How to help your child in choosing a profession (handout for parents). Features and difficulties of professional self-determination of orphans, pupils of an orphanage, enrolled in the program of a correctional school

The problem of choosing a profession is a difficult and responsible step in the life of every person. The choice must be approached very carefully. Do not let it go by itself. It is necessary to get acquainted with the information of professionals, take into account your abilities, inner convictions and real possibilities.

To get a profession that you like and provide for your whole life, you need to carefully study yourself. First of all, you need to understand your interests, inclinations, character and physical capabilities. It is necessary to determine the main and secondary qualities.

After that, a detailed acquaintance with the professions that correspond to the studied characteristics will not hurt. And only after that it is necessary to choose an educational institution. The main thing to remember is that it's hard to learn ...

You cannot deviate from your goals. Help in choosing a profession can be provided by parents, relatives, teachers and just acquaintances. But you shouldn't rely only on them. After all, everyone knows more about themselves than anyone else.

After entering an educational institution, the official acquisition of the profession begins. For better training, you can draw up a plan: highlight the main and secondary goals, determine the ways and means to achieve these goals, focus your inner forces to deal with possible difficulties and obstacles. And, of course, there must be so-called contingency plans.

The biggest mistakes that violate the rules for choosing a profession:

• choice of profession for the company;
• pursuit of "prestigious" professions;
• fear of being mistreated because of the profession;
• identification of one subject or quality with a profession;
• focusing directly on professions of high qualifications;
• inability to determine the path of obtaining a profession;
• erroneous opinion in the concept of profession.

In addition to all this, you need to take into account your temperament. The style of work depends on him.

Sanguine people are reliable workers, if it is not about monotonous and slow work. They need lively and agile work, which realizes from the ability to wit and resourcefulness.

Choleric people do excellent cyclical work. In such work, they are assured of success.

Phlegmatic is suitable for educational and industrial work, which does not require constant rapid performance of any actions. For them, the main thing is not speed, but quality.

Melancholic, on the other hand, is the exact opposite of a sanguine person. Moreover, its performance is completely dependent on mood.

Also, when choosing, one must take into account which specialists will be in demand in a particular area. Unfortunately, this cannot be determined for sure. But one thing can be said for sure - there is already a shortage of personnel in production facilities. Over the past year, the level of wages has increased by one and a half times. Therefore, if there are inclinations towards technical specialties, then the most reliable choice will be precisely the production profession.

State educational institution of the Omsk region

for children - orphans and children left without parental care

"Zavyalovsky orphanage"

Program

on vocational guidance of pupils

in an orphanage

"I - and my profession"

(for classes with children from 14 to 16 years old for 1 year)

To help educators

Developed by:

Pashuta Anna Alexandrovna

social teacher

KOU "Zavyalovsky orphanage"

1. Explanatory note ……………………………………………… ..4

2. Thematic plan …………………………………………………… .7

4. References ……………………………………………………… 21

5. Appendix No. 1 ……………………………………………………… .24

Explanatory note

Modern economic, environmental and socio-cultural conditions of our society have required a change in the priorities of the goals of education and upbringing towards a more complete implementation of developmental functions. In this regard, the functions of vocational guidance are steadily expanding. It acts not only as a means of introducing a person to a certain type of labor activity, but also as the most important factor in the upbringing of socially significant traits in him, his all-round development.

Adolescence is the last period of stay of the majority of children left without parental care in an orphanage. A teenager sees his future only in general terms, fantasizes, imagines himself as a specialist in a particular profession, but he still does not have clear guidelines in his professional choice. Self-determination is the central mechanism of personality formation, consisting in a person's conscious choice of his place in the system of social relations. Through the choice of profession, the orphan child determines the place in life and the system of relationships in which he will feel significant.

The analysis of the results of the questioning of pupils aged 14-16 years, showed that 90% of the respondents have not yet decided, or find it difficult to make their professional choice. The task of education is to organize special conditions for obtaining information about the world of professions. For this, the program “I am and my profession” was created, the main direction of which is the formation of value orientations, modeling of one's future, building standards in the form of an ideal image of a professional. Its implementation should contribute to the socialization of pupils, as well as the development of a stable motivation for them to choose their future professional aspirations.

This program is designed for 1 year (27 hours), includes 4 blocks:

1 block "In search of your vocation".

2nd block "I am a professional".

3 block "The World of Professional Education".

4 block "Preparation for actions in the labor market".

All blocks are interconnected and contribute to the full implementation of the set goals and objectives.

