emotional warmth and support, without which the child feels defenseless and helpless;

2. As a power, a directing authority, a manager of benefits, punishments and rewards;

3. As a model, an example to follow, the embodiment of wisdom and the best human qualities;

4. As an older friend and adviser who can be trusted with everything. The ratio of these functions and the psychological significance of each of them change with age.

Youth is the time of choosing a life path. Young men make plans that are destined or not destined to come true in adulthood. The implementation of the goals set begins - studying at a university, working in a chosen specialty, sometimes creating a family.

School graduates who associate their immediate life plans with the university sometimes divide themselves into two categories: the former rely on the help of their parents, most likely a paid university, and do not lose peace of mind; the second rely on their own strength. It is those who are going to make their way in life on their own who work most of all, mastering the school curriculum and additional material, attending various preparatory courses. They have to survive the competition in a state university and are most exposed to the stress associated with admission. Some of them are young men and women with a spiritual and moral orientation of their personality, ready to fight for their vocation, some with an egoistic orientation, sometimes a strong prestigious motivation that encourages them to enroll at any cost in a certain university or in any university - just to enter , do not stay "overboard".

4 . The problem of professional self-determination of high school students: the main stages and patterns. Psychological problems of communication with adults and peers

Youth is the time for the formation of a worldview. There are all the prerequisites for this: abstract-logical, theoretical thinking has been formed, psychological independence has been achieved, social maturity is approaching. Teaching is becoming more valuable than before, and more and more time is devoted to self-education. The senior schoolboy has passed the era of teenage crises and conflicts. The acquisition of knowledge is associated with plans for the future. Young people are looking for themselves through various roles, perspectives are correlated with their own capabilities.

The self-consciousness of young men and women is predominantly directed towards the future. This age is full of romanticism and at the same time fears of how life will turn out in the future.

In addition, self-consciousness is a stating sign of personality and is formed along with it. Self-consciousness allows a person to evaluate his actions, thoughts, their results, to find his place in life;

Self-consciousness differs significantly from consciousness, since consciousness is knowledge about the other, and self-consciousness is knowledge of oneself, which is formed in the process of socialization.

There is no single approach to the study of self-consciousness and its components, since scientists use various methods in their research, in addition, cardinal changes are taking place in the economic, political and spiritual spheres of life. In the emotional sphere of young men, increased vulnerability and sensitivity remain, exaltation is replaced by depression. They are realized not as a result of external influences, but as a state of "I". Both one's own appearance and one's own abilities are perceived very painfully, although the ways of expressing emotions have become wider and better controlled. An older student may already be capable of deep “adult” experiences, serious and enduring feelings. In the transition to youth, communication improves, independence, balance, self-control appear.

Anthropologist V.V. Ginzburg characterizes youth as a transitional period from childhood to maturity, as a period characterized by the appearance of qualities characteristic of adults. At the same time, the author notes that in youth, more stable forms of metabolism are observed, little changing forms of the structure of the body with its ongoing development. Another anthropologist, G. Grimm, points to the uncertainty of the position of youth in the system of ages, explaining it by the insufficient correspondence of the morphological and functional characteristics of the organism to the requirements of life, social conditions, which is especially evident when addressing issues of suitability for professional look activities. It must be assumed that morphological and functional readiness to perform a particular professional activity is a potential opportunity for a person, as B.G. Ananiev, resources and reserves. Their implementation in the future occurs in different ways in labor operations, actions. This probably underlies the mismatch in timing of biological and social maturation in adolescence.

Separate stages of ontogenesis, as pointed out by B.G. Ananiev, are not a simple reproduction of the hereditary development program, but a combination of the effects of heredity and the environment.

The rate of growth and maturation is directly and indirectly influenced by the social environment, which itself is changing. The social and biological determination of a person affects not only the metabolic, somatic, neurophysiological levels, but also the psychophysiological, mental and intellectual levels. There is an acceleration mental development and practical activity associated with complex systems of information impacts on a person. Adolescence is no exception here.

In the development of society and man, Ananiev considered three patterns, identified by social demography, physiology and psychology, to be significant.

The first includes acceleration, the second - the expansion of the range of the period of youth, the third - the expansion of individual-typical features of the psyche in the course of ontogenetic development of a person.

Conclusion

Despite the fact that the beginning in the study of adolescence and its significance in the formation of the former child's self-awareness was laid a long time ago (more than 80 years ago), there is still no single theory in psychology that would present the most important moments of the adolescent period, so that they do not contradict each other and that satisfy the scientists who were engaged in research on this issue. There are several forms of human activity: communication, behavior, activity, experiences. Personality can also be considered as a subject of self-government. Since the simultaneous implementation of all these forms of activity is difficult, the person shows interest in one or two areas of his life. Indeed, everyone has observed people who live "in the world of people", "in a closed world", "in the world of affairs" and "in the world of feelings". It would be natural to assume that when performing the methodology, people choose more qualities in the area that interests them more. This allows you to find out in which area their interests and preferences lie. To this end, it is necessary to calculate how many “ideal” qualities were written out for each of the four blocks and compare the numbers obtained with each other. The leader will be the level of human activity, where the most "ideal" and "real" qualities are collected, as well as their percentage.

In adolescence strong influence not only the family, but also the school, represented by peers and teachers, has an impact on self-awareness and the formation of a personality. Thus, the adolescent's experience expands and, in evaluating and perceiving himself, there appears a tendency to emancipate self-assessments from the assessments of others.

Through communication organized with peers, adolescents and young men learn life goals and values, moral ideals, norms and forms of behavior. Trying themselves in contacts with each other, in joint affairs, in various roles, they learn role-playing forms of behavior, form and develop their business qualities, learn to lead and obey, to be organizers of business and performers. Communication at this age is the most important school of self-education, to which adolescents and young men pay great attention.

Bibliography

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2. Bodalev A.A. Personality and communication. M., 1983.

3. Mukhina B.C. Age-related psychology. M., 1999

4. Kulagina I.Yu. Child development from birth to 17 years. M., 1997

5. Serebryakova E.A. Self-confidence and the conditions for its formation in schoolchildren. 1986

6. Chesnokova I.I. Self-consciousness of the individual // Theoretical problems personality psychology. M., 1974,

7. FolkenChak T. Psychology is simple. - M.: Grand, 2002,

8. Belinskaya E.P. I am the concept and value orientations of older adolescents in conditions of fast social change M., 1997.

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10. Burns R. Development of self-concept and education. M., 1986.

11. Vygotsky L.S. Collected works: in 6 volumes. V.4 Child psychology / Ed. D.B. Elkonin. - M.: Pedagogy, 1984.

12. Feldstein D.I. Problems of age and educational psychology. - M., 1995.

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Introduction

Early youth is an important and responsible stage in the development of personality. During this period, the formation of psychological mechanisms that influence the processes of development and self-realization takes place. It is at this age that the disclosure of all aspects of the personality begins, the development of personal capabilities, joint activities with other people expand, and preparation for inclusion in an independent life as a full member of society ends. All this creates the necessary prerequisites for self-realization of the individual. At this age, there is an active process of formation, complication of personality, changes in the hierarchy of needs.

Unlike a dream, which can be both active and contemplative, life plan- this is an activity plan, therefore it is connected primarily with the choice of profession.

Object of study in the course work is professional self-determination in early youth.

Subject of study- psychological characteristics that affect professional self-determination.

Purpose of work and tasks:

To get acquainted with the psychological characteristics of professional self-determination in adolescence;

Determine the main approaches in modern professional counseling of adolescence;

Conduct a study of professional self-determination using self-diagnosis methods.

The relevance of research. The problem of choosing a profession has stood in all ages. At present, with the change in the economic, political and socio-cultural situation in the country, a new understanding of its content is needed. The specificity of the psychological problems of professional choice is determined by the unstable situation in the country, the need to master new socio-economic experience. On the one hand, the new professions that have emerged in connection with the transition to a market economy do not yet have roots in the professional culture of our society. On the other hand, there is a painful process of breaking the stereotypes of traditional forms of professionalization, which are also undergoing changes in modern conditions.

Practical significance research lies in the fact that it proves the need for a change in the approach to career guidance, the use of new, personality-oriented technologies.

Main part

1 Psychological characteristics of adolescence

1.1 General factors characterizing adolescence

Work plays an important role in the life of every person and has a great influence on his condition and well-being. A well-chosen profession increases self-esteem and a positive self-image, reduces the frequency of physical and mental health problems. Of course, the adequacy of the choice and the level of mastery of the profession affect all aspects and the overall quality of life. Therefore, it is so important for a person entering the world of professions to make the right choice. A complete picture of how the process should take place professional definition, can give knowledge of the psychological characteristics of adolescence, for which this process is vital.

Personality traits in adolescence are determined by those psychological formations that appear even in adolescence: increased interest in one's personality, the desire for independence, adulthood; manifestation of criticality, etc., but they are somewhat modified. Since the processes of physical, mental and social maturation proceed unevenly and at different times, the chronological boundaries separating youth from adolescence and from adulthood are very mobile and are defined by psychologists in different ways. The main criterion here is the attitude of the individual to society, culture, and socially useful activity. Therefore, the transitional age is the stage of transition from a dependent, guarded childhood, when a child lives according to the rules of adults, to an independent and responsible activity of an adult. The content, duration and criteria of this transition are not the same and depend on individual characteristics. Moreover, the emphasis is not on physical development, but on the change of leading forms of activity, which differ in the following processes:

The development of the motivational sphere of the personality;

Determination by a high school student of his place in life and his inner position;

The formation of a worldview and its influence on cognitive activity;

The development of self-consciousness and moral consciousness.

1.2 Social aspects of youth development

Social aspects are very essential for developmental psychology. Personal qualities, as a rule, are ambiguous and depend on social environmental factors. During this period, the process of reflection sharply intensifies in the structure of self-consciousness, i.e. the desire for self-knowledge of one's personality, for assessing its capabilities and abilities. This condition is a necessary condition for self-realization. Own experiences, thoughts and desires, aspirations become the subject of attention and careful study.

