professional self-determination

Professional self-determination

Plan

1. What is professional self-determination?

2. Student self-determination

3. Professional self-determination of high school students

4. Professional identity

5. The problem of professional self-determination

Professional self-determination is a form of personal choice, reflecting the search process, as well as the acquisition of a profession. Self-determination is realized in the process of analyzing personal opportunities, abilities in relation to professional requirements. Currently, the understanding of professional self-determination takes into account the problems of interconnection with the life self-determination of a person, and also includes the impact of the impact on the individual of the social environment and its active position. In a market economy, the problem of freedom of choice of a profession and ensuring the competitiveness of an employee is acute.

Student self-determination

Student self-determination is a process of an individual forming a personal attitude to professional activity and a way of its realization through coordination of social, professional and personal needs.

Students' professional self-determination is part of life self-determination, as it is part of the social group for choosing a profession and lifestyle.

In professional self-determination, there are various approaches: sociological - when society poses tasks for the individual, socio-psychological - phased decision-making by the individual, as well as coordination of the needs of society and personal preferences, differential-psychological - the formation of an individual structure of life.

The interconnected stages of professional self-determination of students are symbolically distinguished:

- preschool stage, including the formation of initial labor skills;

- primary school, including awareness of the role of labor in the life of an individual through participation in various types of activities: educational, game, labor.

Awareness of their abilities and interests related to professional choice occurs in grades 5-7, and the formation of professional self-consciousness falls on grades 8-9.

In the professional self-determination of students, a significant role is assigned to the family and the state-public structure (professional and general educational institutions; institutions of additional education, employment services).

Psychological and pedagogical support for self-determination of students is aimed at the realization of a conscious choice of profession.

Students with a choice of profession are identified in the process of teaching basic sciences, as well as during vocational training.

So, the professional self-determination of students includes the process of forming an individual's personal attitude to the labor sphere, as well as the way of his self-realization through coordination of professional and intrapersonal needs.

Professional self-determination of high school students

The definition of high school students with a future profession is one of the forms of personal self-determination and is characterized by the process of acquisition, as well as the search for a profession, analysis of personal capabilities, abilities in comparison with the requirements of the profession.

At the age of fifteen, it is very difficult for a high school student to choose a profession. Often professional intentions are vague and diffuse, and professionally oriented dreams, as well as romantic aspirations, are impossible.

The unsatisfied future has stimulated the development of reflection - awareness of the personal "I". A high school student is “determined”: who he is, what his abilities are, what a life ideal, what he wants to become. Introspection is the delayed psychological basis of professional self-determination for most students in a vocational school.

Those high school students who receive full secondary education feel more comfortable. At the time of graduation, high school students from fantastic, imaginary professions choose the most acceptable and real options. Children understand that success and prosperity in life, first of all, depends on the right choice of profession.

Assessing their capabilities and abilities, the prestige of the profession, and the socio-economic situation, high school students are self-determined in obtaining a vocational education.

Thus, for high school students, educational and professional self-determination acts as a conscious choice of the ways of vocational education and training.

Professional identity

Psychologists attribute professional and personal self-determination to the process of forming a person's personal attitude to the professional labor sphere, as well as self-realization through the coordination of social and professional and intrapersonal needs.

Consider professional self-determination, including the various stages of personality formation.

In preschool childhood, toddlers in play activities imitate adults and reproduce their actions. Widespread in preschool age are role-playing games, some of which are professionally oriented. Toddlers, playing, take on the roles of sellers, doctors, builders, educators, cooks, drivers of vehicles.

Of primary importance in professional self-determination are the initial labor actions - the implementation of simple actions to care for plants, clothes, and cleaning the premises. These actions contribute to the development of interest in adult work in children. Professional role-playing games, the implementation of elementary types of labor, and the monitoring of adult labor contribute to the self-determination of preschoolers. At a primary school age, children willingly imitate the actions of adults and, based on this, they focus on the profession of relatives, parents, teachers, close friends. An important feature of students is the motivation for achievements in educational activities. A child's awareness of his abilities, as well as abilities, on the basis of his experience in playing, trai`ning, working,

The end of primary school age is marked by a significant increase in individual differences in the development of abilities between children, and this in turn affects a significant expansion of the range of professional preferences. Labor and educational activities affect the development of the imagination of children, both creative and recreational. Thanks to this ability, enrichment of ideas about various types of labor is carried out, the ability to see oneself in a certain profession is developed. Often a child develops professionally colored fantasies that will have a huge impact on professional self-determination in the future.