Target: Pupils' awareness of their professional intentions, interests, inclinations for successful social adaptation in society.

^ The main objectives of this program are:

• 
  inform pupils about the content of professional activity and working conditions, about the requirements for the profession and personality;
• 
  to form the desire for adequate self-esteem, self-education and professional self-determination;
• 
  to teach to compare their claims, opportunities and desires with the requirements of the profession for health, knowledge, personal qualities;
• 
  recommend the choice of certain areas of work for a complete acquaintance with the world of professions.

^ Predicted results:

• 
  learn to find individual characteristics in themselves, to determine their personal inclinations, the level of self-awareness will increase;
• 
  will have full theoretical knowledge necessary for professional activity;
• 
  the level of hard work and efficiency will increase;
• 
  consciously choose a profession, taking into account the possibilities - individual, psychological, physiological;
• 
  psychological readiness for work will be formed.

• 
  a questionnaire to identify the readiness of schoolchildren to choose a profession (VB Uspensky);
• 
  questionnaire to identify the level of diligence and performance;
• 
  diagnostics of the moral and labor characteristics of a student;
• 
  differential diagnostic questionnaire of interests (DDI);
• 
  questionnaire "Map of interests";
• 
  the technique of L.A. Yvashi.

Methodological support of the program

Vocational guidance exercises are built in a certain logical sequence. From simpler exercises, which are more of an introductory nature, to exercises that include elements of self-knowledge, and then to exercises that allow you to model the prospects for professional and personal development in their entirety.

The implementation of the program is based on the following pedagogical principles:

• 
  personality-oriented approach;
• 
  conformity to nature;
• 
  cultural conformity;
• 
  voluntariness;
• 
  systematic, consistent and clear;
• 
  freedom of choice of decisions and independence in their implementation.

• 
  methods of persuasion (verbal explanation, persuasion, demand);
• 
  methods of organizing activities (training, exercise, demonstration, imitation, assignment);
• 
  methods of stimulating behavior (praise, encouragement, mutual appreciation).

Vocational guidance classes are held in the shape of:

• 
  games;
• 
  self-knowledge workshop;
• 
  questionnaires;
• 
  group conversations;
• 
  discussions;
• 
  individual and group consultations.

Conditions for the implementation of the program

1. 
   Availability of visual and didactic material in accordance with the subject of the classes.
2. 
   Creation of an atmosphere of comfort and friendliness and confidentiality.
3. 
   Material and technical support: multimedia apparatus, stationery.
4. 
   Availability of the CMM package.

^ Thematic plan

1 Block

2 Block

3 Block

^ Contents of the program

1. 
   Block

Target: determination of the level of development of the general abilities of pupils; acquaintance with the world of professions.

Content: Studying the basic concepts of the course. Determination of professional orientation. Deepening knowledge of temperament; analysis of the natural factor for professional self-determination. Construction of classifications of professions. Training in the strategy of choosing a profession. Informing about the labor market of the near and far abroad, about the possibilities of obtaining professions in existing educational institutions. Self-analysis of readiness for a professional start.

1. 
   ^ Block

Target: Consolidation of professional intentions and attitudes of pupils for subsequent self-determination.

1. 
   ^ Block

Target: Acquaintance with the training system.

1. 
   ^ Block

Target: Informing about the labor market.

References

1. 
   A.P. Chernyavskaya "Psychological counseling for vocational guidance." - M .: Publishing house VLADOS - PRESS, 2003 .-- 96 p.
2. 
   E.A. Klimov "Developing person in the world of professions." - Obninsk: "Printer" publishing house, 1993.
3. 
   How to build your "I" (ed. By VP Zinchenko). - M .: Pedagogy, 1991.136 p.
4. 
   E.A. Klimov “Psychology - pedagogical problems of professional consultation. - M .: Knowledge, ser. Educator. and a nutcase. "
5. 
   Pryazhnikov N.S. “Game career guidance exercises. Toolkit. - M .: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1997. - 56 p.
6. 
   Psychological support for choosing a profession. Scientific - methodical manual.L.M. Mitina, L.V. Brendakova (Edited by Doctor of Psychology L.M. Mitina). - M .: Moscow Psychology - Social Institute, 1998. - 184 p.
7. 
   O. A. Sychugova “Vocational rehabilitation of orphans and invalids in a vocational school. Experimental research experience ". - M .: Publishing house. house "New textbook", 2003. - 80 p.
8. 
   Makheeva O.A., Grigorieva E.E. "I choose a profession: A comprehensive program for active professional self-determination of schoolchildren." - M: UC "Perspective", 2002. - 52 p.