In the period of early youth there is a process of formation of the image of the Self, i.e. a holistic view of a person about himself and his capabilities, which is an important prerequisite for self-realization. On the basis of this, an increased demand for a person in general is formed: for others and for oneself, a sense of responsibility develops. Strong-willed character traits are enhanced: initiative, endurance, self-control. A system of setting one's own tasks, assessing one's own significance, transforming self-consciousness is being built, the need for self-education is noticeably increasing. Senior students begin to work hard on themselves, on improving their own personality. Moral patterns are chosen, which become the stimulus of certain behavior, influencing the development of the individual.

The problem of self-determination includes the ability to conscious, purposeful behavior when choosing a profession, and depends to a greater extent on the maturity of the individual. The very social maturation of young people for professional self-determination depends on the situation of preparation for choosing a profession and inclusion in socially useful work. Age puts restrictions on social maturation - before a certain age, conscious self-determination is impossible. Thus, readiness for conscious choice profession is due to individuality and is formed in the process of personality development.

2 Modern issues of vocational guidance in adolescence

2.1 Traditionally distinguished factors in choosing a profession

E.A. Klimov highlights the basics of professional choice and names the three main components of this process - "three pillars" of career guidance: 1) taking into account the desire to work in this profession (“I want”); 2) taking into account the abilities, opportunities to master this profession and the ability to work productively in the future (“I can”); 3) consideration of needs National economy in the chosen profession (“must”). There are also more specific career choice factors(according to E.A. Klimov): 1) taking into account their interests and inclinations; 2) accounting for abilities; 3) taking into account the prestige of the chosen profession; 4) taking into account awareness of it; 5) taking into account the position of parents; 6) taking into account the position of classmates, friends and peers; 7) taking into account the needs of production ("market"), as well as 8) the existence of a specific program of action for the selection and achievement of professional goals - with personal professional perspective (BOB). The LPP program is considered successful when it is built taking into account all of the above factors.

A.I. Zelichenko and A.G. Shmelev identified the system external and internal

motivational factors of labor, allowing not only to analyze a specific labor activity and highlight the main motives for choosing certain professions:

External motivational factors:

Pressure: recommendation, advice, instructions from other people, as well as examples of movie characters, literary characters, etc .; requirements of an objective nature (service in the army, financial situation of the family...); individual objective circumstances (state of health, abilities ...);

Attraction-repulsion: examples from the immediate environment of a person, from other people; everyday standards of “social prosperity” (fashion, prestige, prejudices);

Inertia: stereotypes of current social roles (family roles, membership in informal groups...); habitual activities (arising under the influence of school subjects, hobbies ...).

Internal motivational factors:

Own motivational factors of the profession: the subject of labor; labor process (attractive - unattractive, aesthetic aspects, diversity - monotony of activity, determinism - chance of success, labor intensity of work, individual - collective work, opportunities for human development in this work ...); results of work;

Working conditions: physical, climatic, dynamic characteristics of work; territorial-geographical (proximity of the location, the need for traveling ...); organizational conditions (independence - subordination, objectivity - subjectivity in the evaluation of labor ...); social conditions (difficulty - ease of obtaining vocational education, the possibility of subsequent employment; the reliability of the position of the employee; free - limited mode; social microclimate...);

Opportunities for the implementation of non-professional goals: opportunities for community service; to achieve the desired social position; to create material well-being; for recreation and entertainment; for the preservation and promotion of health; for mental self-preservation and development; for communication.

Isolation (and awareness) of such factors allows the professional consultant and the client to better understand what exactly determines a specific professional and life choice.

In the process of professional self-determination, a person goes through a number of stages.

· The initial stage. Outwardly, he decides to master a specific profession, having an emotional mood, episodic, situational interest, a subject setting, some work habits, but he does not have independence, and does not show initiative.

The second step. Has a fixed attitude to the profession and more stable interests; he shows inclinations, but he is more interested in the practical aspects of the educational material; the formed goal gives the general direction of educational and production activities, he manifests a sense of self-confidence, independence; develops a sense of responsibility.

The third step. Has a firm attitude to the profession, a steady interest and a penchant for it; shows a special passion for both the practical and the theoretical side of the educational material; self-affirmation of the individual through professional work.

The fourth step. Passion for your profession; man and business merge into a single whole; orientation is formed in the presence of great abilities for the chosen profession, pronounced inclinations and vocation; high professional excellence and the presence of a professional ideal; with firm convictions in the personal and social significance of their profession.

Knowledge of the factors influencing the choice of a profession and the stages of the process of professional self-determination makes it possible to find an individual approach to each subject who is at one of the stages of self-determination.

2.2 Problems arising in career guidance work

In psychological science and practice, the problem of professional self-determination of a person, or career guidance, is ambiguous. On the one hand, it is a fairly well-studied area. A large number of various methods, techniques and tools have been created to provide career guidance to people who need it. However, on the other hand, there are a number of problems that significantly limit the effectiveness practical application existing knowledge and experience. The first is of a socio-economic nature, and is associated with the global changes that have taken place in our country over recent decades, with the awareness of these changes, the adequacy of existing methods and the concept of career guidance to the new conditions of life. The second problem is related to the lack of systematic technologies for providing career guidance, as well as the use of traditional, standard methods that do not take into account the individual characteristics of young people.

At the moment, when choosing a profession among high school students, the following trends are observed:

the state of uncertainty and confusion in the majority of students;

unformed psychological readiness to choose a life path in general and a profession in particular;

lack of projects of their own future;

Passive attitude of students to the results of psychodiagnostics surveys.

The ability to analyze one's own life situations is one of the ways to adapt to the surrounding world, which includes a young person. Analysis of one's past and present becomes the basis for creating a real project of the future, and only in the case of independent work on the project, a person is ready to accept it as his own. However, studies have shown that the majority of modern young people - school graduates are not able, and most importantly, do not want to analyze the situation in which they are, to consider various aspects, causes and consequences of their situation. This is largely due to the traditional forms of schooling and family education, where independent decision-making, informed choice, self-knowledge, self-esteem are not among the priorities.

The researchers came to the conclusion that the widespread use of psychodiagnostic methods in psychological practice, often without any particular reason, acts to reduce the activity of the subject himself, puts him in the position of the subject in the face of an experienced psychologist who seems to know everything about him. Such an approach makes a person dependent on a consultant, does not give the opportunity to independently and consciously predict their future. In addition, there are individual characteristics in the perception of the advice of a consultant, which are often not taken into account: some tend to blindly follow any advice, others resist interference in their lives. All these data indicate the need to involve new methods in the practice of vocational guidance among young people, where the responsibility for the choice made lies primarily with the young person.

3 The modern concept of vocational guidance from the standpoint of self-diagnosis

3.1 Traditional forms of psychological support for choosing a profession

The goal of professional self-determination is the gradual formation of internal readiness to independently and consciously plan, adjust and realize the prospects for one's development (professional, life, personal). The main goal of professional self-determination can be formulated in a slightly different way: the gradual formation of a person’s readiness to consider himself developing within a certain time, space and meaning, constantly expand his capabilities and realize them to the maximum.

Professional self-determination is possible even in not very favorable conditions, in a situation of a limited choice of ways of self-realization, but subject to a person's creative attitude to the activity performed. The possibilities of self-determination of a person expand with an increase in the degree of freedom of his actions, with the manifestation of the internal activity of the individual

But in order to become such a professional, many young people at the stage of choosing a profession need psychological help, psychological support.

What is psychological support for choosing a profession, and how is it carried out?

There are two main forms of psychological work with an optant or, in a more familiar language, professional consultations: adaptive and developing .

The most common types of adaptive are diagnostic, behavioral and psychoanalytic professional consultations. Diagnostic professional consultation is based on the three-factor theory of career guidance by F. Parsons, the main provisions of which he formulated back in 1908. He proposed to distinguish three phases of career guidance work with an optant: the first includes the study of mental and personal characteristics, the second involves the study of the requirements of the profession and their formulation in psychological terms and the third involves comparing these two sets of factors and deciding on the recommended profession. Thus, it is assumed that there is a strong relationship between human characteristics and professional requirements. The very choice of a profession is seen as a search for a correspondence between the requirements of the profession and individuality. The attractiveness of such a scheme is in its external simplicity and, it seems, logicality.

At the same time, adherents of the diagnostic approach make a significant miscalculation when they decide the fate of a person, choosing for him who he should be, thereby excluding the optant himself from the decision-making process. It is wrong to make a decision based on the results of a diagnostic examination alone, without taking into account changes in the world of professions and the prospects for personal development.

The behaviorist (educational) concept of vocational counseling is based on the notion of a more or less unambiguous conditionality of human behavior by a set of external influences. According to the supporters of the educational concept, any person can be trained in any profession, it is only necessary to choose the most effective methods of vocational training correctly. Hence the main goal of the consultation is to study the individual characteristics of the optant and organize the most optimal conditions for learning. This concept looks more attractive, because it takes into account the huge opportunities for developing abilities. But she completely ignores the data obtained in the theory and practice of differential psychophysiology. The existing natural and little changing individual differences between people can be favorable for the formation of professional suitability in some professions and become an insurmountable obstacle for others.

Psychoanalytic consultation is based on the principles of identifying the subconscious impulses of a person and selecting for him such professions in which they could manifest themselves to the greatest extent. The main principle of such consultation is the complete rejection of any methods of self-education and self-development. The main thing is to accept yourself as you are, unconditionally and calmly, without dramatizing the need for self-restraint when refusing those professions that require “remaking” yourself.