Adolescence is marked by laying the foundations of a moral attitude to various types of work, a teenager forms a system of personal values ​​that determine selectivity in relation to professions. Psychologists attribute this period to the person responsible for the formation of personality.

Adolescent boys, imitating the external forms of adult behavior, are guided by romantic professions that possess endurance, strong will, courage, courage, for example, an astronaut, test pilot, race car driver. Girls prefer the professions of “real women” - these are charming, popular, attractive top models, pop singers, TV hosts.

Orientation to romantic professions is directed under the influence of the mass media, which replicate samples of “real adults”. Such professional romantic orientation contributes to the desire of adolescents to self-affirmation and self-expression. Ad differentiated attitude to various classes in circles and academic subjects forms intentions and dreams in children. Dreams, patterns of the desired future are the touches of self-determination.

Professional self-determination of a person in early youth is a critical task. Often the plans of a teenager are very amorphous, vague, represent the nature of a dream.

A teenager most often represents himself in various emotionally attractive roles, and he cannot make a psychological choice of a profession on his own. And at the beginning of adolescence, this problem confronts young men and women who leave the main secondary school. They make up a third of older adolescents who enter secondary and primary vocational education institutions, while others are forced to start independent work.

Psychologists have found that often students receiving education in vocational schools, vocational schools, colleges and technical schools are not completely determined and their choice of educational institution was not psychologically justified.

The overwhelming majority of young people aged 16–23 years old are educated or trained in institutions or enterprises. Often, romantic aspirations, dreams have remained in the past, and the desired future has already become present, and many are disappointed and dissatisfied with the choice made. Some make attempts to make adjustments to the professional start, and for most boys and girls during training, confidence in the correctness of their choice is strengthened.

At the age of 27 years, social and professional activity is noted. Already have a place of work and some experience. Relevance is gaining professional growth and achievement. However, the vast majority begin to experience psychological discomfort, which is caused by elevated, unrealized plans, as well as labor saturation.

Uncertain career prospects, lack of achievements actualize the reflection of personal being, generating self-esteem of “I-concepts” and introspection. This period is characterized by mental turmoil. Revision of professional life pushes to the definition of new significant goals. Some of these include continuing education and continuing education; job change and initiation of promotion; choice of a new profession or related specialty.

For many people, by the age of 30, the problem of professional self-determination again becomes relevant. Two ways are possible here: either to assert oneself further in the chosen profession and become a professional or to change the place of work, as well as the profession.

The age period of up to 60 years is considered the most productive. This period is marked by the realization of oneself as a person, and is also characterized by the use of professional psychological potential. It is during this period that life plans are realized, the semantic existence of man is justified. The profession provides a unique opportunity, using their abilities in a labor post, to realize the need to be a person, as well as to develop an individual style of activity.

After reaching retirement age, people leave the profession, but by the age of 60 the person does not have time to fully exhaust his potential. This period is marked by an alarming state, since overnight stereotypes, as well as a way of life, are collapsing. Skills, knowledge, important qualities - everything becomes unclaimed. Such negative aspects accelerate social aging. Most pensioners experience psychological confusion, experience their uselessness and futility. Again, the problem of self-determination arises, however, in socially useful, social life.

The problem of professional self-determination

The experience of professional counseling work shows that students who have not chosen a profession often seek the help of a psychologist to determine the type of activity where they will be most capable. Behind this lies an unconscious desire to shift the solution of a life problem to another individual. Difficulties of such a plan often arise due to the lack of adequate ideas about professional suitability among schoolchildren, the inability to assess their abilities and capabilities, and also correlate them with the world of professions.

Many students cannot answer: “What activity would you like to do?”, “What abilities do they see in themselves?”; “What qualities are important for success in mastering a future profession?”

A low culture of knowledge, as well as ignorance of modern professions, makes it difficult for high school students to choose a life path.

Career guidance work of a psychologist should turn from diagnostic into formative, developing, diagnostic and corrective. The stages of consulting work should be aimed at activating students to form a desire for a conscious, independent choice of profession, taking into account the knowledge gained about themselves.

Questions:

1. What is professional self-determination? How do you understand that?

2. What does the professional self-determination of students include?

3. Why is it very difficult for a high school student to choose a profession at 15?

4. What is professional identity?

5. Why is it difficult for students to choose a profession?

References:

Professional self-determination. [Электронный ресурс]. – Режим доступа:  http://en.housepsych.com/professionalnoe-samoopredelenie_default.htm. Дата доступа: 19.01.2023.