The classical types of another form of vocational counseling are humanistic and developing (activating). Humanistic professional consultation is based on common humanistic psychology the principles of creating a special situation of interaction between the optant and the consultant (client-centered approach), including the complete “acceptance” of the consulted person, the possibility of free statements about himself and his problems, which allows him to approach a conscious and independent decision-making. For all its external attractiveness, such a scheme did not take root in practice. Firstly, because this type of professional consultation requires considerable time for its implementation, and secondly, during such a consultation, its subject is most often lost, the main goal is to work with a person, provide psychological incentives, conditions for its development, which in itself extremely important, but has no direct access to the choice of profession. However, some of the principles of humanistic psychology are included in counseling by supporters of a developmental approach to counseling, allowing for the optimal relationship between the optant and the counselor.

Developing (activating) professional consultation is devoid of the main drawback of adaptive one - it does not exclude the activity of the subject himself from the process of solving vital problems. important task, and is considered as main factor right choice. Its main goal is to activate the process of formation of the student's psychological readiness for professional self-determination, unobtrusive psychological support for choosing a profession and preparing for it.

The main principle of developing professional consultation is to implement a new approach to the use and interpretation of psychodiagnostic methods. It is necessary to give a new meaning to this work. Along with the traditional task of psychodiagnostics - determining the current state of development of the student's individuality, it follows:

a) use its results to stimulate the student's needs for self-knowledge and self-improvement in line with preparation for their professional work in the future;

b) to identify shortcomings, gaps in the development of certain qualities,

abilities that are important for future professional activity;

c) to decide on the nature of corrective and developmental work with

the purpose of preparing for a future profession;

d) to control the development of the required qualities, abilities

after correction or training;

e) to determine the limitations in the choice of areas of professional activity that impose strict requirements on the psychophysiological characteristics of the individual.

The second principle consists in refusing to build up an arsenal of psychodiagnostic methods and focusing on the development and application of special training and correctional programs, psycho-training systems, problem-game and educational-professional situations.

And, finally, the implementation of the principle of cooperation between the optant and the consultant by introducing elements of a humanistic approach to professional counseling. The success of the consultation largely depends on whether it is possible to establish a trusting relationship with the student. Any pressure, directive tone, imposing one's opinion is unacceptable. The emphasis should be on explaining that the choice of a profession will only be right when it is conscious, independent, and when it is preceded by a lot of painstaking work on self-knowledge and the study of the world of professions.

Psychological work with an optant is designed to create an opportunity for students to productively solve the central tasks of age and psychologically competently introduce them into the meanings, purpose, values, content of professional activity, the features of its development and implementation, to ensure the transformation of the student from an object of pedagogical influences into a subject of professional education, and therefore to ensure conditions for the professional development of the individual at all stages of the life path.

3.2 Self-diagnosis method as the most promising way to choose a life path

The concept of self-diagnosis was formed on the basis of the idea that the main character, the creator of his own destiny, is the subject himself. The basic principle of the work of a psychologist here is to understand that each person knows more about himself than the people around him, you just need to help him discover this knowledge about himself. Another important principle is that a person is always right in his own idea of himself, so he will be satisfied with his choice only when this choice does not contradict his ideas.

Professional choice and professional career is understood as a process of constant adaptation of the individual to the world of work, consisting of a series of actions related to professional activity. Accordingly, the path to the problem of psychological career support lies in the improvement of decision-making processes, primarily cognitive structuring of reality.

The perception of oneself in the professional world is influenced by such factors as understanding of one's own abilities, confidence in the level of achievements, the history of one's own successes and failures, status in the reference group, and the image of oneself in the eyes of others. The more experience the subject has of situations in which he showed his professional competence, the higher his self-esteem and professional motivation.

The characteristics of the cognitive sphere that are significant for decision-making in the process of professional determination include, in particular, the following: openness of the individual to change, decentralism, relativism, lack of rigidity and dogmatism, openness to information, ability to plan, differentiation or integration, a sense of alternative, sense of the doer, creativity. In relation to professional activity, these individual qualities are manifested in such personality traits as:

Ability to analyze information about the world of professions;

The ability to analyze information about oneself, translating it into the language of professional activity;

Ability to build professional plans that are available for implementation.

The function of a psychologist (professional consultant) should be aimed at supporting and developing the ability of an individual to build their own professional project based on the formed “I-concept” and taking responsibility for their actions in the world around them. In this case, the main methods of the psychologist during the professional consultation are: firstly, the selection of methods and the preparation of instructions for the subject; secondly, assistance in interpreting the results of self-diagnosis, especially in analyzing the relationship between the results of individual methods.

Self-diagnosis methods include methods based on self-assessment as a way to obtain data about the subject, and which allow the subject to interpret, interpret his own assessments, i.e. are, in a way, "evaluations of evaluations". The method of self-diagnosis makes the process of assessing the psychological qualities of their personality understandable, “transparent” for boys and girls. If in the case of diagnostics, the final result, which is produced by a specialist, is important, then in the case of self-diagnosis, it is important to understand the causes and motives of one's behavior, which is achieved by the individual himself, while it is the theoretical basis for using self-diagnosis methods.

As self-diagnostic tools allocate:

Simple questionnaires that allow the client to ask himself the right questions, stimulating his self-image, most often such questionnaires serve to prepare for interaction with a counseling psychologist;

Means based on a triple approach, including three successive stages: 1) questionnaires, exercises or games; 2) thinking about your own answers, comparing the results various techniques; 3) application of the findings to the world of professions.

A similar construction of three steps concerns motives, values, interests, competencies in the main life areas of the individual. Finding common ground allows an individual to build an image of himself and develop the main lines of his project. The criteria for choosing self-diagnosis tools depend on the required freedom, ease of assimilation. An optimal tool is one that does not require the participation of an expert at all, i.e. structured in a way that makes young people experts at analyzing their own situation. In the practical work of a psychologist, the uniqueness of a particular person and a particular life situation is revealed. In theoretical terms, issues related to the analysis of situations are solved within the framework of the scientific direction, which is called: situation analysis .

The main areas of study of situations include:

Studies of cognitive assessments of the situation;

Researching the goals of the participant in the situation;

Study of the rules of behavior in a situation;

Study of reaction to the situation (includes the study of the difficulties of the profession);

Study of emotional assessments of the situation;

Study of stress in a professional situation.

Based on the listed tasks solved within the framework of self-diagnosis, it is important in this process to create diagnostic methods aimed at measuring emotional and cognitive assessments of situations related to a person’s professional career and convenient for introspection (Appendix A, B, C).

The ability to act adequately in a professional situation is largely determined by the characteristics of a person's personality. Recently, in foreign scientific literature The term “competencies” is widely used to refer to a whole range of qualities related to successful professional activity. Various approaches to the understanding of this term are presented in Appendix D.

Since the choice of a profession is one of the most important life choices that a person makes, then the approach to vocational guidance from the standpoint of self-diagnosis is the most adequate today and opens up new perspectives for further work. Thus, the result of professional orientation is the choice of a life path and a change in professional orientation in various life situations. In this context professional orientation is considered as a process aimed at building a professional project in which the subject himself is an active party. The hypothesis proposed in this paper is considered significant, which is confirmed by the following conclusions.

Conclusion

In general, we can say that professional self-determination is the most important component of life self-determination. The process of professional self-determination seems to be complex and multifaceted, it is influenced by the age, gender characteristics of the subject of activity, the level of his intellectual development, personal maturity, self-esteem and the level of claims. Young people facing the problem of professional choice, for the most part, are not ready to make a mature, responsible decision, do not take an active position and need help. Given the difficult situation on the labor market, it is necessary to form a readiness for professional self-determination among boys and girls already in the process of schooling, such training should be focused on in-depth self-understanding, the formation of adequate self-esteem, familiarity with the labor market, opportunities and conditions for building a career, learning to accept mature and responsible decisions, and should take into account the age, gender and individual characteristics of the subject of professional choice. The problem of self-determination is the key problem of interaction between the individual and society. In it, as in a focus, the main points of this interaction are highlighted: the social determination of individual consciousness and the role of the subject's own activity of determination. After leaving school, 82% of students are going to enter different educational institutions. Most of them have the same program: entering an educational institution, studying in it, starting a family, having one or two children, material well-being, good work. Little is said about the future profession for schoolchildren. Almost none of them represent her difficulties. If it is mentioned, it is only in the best representations. So, the study showed that, on the one hand, students of adolescence, for the most part, do not know how to plan their life and professional perspective, their ideas about the profession are blurred, often the goals do not coincide with the possibilities, on the other hand, their ideas relate to the general contours of the profession. In this regard, young people need psychological support to make an adequate professional choice. But not all support can be correctly and consciously perceived. Techniques, including self-diagnosis, are the most relevant at the present time.

Glossary

No. p / p	concept	Definition
1	Psychological adaptation	Adaptation of a person to the requirements and evaluation criteria existing in society by appropriating the norms and values of this society
2	Affiliation	The desire to be in the company of other people, the need for communication, in the implementation of emotional contacts, in the manifestations of friendship and love. The formation of this need is due to the nature of relationships with parents in early childhood, as well as with peers.
3	determination	Causal conditioning of phenomena and processes
4	Decentralization	The mechanism for overcoming the egocentrism of the individual, which consists in changing the positions of the subject as a result of a collision, comparison and integration with positions other than one's own
5	Activity	A dynamic system of active interactions of the subject with the outside world, during which the subject purposefully influences the object, due to which he satisfies his needs; there is an appearance and embodiment in the object of a mental image and the realization of the relations of the subject mediated by it in objective reality
6	Differentiation	The process of accurately distinguishing, delimiting certain stimuli or objects of a different kind; identifying differences between one and the other
7	Identification	The most important mechanism of socialization, which is manifested in the adoption by an individual of a social role when entering a group, in his awareness of group membership, the formation of social attitudes, etc.
8	Creativity	Creativity of the individual - the ability to generate unusual ideas, deviate from traditional patterns of thinking, quickly solve problem situations
9	Personality	A holistic systemic education, a set of socially significant mental properties, relationships and actions of an individual that have developed in the process of ontogenesis and determine his behavior as the behavior of a conscious subject of activity and communication
10	Psychodiagnostics (psychological diagnostics)	Making a psychological diagnosis or making a qualified decision about the current psychological state of the client as a whole or about some separate psychological property
11	Reflection	The process of self-knowledge by the subject of internal mental acts and states. It implies a special focus on the activity of one's own soul, as well as a sufficient maturity of the subject
12	Self-esteem	An assessment by a person of himself, his capabilities, qualities and place among other people is a value attributed by him to himself or to his individual qualities.
13	Sensitivity (sensitivity)	The characterological feature of a person, manifested in increased sensitivity to the events happening to him; usually accompanied by increased anxiety, fear of new situations, people, all kinds of trials, etc.
14	Socialization	The process and result of the assimilation and active reproduction of social experience by an individual, primarily the system of roles of social
15	I-concept	Relatively stable, more or less conscious, experienced as a unique system of ideas of the individual about himself, on the basis of which he builds interaction with other people and relates to himself

1	Istratova, O.N. Handbook of group psycho-correction [Text]: O.N. Istratova, T.V. Exakusto. - 2nd ed. - Rostov n / D .: Phoenix, 2008. - 443 p. – ISBN 978-5-222-13699-7. - Directory
2	Klimov, E.A. Introduction to the psychology of labor [Text]: Textbook / E.A. Klimov. - 2nd ed. - M.: Academy, 2002. -297 p. – ISBN 5-211-06026-1
3	Kolesnikova, G.I. Psychological counseling[Text] / G.I. Kolesnikova. - Rostov n / D .: Phoenix, 2004. - 288 p. – ISBN 5-222-05180-3
4	Molchanova, Z.T. Personal portfolio of a high school student [Text] / M .: Globus, 2008. - 496 p. – ISBN 978-5-903050-11-6
5	Morozov A.V. Business psychology [Text]: A textbook for higher and secondary special educational institutions/ A.V.Morozov. - St. Petersburg: Soyuz, 1999. - 287 p. – ISBN 5-87852-125-3
6	Ovcharov, R.V. Practical psychology of education [Text]: Textbook for students of psychological faculties of universities / R.V. Ovcharov. - M.: Publishing Center "Academy", 2003. - 448 p. – ISBN 5-7695-0899-1
7	Psychological support for choosing a profession [Text]: Scientific and methodological manual / L.M. Mitina [and others]; under the editorship doc. psychol. Sciences L.M. Mitina. - M.: Moscow Psychological and Social Institute, Flint, 1998. - 184 p. – ISBN 5-89502-016-8
AT
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Klimov, E.A. Introduction to the psychology of work. - M., 2002. - S. 68.

There. - S. 94.

Psychological support of the choice of profession: Scientific and methodological manual. - M., 1998. - P.52.

Ovcharov, R.V. Practical psychology of education. – M., 2003. – P.45.

Molchanova, Z.T. Personal portfolio of a high school student. - M., 2007. - P.31.

Features of the psychology of adolescence

As you know, a person in his development goes through several age periods, each of which corresponds to the flowering of certain mental functions and personality traits. Consistent formation of intelligence, logical memory, voluntary attention, higher emotions- all this transforms not only the appearance of a person, but also the whole pattern of his behavior. The study of the patterns of mental development at each age is engaged in special branch psychology - developmental psychology. Mitigation age crises, the optimal use of the best periods for the development of certain abilities, i.e. understanding what and how to teach and what style of communication is best perceived at each age - this is a brief range of problems that she deals with.

Some of them have already been partially touched upon by us. Thus, considering the properties of attention, thinking, emotions, consciousness, we discussed the role of children's games in the formation of higher mental functions from different angles, in particular, in the section on thinking, we singled out the phase of philosophical intoxication among the phases of mastering mental operations by a teenager. Its essence is that, finding ease and pleasure in the use of mental operations, he becomes excessively prone to generalizations and abstractions and builds many new theories. We also mentioned the age dependence of the development of logical memory on the mastery of the child. different ways material categorization.

This section presents those stages of human development that reveal the key features of each age period. Two age periods will be considered in more detail - adolescence and adulthood.

Mental functions, purposefully formed by training and education, correct and direct behavior, in addition, a person continuously expands his social circle throughout his life.

New contacts give rise to new ways of communication and often lead to a change in the hierarchy of values, and, finally, behavior is influenced by individual personality traits.

Based on the division of age development into stages in all modern systems lies the idea of L. S. Vygotsky's neoplasms. He believed that the features observed in human behavior, which are reflected in ideas about the stages or stages of development, are due to the fact that changing forms of interaction with external environment give rise to new facets of mental processes, and those, in turn, provide inclusion in more complex forms of interaction, etc. Developing this approach, D. B. Elkonin developed a periodization of age formation based on a change in the leading types of activities as they grow up: communication - game - study - work. A similar idea is developed by L. I. Bozhovich. She put a change in the leading motivation as the basis. From her position, the leading motive in primary school age is the desire to establish itself in the position of a schoolchild, on average, to win a position in the team, and in the older one, motives are formed that determine the prospects for further self-development.

Summing up the observations of various psychologists, we will try to dottedly outline the features of each age. We will mainly rely on the descriptions of Gesell and J. S. Kohn. It is believed that ten years is the age when a child is balanced, easily perceives life, trusting, even with his parents, still cares little about his appearance. At eleven years old (with the onset of puberty), behavior changes, the teenager becomes more impulsive, demonstrating frequent shift mood, he often quarrels with peers. Since it is at this age that the development of the volitional sphere is observed, authoritarianism on the part of parents and teachers is already perceived differently than in childhood. If adults do not want to discuss their instructions with a teenager, but demand their implementation by direct pressure, then this can lead to some negativity. At this age, the upbringing style that suppresses activity and initiative is especially painfully tolerated, however, excessive freedom is also an unbearable burden.

Peremptory exactingness and disrespect of parents for their children lead to unwillingness to communicate with them and give rise to isolation and deceit in adolescents, contributing to the formation of a downtrodden, passive, insecure person. A teenager, brought up in an atmosphere of strict control and continuous guardianship, having escaped from under the parental wing, turns out to be helpless and extremely dependent on extraneous influence. Excessive regulation by adults at this age leads to the fact that he becomes dependent, his aggressiveness increases, and excessive freedom gives rise to antisocial, selfish tendencies in behavior, lack of system and disorder. On the contrary, trust in relations between parents and a teenager develops his self-esteem, self-esteem, helps to relieve tension, enhances a sense of security and emotional comfort, and teaches the ability to establish good relationships with other people.

Excessive regulation is manifested primarily in various kinds of prohibitions of adults. A curious analysis of which of the family members forbids what to children was carried out in the work of T. A. Repin: prohibitions regarding the safety of a teenager make up 42%, aimed at maintaining things and order in the house - 28, related to protecting the rest of adults - 22, and prohibitions of a moral nature that do not affect the immediate interests of the family - only 8%. At the same time, mothers are most concerned about the safety of the child and the preservation of things and order in the house, fathers - the protection of their own peace, grandparents - the safety of the child.

The adolescent's opposition to everything that is imposed and excessively regulated often leads to a total rejection of values and authorities. For example, it is undesirable to demand from him the immediate execution of his orders. Sometimes he should be given the opportunity to finish his affairs first, even if they are insignificant in the opinion of an adult, because they seem important to a teenager, and showing attention to them from adults increases his self-esteem and teaches him to complete the work he has begun. In passing, we note that the methods by which parents achieve the desired behavior of their children are different. A. S. Makarenko drew attention to a number of ways to form false parental authority: suppression of the initiative of children by parental authority, maintaining a rigid distance between themselves and children, pedantic exactingness, endless reasoning about what should and should not be done, and achieving the desired behavior of children bribery. He opposed all these approaches with true authority based on love, kindness and respect for his children.

At the age of twelve, a teenager's impulsiveness partially smooths out and his attitude towards the world becomes more positive. His autonomy in the family grows and at the same time the influence of his peers on him increases. He willingly takes the initiative, begins to take care of his appearance and be interested in members of the opposite sex. The intensive development of logical memory and thinking determines the main features of this age: rationality, tolerance and humor.

An essential feature of a thirteen-year-old teenager is turning inward. The rapid development of consciousness and self-awareness determines interest in oneself, therefore a teenager is inclined to withdraw into himself, self-critical and sensitive to criticism. He begins to be interested in psychology, is critical of his parents, becomes more selective in friendship. Continued hormonal maturation enhances body restructuring and maintains mood swings.

Among the age-related crises of human development, one of the most difficult is the adolescent crisis. In general, crises are determined by a fundamental change in the system of motives - their shift to new goals, a change in their hierarchy, the birth of new ones. For a teenager, the restructuring of the system of motives is manifested in a decrease in the value of communication in the family circle: friends, not parents, become the greatest authorities. The demands coming from the parents during the crisis retain their influence on the teenager only on the condition that they are significant outside the family, otherwise they cause protest. In one psychological research test subjects different ages asked the question: “Have you ever felt that it is easier for you to discuss issues with friends than with your parents?” A positive answer was given by 61% of adolescents aged 11–13, 90% of young men aged 15–18 and 75% of young people aged 20–24. These data show that as a young person matures and faces life's difficulties himself, the authority of parents and educators begins to rise again. Thus, the decline in the authority of adults is temporary.

At the age of fourteen, the focus is again transferred to the outside world - introversion is replaced by extraversion. It is assumed that this is due to the completion of puberty. During this period, the teenager is expansive, energetic, sociable, self-confident. At the same time, he has a growing interest in other people and their inner world and a tendency to compare himself with others. Mental operations develop especially rapidly, so the teenager attributes endless possibilities his thinking, capable, in his opinion, to transform the surrounding life. Gradually, the phase of philosophical intoxication passes, and he turns from an abstract reformer into an active member of society.

Maximalism of independence is the main feature of fifteen-year-olds. Let's illustrate this. The Spanish psychologist Prado selected 25 boys aged 8-11 and 25 adolescents aged 14-17, among them were only those who considered their father the most beloved and respected person and carried out the following experiment with them. All of them had to evaluate the performance of their father and their best friend (peer) in physical exercises. The subjects did not themselves observe the physical exercises, but were simply required to indicate who, in their opinion, had a great chance of winning the competition. 20 boys rated the chances of their fathers higher, 19 teenagers - the chances of their friends. After that, in real competitions, they checked who was right. It was found that in both cases, the fathers showed more high score than peers of the subjects. Why do teenagers overestimate the success of friends? It turned out that unconscious, but sharply increased self-esteem is behind the reassessment of the results of a peer: a teenager wants to assert himself and overtake his father, so he overestimates his friend.

It is at this age that the desire for complete independence, the thirst for liberation from external control are combined in a teenager with the development of self-control and the beginning of conscious self-education. Usually life plans are made during this period. At the same time, vulnerability and susceptibility to harmful influences. Sometimes he ceases to trust the adults around him, and his behavior may deviate from the norm due to improperly formed self-esteem and the inability to adequately evaluate others. In this case, the teenager makes different (lower) demands on himself than on those around him. Without applying his ideal to himself, he demands from others that they correspond to this ideal. It sometimes seems to such a young man that the people around him do not understand him and treat him negatively.

For a teenager, situations associated with stress and risk are especially important. The subject of his constant attention is such qualities of character as purposefulness, determination, endurance. Showing interest in the volitional qualities of others, he constantly seeks to discover them in himself. To do this, he often provokes stressful situations, conflicts, exacerbates discussions with objections, sharp attacks, excessive directness. All this is aimed at trying to destroy the enemy's position, conduct "reconnaissance in force", test others, oneself and set the limits of one's capabilities.

The leading motive of behavior at this age is the desire to establish themselves in a group of peers, to win the authority, respect and attention of comrades. At the same time, members of the group with a low status in it are most susceptible to the influence of the group atmosphere. If adults are concerned about the bad influence of some group on a young person, then first of all they should help him raise his status in it, then the influence of the group on him will weaken and there will be an opportunity either to correct this influence or to remove the young person from the group. At this time, it is especially important to create all conditions for the timely inclusion of a young person in the work of the older generation. The less opportunities he has and the less his parents care about him, the more susceptible he is to peer pressure. Summarizing the features of adolescence, I. S. Kon identifies learning as the leading activity, and the feeling of adulthood as the most important neoplasm.

At the age of sixteen, the young man regains balance: rebelliousness gives way to cheerfulness, inner independence, emotional balance, sociability, and aspiration for the future increase significantly. However, sometimes he cannot free himself from adolescent one-sidedness in his assessments, intolerance, and categoricalness for a long time. In the light of maximalism - an overestimated, unrealistic ideal - any reality may seem gloomy to him, and this suppresses activity, giving rise to pessimism and despair. That's why social activity young men often takes the form of negativism and social criticism. Considering public relations as if from the outside and forgetting that he himself is also a product of this society, the young man is inclined to fix his attention only on what does not correspond to his ideal. Moderate dissatisfaction stimulates creativity transformative activity, and immoderate abstract discontent interferes with a sober understanding of social problems. When adults point out the unreasonableness of his gloomy outlook on life, this does not convince him. Only the active involvement of a young person in solving a specific difficult situation, which previously caused his negative attitude, can change this attitude to a positive one.

The main feature of adolescence (16–18 years old is early youth and 18–25 years old is late youth) is the awareness of one's own individuality, uniqueness and dissimilarity to others. As a consequence of this realization, internal tension may arise, giving rise to a feeling of loneliness. This feeling increases the need for communication and at the same time increases its selectivity. As the main neoplasms in adolescence, I. S. Kon calls the discovery by a person of his inner world and the growing need to achieve spiritual intimacy with another person. Therefore, we should not be surprised that high school students bring to the fore in the image ideal teacher qualities that determine emotional contact with students, and the level of his knowledge is put in second place.

Friendship plays a huge role in adolescence. It sometimes acts as a kind of psychotherapy, allowing a young person to express overwhelming feelings and get the support necessary for self-affirmation. listening telephone conversations young people, adults often lose their temper because of their long duration and lack of content, not realizing that the very contact with peers performs for them a special function of maintaining self-assertion of the personality. According to I. S. Kon, the very age of friends chosen by a young man can reveal to his parents some, not always realized, psychological needs of their heir. Thus, the orientation in friendship towards peers is a manifestation of the desire for equal relations, the choice of a friend who is older in age may indicate the need for guardianship and guidance, and the younger one speaks in favor of the assumption that his choice is forced. Such a choice often reflects some kind of psychological difficulties, such as shyness, a discrepancy between the level of his claims and capabilities.

The balance of the inner world of a young person is disturbed in these years by the need for self-determination. The decision to choose a specialty also means the rejection of many other activities. It is very difficult to take this responsible step, since any decision is connected with the rejection of other possibilities - with self-restraint, which, in turn, gives rise to internal tension. In the period of early youth, young people strive to prove to themselves and others that they are already capable of independent decisions and adulthood. This aspiration must be actively and timely supported. Later, it is much more difficult to form vital courage and independence. By the way, speaking about the fact that young people consider themselves ready to make independent decisions, it is useful to mention that they learn to make them faster if at first they make them together with adults and share responsibility for the results, and much more slowly when all responsibility for the decision falls entirely on them or when all responsibility is removed from them.

There has been a lot of talk about acceleration in recent years. What it is? Acceleration is the acceleration of biological maturation. It is expressed in the fact that the average weight of children in the first year of their life is now greater than in previous decades. A doubling of the child's weight is now observed not at 6, but at 4 months, the child's teeth erupt earlier, puberty does not end at 16-17 years old, but often at 11-12. Stabilization of growth occurs in boys not at 25–26, but at 18–19, and in girls at 16–17. The height of 13-15-year-old boys now exceeds the average height of their peers twenty years ago by 12–14 cm, and their weight is 10–12 kg. Today's 16-17-year-olds in terms of sexual behavior correspond to the 19-20-year-olds of the sixties. Faced with an accelerator that is a head taller than their parents and a slanting sazhen in the shoulders, adults sometimes do not realize that they are essentially still a child and that appropriate demands should be made on him. Teachers, doctors, and the police have to deal with such infantile accelerators. They often show the features of an immature personality: they do not understand well what can and cannot be done, they are not aware of the social restrictions and consequences of their actions.

At the same time, today's youth, much later than their peers in the past, begins an independent working life. So, of the people born in Russia in 1906, a third part already worked by the age of 16, and by the age of 20 almost all young men began their working life. Today, in connection with the transition to universal secondary education, a significant part of the youth of 16 years of age is still studying. As for student youth, they complete their education only at the age of 22–25. As noted by B. G. Ananiev, the onset of maturity of a person as an individual (physical maturity) and personality (civil maturity) do not coincide in time.

Self-consciousness, which 40–50 years ago developed by the age of 17–19, is now being formed at the age of 23–25. The protracted interval of study leads some young men to irresponsible infantilism. Late entering the path of their own working life, they remain dependents of their parents for a long time. The feeling of possessing goods that are not earned independently, but received from parents, if it is not tactfully corrected by elders, can dull ambition (in the positive sense of this concept) and give rise to infantilism and dependency. Confident that their parents will provide for them for a long time, young people are not afraid for the future, they do not have to fight for existence, they do not develop purposefulness and willpower.

The peculiarity of the situation of today's young people is not only that many of them start working quite late, but also that there are fewer children in families now. And it turns out that parents, aunts and uncles, grandparents are making every effort to protect the only child from all the mistakes and blows of fate, deciding everything for him life questions. A completely natural consequence of such upbringing is lack of independence and dependency. When adults come face to face with these unpleasant qualities, they become upset and talk about the shortcomings of today's youth, as if they were not involved in their development. It should not be overlooked that a person becomes mature only when he takes responsibility for himself and others. Permanent guardianship does not provide an opportunity to accumulate one's own experience and inevitably leads to indecision, inability to make decisions independently.

We briefly outlined some features of the psychology of adolescence at the present stage, but there are also old problems. At this age, the relationship of a young person with others is aggravated due to biological reasons. Changes in hormonal metabolism cause increased excitability and irritability in adolescents and young men. The disharmony of the physical and mental appearance is projected by the young man onto the world around him, which he perceives as especially tense and conflicting. Puberty awakens the desire to please, causes an increased interest in one's appearance, suddenly exacerbating the problem of small or too large height, build, hairstyle, clothes. Therefore, the outside world seems to be more conflicting for a young man than for a mature person, and the young man's reverent attitude to clothes and appearance, the ability to elevate their significance to an extraordinary height, has already been forgotten by adults and therefore irritates them.

A young man, and even more so a teenager, easily idealize the people around him and the relationship between them, but they are quickly disappointed in them as soon as they discover an incomplete correspondence to a preconceived and overestimated ideal. Such maximalism is a consequence of the desire for self-affirmation, it gives rise to the so-called black-and-white logic. Black-and-white logic, maximalism and little life experience lead young people to exaggerate the originality of their own experience. It seems to them that no one loved, suffered, fought like they did. However, their parents, being at the mercy of the tastes and habits of their own youth, absolutizing and considering only their own habits and tastes to be the only correct ones, do not set an example of a reasonable attitude to reality based on a sober assessment of the significance of events, elevating questions about the width of trousers, hair length to the rank of a problem. , manner of dance, style of music and songs. These problems are as old as the world. Even Aristophanes in the comedy "Clouds" described the conflict between a reasonable, well-meaning father and a frivolous long-haired son. In response to his father's request to sing something from the ancient authors - Simonides or Aeschylus - the son calls these poets outdated and stilted. When the son turns to modern art and reads a monologue from Euripides, the old man loses his temper, seeing in it bad taste and immorality.

Adults are sometimes outraged or, at best, surprised by the desire of young men to dress and behave “like everyone else”, even to the detriment of their own attractiveness and material opportunities. In these actions, the increased significance for them of a sense of belonging to certain group: educational, sports, etc. And in order to be completely "one's own" in a group, you need to look like everyone else and share common hobbies. The inner world of another person can be understood only on condition of attention and respect for him, accepting him as an independent worthy person with his views and his life experience. This is how the most common and absolutely fair complaint of boys and girls against their parents sounds: “They don’t listen to me!”

Haste, inability and unwillingness to listen to one's own child, to understand what is happening in the complex youthful world, the inability to look at the problem from the position of a young person, self-satisfied confidence in the infallibility of one's life experience - all this can create a psychological barrier between parents and children. This barrier can be strengthened by both parents and children. Parents may have the idea that for their child there is no value system, which, of course, does not bring them together. Why is there such a frightening illusion? When parents are unable to perceive their child, now a young man, as an independent person and there is no mutual understanding in the family, then the young man attaches hypertrophied great importance to his communication with peers. In the case when the family of a young man and the significant group of peers with whom he communicates are guided by different systems of values, the values of the family are denied, which creates the impression that the young man does not have any values at all. This illusion is a consequence of the one-sidedness and narrow-mindedness of parents, who for too long perceive their children as dependent and in need of petty care.

Parents erect a barrier between themselves and the child even when they abuse ethical requirements, suggesting that all other people, except for him, are virtuous. Here, as V. A. Sukhomlinsky said, “donkey ears of an educational plan stick out openly, because children see that this is not at all the case.” Such teachings repel young people, who are especially sensitive to any discrepancy between word and deed. The demand for the fulfillment of moral norms is perceived without internal protest, if it is said that not all people are moral yet, but it is necessary to make efforts to improve one's own morality. Do not be afraid to seriously discuss the negative aspects of life with growing children. After all, they should become fighters, not conformists-opportunists.

V. A. Sukhomlinsky wrote: “I am proud of my pedagogical credo: my favorite pupils are not obedient and meek, ready to agree with everything, but wayward, strong-willed, restless, sometimes pranksters and naughty, but rebels against evil and untruth, ready to give their heads to be cut off, but to defend the principles that have become inseparable from their personality . We must carefully preserve and carefully cherish the sprouts of the soul, ready for courageous and uncompromising work, for the struggle for truth, nobility.

The young man lives in the future, for him the present is only a preparation for another, genuine adult life. This makes it easier for him to experience troubles, allowing him to treat them with a light heart, but a reduced sense of responsibility is also associated with this. Maturity in a person comes when he understands that life does not know drafts, that everything is done finally. Overcoming these illusions encourages a mature person to make certain efforts to realize life plans.

The ability for long-term and purposeful efforts largely depends on the structure and significance of the goals set by a person. A. S. Makarenko attached great importance to the development of motives for a broad time perspective. He wrote: “The older the child’s age, the further the obligatory edge of the nearest optimistic perspective moves away ... The person who determines his behavior with the closest perspective is the weakest person.” Peculiarities of motivation characteristic of childhood often manifest themselves in a modified form in “unfavorable” adults. A short temporary setting of motivation, a tendency to “live for today”, “go with the flow”, live without a future, using what “floats in your hands” - this whole life strategy is characteristic of people who are narrowly selfish, weak-willed.

BM Teplov introduced the distinction between "short" and "long" motivation. In the case when the motives are associated only with the near future, they speak of short, if the motives relate to the distant future, they speak of long-term motivation. It is determined by the attitude of a person to his activity, to the difficulties that he encounters in the course of its implementation. With short motivation, even minor difficulties can make a person want to get away from them, change activities, for example, look for an easier job. Only distant motivation creates such an attitude to work, which is characterized by perseverance, will and perseverance in overcoming difficulties. Following N. Roerich, you can repeat:

“Don’t make small plans for yourself, they don’t have the magical property to excite the blood!”

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Section II. Youth training

Dontsov Alexander Ivanovich, doctor of sciences, professor, other position
Lomonosov Moscow State University
Dontsov Dmitry Alexandrovich, Candidate of Sciences, Associate Professor
State Classical Academy. Maimonides
Dontsova Margarita Valerievna, Candidate of Sciences, Associate Professor
Moscow Psychological and Social University

PROFESSIONAL DEVELOPMENT
AGE PSYCHOLOGICAL CHARACTERISTICS
STUDENT AGE
YOUTH
SOCIO-PSYCHOLOGICAL CHARACTERISTICS
PERSONAL DEVELOPMENT
SOCIAL SITUATION OF DEVELOPMENT
LEADING ACTIVITY
SPHERE OF COMMUNICATION
MENTAL NEOPLASMS
INTELLECTUAL DEVELOPMENT
EMOTIONAL DEVELOPMENT
DEVELOPMENT OF MOTIVES
PROFESSIONAL DEVELOPMENT

The article is devoted to the analysis of the psychological and social specifics of student and youth age.

The system of concepts and the general content of orientation in the world of professions
Children experiencing abuse and violence as subjects of psychological safety
Socio-psychological specificity of youthful (student) age
Psychological features, socio-psychological patterns and specifics of personality development in adolescence

"Student" age - the youthful period of human development (16-17 - 20-21) - is the beginning of an independent, adult life (Darvish O.B., Klochko V.E., Kolyutsky V.N., Kon I.S. , Kulagina I.Yu. and others). . Along with this, at this age, the following age periods are distinguished: 16-17 years - early youth, 17-20 - actually (in the narrow sense) youth, 20-21 - late youth. These age periods have their own specifics, but at the same time, they have many general characteristics(Kon I.S., Martsinkovskaya T.D., Maryutina T.M., Remshmidt H., Stefanenko T.G. and others). .

The main socio-psychological and age characteristics of any period of personality development are: the social situation of development, the leading type of activity, the sphere of communication, mental neoplasms that characterize intellectual, emotional development, etc.(Kolyutsky V.N., Kulagina I.Yu., Mukhina V.S., Sapogova E.E. and others). .

The social situation of development in adolescence It is characterized primarily by the fact that boys and girls will largely have to independently enter the path of labor activity and determine their place in society (it should be noted that these processes are very variable). In this regard, the social requirements for boys and girls and the conditions in which their personal formation takes place are changing: they must be prepared for work, for family life, for the performance of civic duties (Abramova G.S., Ermolaeva M.V., Mukhina V.S. and others). . Youth for boys and girls is the time of choosing a life path, work in the chosen specialty (including the search for it), studying at a university, creating a family, for boys, perhaps, military service (Ermolaeva M.V., Kulagina E.Yu. , Kolyutsky V.N. and others). .

Youth, in the modern period of socio-economic development of society and the state, found itself in conditions of continuing instability of public consciousness - when there are no popular ideals in the past, but in the present, new guidelines for future development that are adequate to the changes taking place in the country and in the world have not yet been found , professional, personal, national self-determination. Therefore, today, it is very difficult for young people to single out and assimilate the norms of adult life. Hence - confusion and uncertainty about the future (Isaev E.I., Kulagina I.Yu., Slobodchikov V.I., etc.). . Along with this, the current stage of the social development of society "shifted" in the psychological and "activity" plans (meanings) the boundaries of all ages towards an earlier onset of maturity (including social maturity). This process occurs according to many "formal" characteristics, but at the same time, social infantilism paradoxically intensifies among youth and young people. However, in contrast to the relatively recent past, people of young age (21 years and older) who "just" graduated from universities, the term (and approach) "already adults" is applied by society. In this regard, the importance of adolescence increases both for the successful formation of the personality and for the productive social development of society (Kulagina I.Yu., Sapogova E.E., Feldshtein D.I., etc.). .

With the complication of life in adolescence, there is not only a quantitative expansion of the range of social ("conventional") roles and interests, but also their qualitative change. In adolescence, more and more "adult" social roles "appear" - with the ensuing greater measure of independence and responsibility of boys and girls. At the age of 14 (earlier - at 16), boys and girls receive a passport, at 18 they get active suffrage and the opportunity to marry. From the age of 14, a boy and a girl become responsible for serious criminal offenses, from 16 - for almost all criminal offenses, in full, "adult" criminal liability comes, according to the law, from the age of 18 (Yermolaeva M.V. , Kulagina I.Yu., Petrovsky A.V., Yaroshevsky M.G. and others). . Many young men and women are already starting their careers - almost everyone thinks about choosing a profession and chooses it - including studying in the chosen specialty, etc. (Gamezo M.V., Kulagina I.Yu., Orlova L.M., Petrova E.A. and others). . All the parameters "written" above are elements of the so-called. adult social status of a person of youthful age.

Leading activities in adolescence in general, educational and professional. Social motives associated with the future begin to actively encourage educational activities in adolescence (Kulagina I.Yu., Feldstein D.I., Elkonin D.B., etc.). .In youth, there is a great selectivity to school subjects. The main motive of cognitive activity in youth is the desire to acquire a socially significant profession, for example, the profession of a psychologist (Klimov E.A., Pryazhnikov L.S., etc.). .

The psychological basis for professional self-determination in youth is, first of all, social need boys and girls to take the inner position of an adult, to realize themselves as a member of society, to define themselves in the world, i.e. to understand oneself and one's capabilities along with an understanding of one's place and purpose in life (Kulagina I.Yu., Rean A.A., etc.). .

Another important factor that makes up the psychological basis of professional self-determination and ensures the readiness of young people to enter a new, “adult” life is the presence of abilities and needs that allow them to fully realize themselves in the civil field, in work, in future family life. This is, firstly, the need for communication and mastering the ways of its construction, and secondly, theoretical thinking and the ability to navigate in various forms theoretical knowledge(scientific, artistic, ethical, legal), which acts as the established foundations of the scientific and civil worldview, as well as developed reflection, with the help of which a conscious and critical attitude towards oneself is provided, thirdly, the need for work and the ability to work, mastery of labor skills that allow you to get involved in production activities, carrying it out on a creative basis (Kulagina I.Yu., Klimov E.A., Pryazhnikov L.S., etc.). .

General ideological searches are "grounded" and concretized by youth in life plans. The older the boy and girl, the more urgent becomes the need for life choices of development. From the many imaginary, fantastic or abstract possibilities, several of the most real and acceptable options gradually "appear" between which you have to choose. It is clear that much in youth emerges only in the most general form. The most important, urgent and difficult thing for young people is the choice of a profession. Psychologically aspiring to the future and inclined even mentally to “jump” over unfinished stages, the young man understands well that the content of this future life, first of all, depends on whether he will be able to correctly ("personally correctly") choose a profession. No matter how carefree, frivolous and careless a young man may look, the choice of profession is his main and constant concern (Kulagina I.Yu., Klimov E.A., Pryazhnikov L.S., etc.). .

The sphere of communication in adolescence is of great importance for the development of personality, which is expressed in high significance, for boys and girls, namely the qualitative characteristics of the communication process. From the point of view of, for example, Mukhina V.S., having started in adolescence (“adolescence”) the creation of his personality, having begun to consciously build ways of communication, a young man continues this path of improving qualities that are significant for himself in his youth (Lisovsky V.T., Mukhina V.S., Sleptsov N.S. and others). . The young man, striving for self-identification, continues to discover his elusive essence through constant reflections. He remains easily injured - an ironic look, a well-aimed word of another person can immediately disarm a young man and knock him off his so often demonstrated aplomb (Kulagina I.Yu., Fromm E., Erikson E., etc.). .

A serious, profound influence on the perception of the world by young men and women is exerted by the social space (microsociety and macrosociety) in which they live. Here, in live communication, the life and activities of adults are known. The family remains the micro-society where boys and girls feel most calm and confident. Life prospects are discussed with parents, mainly professional ones. The life plans of young men and women are discussed both with teachers and with their adult acquaintances, whose opinion is important to them, and, of course, with each other (Ermolaeva M.V., Kulagina I.Yu., Rean A.A., etc. ). .

Of great importance for the development of personality in adolescence is communication with peers. Communication with peers in adolescence is a specific channel of information, a special type of interpersonal relationships, as well as one of the types of emotional contact. In adolescence, the psychological dependence on adults characteristic of the previous stages of psychoontogenesis is almost completely overcome, the socio-psychological independence of the individual is affirmed, which promotes rich communication with peers. In relations with peers, along with the preservation of collective-group forms of communication, the importance of individual contacts and attachments is growing (Kon I.S., Obozov N.N., Rean A.A., etc.). .

In adolescence, the search for life partners and like-minded people becomes relevant, the need for cooperation with people increases, ties with their social group, appears, there is a feeling of intimacy in interaction with some people (Abramova G.S., Rice F., Sapogova E.E., etc.). . Youthful friendship is unique, it occupies an exclusive place among other attachments. However, the need for psychological (emotional-sensory) intimacy in youth is practically "unsaturated", it is extremely difficult to satisfy it. The requirements for friendship are increasing, its criteria are becoming more complicated. Youth is considered the "privileged age" of friendship, but the young men themselves believe the so-called. real friendship rarely found (Kolyutsky V.N., Kulagina I.Yu., etc.). . emotional tension friendship in adolescence decreases with the appearance ("emergence") of love. Youthful love presupposes a greater degree of intimacy than friendship, and, which is characteristic, it seems to include friendship (Ermolaeva M.V., Kulagina I.Yu., Kon I.S., etc.). .

By the end of the youthful age period, the processes of physical maturation of a person are completed. In youth, the so-called. The "final" hormonal restructuring that accompanies full puberty, which leads to increased sexual experiences. Most boys and girls are characterized by a sharp increase in interest in sexual matters. There is a significant increase sexual forms behavior. Boys and girls attach great importance to the "active expression" of their belonging to a particular sex. The development of gender identity in adolescence is a psychosocial process of assimilation by an individual of his gender role and recognition of this role by society (Kon I.S., Livehud B., Mukhina V.S., Erikson E., etc.). .

In adolescence, along with the above, there are two somewhat opposite trends in the field of communication and interaction with other people: the expansion of the sphere of communication, on the one hand, and the growing individualization, isolation from society, on the other hand (Gamezo M.V., Ermolaeva M.V., Orlova L.M., Petrova E.A. and others). . The first tendency is manifested in the desire for identification ("assimilation") with other people. This phenomenon is externally manifested in an increase in the time that is "spent" on communication (3-4 hours a day on weekdays, 7-9 hours on weekends and holidays), in a significant expansion of the social space ("coverage") of communication, and, finally, in a special phenomenon called “expectation of communication”, which appears in the very search for it, in constant readiness for contacts (Dubrovina I.V., Zatsepin V.V., Mukhina V.S., Parishioners A.M. and etc.). . A high level of need for communication, manifested in the expansion of its scope and common interests, - is explained by the active physical, mental and social development of boys and girls and, in connection with this, the expansion of the range of their cognitive interests in relation to people around them and to the world around them as a whole (Kulagina I.Yu., Rean A.A. and others .). . An important circumstance in this matter is the increased need for joint activity (“interaction”) in adolescence: it largely finds its satisfaction in communication (Kulagina I.Yu., Remshmidt H., etc.). . In youth, the need especially increases, on the one hand, for new experience, and on the other, for recognition, for security, for emotional intimacy. This also determines the growing need of youth to communicate with people around them, the growing need to be accepted by them, the need to be recognized by society (Kulagina I.Yu., Rice F., etc.). . The second pattern that manifests itself in communication in youth is the psychological tendency towards individualization and social isolation. This trend is evidenced by the strict delimitation by youth of the nature (character) of relationships with others, high selectivity in friendly affections, and sometimes the maximum exactingness in communication in a dyad. The desire for isolation is the desire to protect one's emerging unique world from the intrusion of third-party and even close people in order to strengthen one's sense of personality, in order to preserve one's individuality, to realize one's claims to recognition. Isolation as a means of maintaining a psychological distance when interacting with other people allows young people to “save their face” at the emotional and rational level of communication (Isaev E.I., Kon I.S., Livehud B., Mukhina V.S., Slobodchikov V. I., Erickson E. et al.). . Speaking about the socio-psychological needs for assimilation and isolation, one must also bear in mind that the development of a personality (especially in youth) can be regarded as a two-pronged process. On the one hand, this is an assimilation ("comparison" with someone) of oneself to other people in the process of communication (socio-psychological identification), and on the other hand, "distinction" ("separation", "alienation") of oneself from others in some way. then, - as a result of the process of isolation. Moreover, in communication, assimilation and isolation proceed, in youth, in close unity with each other (Kulagina I.Yu., Mukhina V.S., Erikson E., etc.). .

Mental neoplasms in adolescence have a pronounced age-related psychophylogenetic specificity, and, of course, are subject to individual characteristics. Youth, according to, for example, V.I. Slobodchikov, - the final stage psychological stage"personalization", the period of finding self-identity (Kulagina I.Yu., Isaev E.I., Slobodchikov V.I., Erikson E. and others). . The main mental neoplasms ("acquisitions") of adolescence: deep reflection; developed awareness of one's own individuality; the formation of specific life plans; readiness for self-determination in the profession; installation on the conscious construction of one's own life; gradual "growing" (entry) into various spheres of life and activity; development of self-awareness; active formation of a worldview (Volkov B.S., Gutkina I.I., Darvish O.B., Kulagina I.Yu., Kolyutsky V.N., Klochko V.E., etc.). .

In the youthful age period, the formation of moral consciousness is quite intense, the development and formation of value orientations and ideals, a stable worldview, and civic qualities of a person are carried out (Bondyreva S.K., Gutkina N.I., Mukhina V.S., Stolin V.V. and etc.). .Youth is a decisive stage in the formation of a person's worldview. Worldview, as noted, for example, by E.E. Sapogova, this is not only a system of knowledge and experience, but also a system of beliefs, the experience of which in youth is accompanied by a sense of their truth (youthful maximalism), "correctness" (Kulagina I.Yu., Kolyutsky V.N., Sapogova E.E. and etc.). . Therefore, in youth, the formation of a worldview is associated with the decision of the so-called. "meaningful" problems. The phenomena of reality interest the young man not in themselves, but in connection with his own attitude to them (Bondyreva S.K., Volkov B.S., Kolesov D.V., Rean A.A. and others). . The ideological search in youth includes the social orientation of the individual, awareness of oneself as a part of the social community (social and / or professional, cultural group, nation and / or ethnic group, etc.). The youth carry out a conscious orientation to their future social position (the choice of social and professional status), comprehend the ways to achieve it (Bondyreva S.K., Kolesov D.V., Remshmidt H., Feldshtein D.I., etc.). .

The psychological content of the youthful stage of personality development is probably more connected precisely with the development of self-consciousness as a mental education, with the solution of the problems of professional self-determination and with the entry into adulthood (Abramova G.S., Klimov E.A., Kon I.S. ., Mukhina V.S., Pryazhnikov L.S., Stolin V.V. et al.). self-determination" (Bondyreva S.K., Kolesov D.V., Kon I.S. and others). .From the point of view of the development of the self-consciousness of the subject, in adolescence, "self-determination" is characterized by awareness of oneself as a member of society and is concretized in a new, socially significant position (Klimov E.A., Mitina L.M., Pryazhnikov L.S., etc. ). . From the age of 17 to 20 (“actually” youth, youth “in the narrow sense”), the self-consciousness of the individual develops more and more, becomes more complicated, structured, acquiring systematically (but not in all details) a “finished look” to the so-called. late youth - by the age of 20-21 (Martsinkovskaya T.D., Maryutina T.M., Pryazhnikov L.S., Sapogova E.E., Stefanenko T.G. and others). . In youth, cognitive and professional interests, the need for work, the ability to build life plans, the social orientation of the individual are actively formed (Kulagina I.Yu., Klimov E.A., Pryazhnikov L.S., etc.). "I-image" - perhaps the central psychological neoplasm of adolescence (Gutkina N.I., Darvish O.B., Klochko V.E., etc.). . In adolescence, a system of a person’s ideas about himself is almost completely formed, a certain generalized idea of \u200b\u200bhimself is formed, which, regardless of whether it is true or not, is psychological reality that influences behavior that generates certain experiences. At the same time, self-consciousness actively includes psychological factor time - the young man begins to "live in the future" (V.S. Mukhina, V.V. Stolin, etc.). .

The central focus of the significance of all worldview problems in youth becomes the problem of the meaning of life (“Why do I live?”, “How can I live?”, “What can I do in order to live the way I want?”). The youth is looking for a global and universal "formulation" of their self-expression: "serve people" ("work with people", "benefit"); "to know people", "to know oneself", - thereby showing manifestations of the so-called. psychological semantic orientation (G.S. Abramova, S.K. Bondyreva, V.N. Kolyutsky, I.S. Kon, I.Yu. Kulagina, and others). . Along with this, young people are keenly interested not so much in the question “Who to be?” as “What to be?”, As well as humanistic values, which clearly manifests the social orientation of the individual in adolescence. Complex reflection and deep introspection are specific to this age (S.K. Bondyreva, B.S. Volkov, M.V. Gamezo, N.I. Gutkina, L.M. Orlova, E.A. Petrova, etc.). .

Self-determination, both personal and professional, is a characteristic feature of youth. The choice of a profession streamlines and brings into a system of subordination all the various motivational tendencies in youth, coming both from the immediate interests of the individual, and from other diverse motives generated by the conditions of socio-professional choice (Bozhovich L.I., Klimov E.A., Pryazhnikov L. .S., Feldshtein D.I. and others). .

Intellectual development in youth also has its own specifics. There is an increased tendency to introspection and the need to systematize, generalize one's knowledge about oneself (to understand one's character, one's feelings, actions, deeds). There is a correlation ("correlation") of oneself with a certain ideal, the possibility of self-education is activated (Kulagina I.Yu., Kolyutsky V.N., Rean A.A., Feldshtein D.I., etc.). . Thinking in youth acquires a personal emotional character. A certain cognitive passion for theoretical and worldview problems appears (intellectual feelings are actively developing). Emotionality is manifested in the peculiarities of experiences about one's own capabilities, abilities and personal qualities (intellectual "measurement" of self-esteem). Intellectual development is expressed in a craving for generalizations, the search for patterns and principles behind particular facts (Rice F., Rean A.A., Remshmidt H.). . In youth, the concentration of attention, the amount of memory increase, the so-called. "logization" of educational (cognizable) material (digestible information). In youth, abstract-logical thinking is also actively formed (at the final stage of development of this higher mental function) (Abramova G.S., Ermolaeva M.V., Obozov N.N., etc.). . In adolescence, the cognitive ability to independently understand complex (“multi-causal”) issues is expressed. As pointed out, for example, by P.M. Jacobson, in adolescents, thinking becomes more systematic and critical. At the same time, the cognitive processes of boys and girls are highly susceptible to emotions and feelings. Boys and girls demand proof and substantiation of the statements they hear from teachers, those around them and those close to them. They like to argue, they are often fond of witty expressions, beautiful phrases, the original form of expressing their thoughts (G.S. Abramova, E.N. Kamenskaya, P.M. Yakobson, etc.). .

Occurs in adolescence and improvement ("development") of memory. This applies not only to the fact that the amount of memory is increasing in general, but also to the fact that the methods of memorization are changing to a significant extent (the so-called mnemonic memorization techniques are actively used). Along with the activating involuntary memorization, in youth there is wide application rational methods of arbitrary memorization of material (Kamenskaya E.N., Kolyutsky V.N., Kulagina I.Yu., etc.). .

Emotional personality traits in youth are also actively developed. There is a significant restructuring of the emotional sphere, independence, decisiveness, criticality and self-criticism are manifested, rejection of hypocrisy, hypocrisy, rudeness is expressed (Darvish O.B., Sapogova E.E., Petrovsky A.V., Klochko V.E., Yaroshevsky M. G. and others). . Adolescence is characterized by increased emotional excitability (imbalance, mood swings, anxiety, etc.). At the same time, the older the boy and girl, the more pronounced their improvement in their general emotional state, since the crisis of early adolescence "passed" (Isaev E.I., Kon I.S., Slobodchikov V.I., Feldstein D .I. and others). . The development of emotionality in adolescence is closely connected with the individual-personal properties of a person, with his self-awareness (which was mentioned above), with his self-esteem (Kamenskaya E.N., Mukhina V.S., Stolin V.V., etc.). . All this is determined (conditioned) by the strengthening of personal control, self-government, " new stage"the development of the intellect (which was also mentioned above), the "discovery" of one's inner world. The discovery of one's inner world, its emancipation from adults - perhaps the main acquisition of youth. The external world begins to be perceived "through oneself." volitional regulation(internal locus of control develops). The desire for self-affirmation is clearly manifested (G.S. Abramova, I.Yu. Kulagina, V.N. Kolyutsky, V.S. Mukhina, etc.). .

In adolescence, self-esteem (and emotional reassessment, compared with adolescence) of one's appearance occurs (especially among girls). Boys and girls are acutely experiencing the signs they notice in themselves of real or imaginary overweight, too large or too small, as it seems to them, growth, other elements of their appearance are also experienced - this also expresses the emotional "dimension" of self-esteem (Kulagina I .Yu., Rice F., Rean A.A. and others). . One of the most important psychological emotional characteristics of youth is self-esteem (acceptance, self-approval or non-acceptance, dissatisfaction with oneself). There is a discrepancy between the "ideal I" ("desired I") and the "real I", the "socially recognized I" (Dubrovina I.V., Zatsepin V.V., Obozov N.N., Parishioners A.M., Erikson E. and others). .

Summing up some results of our brief analysis of the age of adolescence (16-17 - 20-21), we can again recall the main neoplasms of this period of psychoontogenesis. The main thing here in general is personal and professional self-determination. The full development of the personality presupposes the active formation of this neoplasm during this period. At the same time, the analyzed stage of psychoontogenesis is accompanied by significant emotional and behavioral changes. These changes (transformations) lead to the formation of certain personality traits that have significant patterns, which was emphasized above (Martsinkovskaya T.D., Maryutina T.M., Pryazhnikov L.S., Stefanenko T.G., etc.). . So, changes in behavioral manifestations in adolescence, of course, are also determined by personal psychological features. Coping strategies are the most relevant behavioral methods in this age period to cope with emerging difficulties or with specific external and internal requirements that are perceived by the individual as psychological stress or exceed his psychological capabilities (Grebennikov L.R., Kamenskaya V.G., Mukhina V. .S., Romanova E.S., Tulupyeva T.V. and others).

The relationship between coping strategies, psychological defense mechanisms and personality traits is largely a mental and "activity" basis for behavioral, emotional and personal changes, which, in turn, largely determines the development of a personality during adolescence (Grebennikov L.R., Kamenskaya V.G., Mukhina V.S., Romanova E.S., Tulupyeva T.V. and others). . However, emotional difficulties and a somewhat psychologically painful course of adolescence are by-products and not universal features of youth. There is, apparently, general pattern, acting in psychophylogenesis and psychoontogenesis, according to which, together with the level of self-organization and self-regulation of the individual, emotional sensitivity increases, but at the same time, the possibilities of psychological defense also increase. The range of factors that can cause emotional arousal (emotional reaction) in a person expands in adolescence. The ways of expressing emotions become more diverse, the duration increases emotional reactions caused by short-term irritation. Along with this, there is a complication and development of the mechanisms of psychological protection and forms of behavior of the individual in conflict (Grebennikov L.R., Kamenskaya V.G., Mukhina V.S., Romanova E.S., Tulupyeva T.V. and others. ).. Emotional changes during adolescence are largely determined by the psychological defense mechanisms that boys and girls use as a way of adapting to changing external and internal conditions: growing social responsibility, the need to follow social norms, an increase in needs against the background of a lack of opportunities to satisfy them, a change in priorities in the motivational sphere, etc. (Grebennikov L.R., Ermolaeva M.V., Kamenskaya V.G., Mukhina V.S., Obozov N.N., Romanova E.S., Tulupyeva T.V. and others). .

« Only towards the end of adolescence does a young person begin to really master the defense mechanisms that not only allow him to externally protect himself from third-party intrusion, but also strengthen him internally. Reflection helps to anticipate the possible behavior of the other and prepare counter actions that will push back the peremptory invasion; take such an inner position that can protect more than physical strength. During this period of life, a person decides in what sequence he will apply his abilities to realize himself in work and in life itself.”, - writes V.S. Mukhina .. Thus, the importance of the period of youth at the present stage of development of society is increasing significantly.

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Portal for the student. Self-training

Adolescence main features and problems. Material on the topic: "Age characteristics of adolescence"

Introduction

Main part

1 Psychological characteristics of adolescence

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Introduction

Main part

1 Psychological characteristics of adolescence

2 Modern issues of vocational guidance in adolescence

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Portal for the student. Self-training

Introduction

Main part

1 Psychological characteristics of adolescence

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Introduction

Main part

1 Psychological characteristics of adolescence

2 Modern issues of vocational guidance in adolescence

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Bibliography

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