Literature for teachers:

1. 
   G.V. Rezapkina “Ambulance in choosing a profession. A Practical Guide for Teachers and School Psychologists ”. M .: Genesis, 2004 .-- 48 p.
2. 
   EAT. Starobin “Vocational training of persons with mental retardation: Method. allowance. - M .: Publishing house NTs ENAS, 2003 .-- 120 p.
3. 
   Games - education, training, leisure ... (edited by V.V.Petrusinsky). - M .: New school / 1994.- 368 p.
4. 
   E.A. Klimov “Psychology of professional self-determination. - Rostov n / a .:
5. 
   Pryazhnikov N.S. “Professional and personal self-determination. - M .: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1996. - 256 p.

Literature for children:

1. 
   M. Bendyukov, I. Solomin, D. Cherneyko "The Road to the Future" tutorial for beginners.
2. 
   Way to success. Informational - reference material. - Nadym, YaNAO. GU TsZN, 2002. - 16 p.
3. 
   Technology. Career guidance: Tests / Auth. - comp. I.P. Arefiev. - M .: Publishing house NTs ENAS, 2005 .-- 96 p.
4. 
   E.A. Klimov How to choose a profession: Book. for students - M., 1990.
5. 
   E. N. Proshchichkaya Choose a profession: Textbook. manual for art. cl. wednesday ssh. - M., 1991
6. 
   Pryazhnikov N.S. Career guidance exercises - M., 1992
7. 
   Ruvinsky L.S., Khokhlov S.I. How to educate will and character: Book. for students. - M., 1986
8. 
   Where to go to study? - GU TsZN Omsk region region. - 2003 g.

Appendix # 1

Questionnaire

to identify the readiness of pupils to choose a profession

(prepared by Professor V. B. Uspensky)

Target: determination of the readiness of pupils to choose a profession

^ Progress: pupils are encouraged to read the statements listed below and express their agreement or disagreement with them by answering "yes" or "no".

1. You have already firmly chosen your profession.

2. The main motive for the choice is material interests.

3. In the chosen profession, you are attracted by the process of labor itself.

4. You choose an educational institution because your friends went to study there.

5. You choose your place of study because it is close to home.

6. If you cannot enroll in the educational institution of your choice, then you have alternate options.

7. You read periodicals related to your future profession.

8. You are aware of the contraindications that exist for your chosen profession.

9. It is not important who to work, it is important how to work.

10. You think that there is no need to rush to choose a profession, first you need to get a certificate.

11. You know what qualities important for your future profession you lack.

12. You are engaged in the development of professionally important qualities.

13. Do you agree that health does not affect the choice of profession.

14. Do you think teachers would approve of your choice.

15. You know about the unpleasant sides of your future profession.

16. You managed to carry out a test of strength in activities close to your future profession.

17. You have consulted about choosing a profession.

18. The main thing in choosing a profession is the opportunity to enter an educational institution.

19. You know about the conditions of admission to the chosen educational institution.

20. You are aware of employment opportunities in your chosen profession.

21. You are confident that your relatives will help you get a job.

22. You know about the possible earnings from the representatives of the chosen profession.

23. If you fail to enroll in the chosen educational institution, then you will try again.

24. For the correct choice of profession, your word "I want" is enough.

Introduction

Chapter 1. Features of the formation of professional choice and professional self-determination of orphans and children left without parental care in a closed children's institution

Chapter 2. The main directions of social and vocational guidance work with children - orphans and children left without parental care in an orphanage

Conclusion

Bibliography

Introduction

In modern conditions, the problems of vocational guidance for orphans are determined by both objective and subjective factors. Objectively, the pace of development of market relations is accelerating, competitive relations are aggravated, crisis phenomena arise that weaken the social protection of various categories of the population, and above all of orphans. Subjective factors include the personal characteristics of orphans, which complicate their entry into a competitive professional environment, due to the deprivation of the child's maternal care and the organization of the life of children in the orphanage. The conditions for the competitiveness of orphans are a demanded profession, social and labor competence, adaptability. It is obvious that the success of orphans in their future work activity is largely determined by the quality of the organization of their vocational guidance.

In our country there are 573 thousand orphans, 422 orphanages for 35 thousand children; 745 orphanages for 84 thousand children, 237 boarding schools for 71 thousand children. Annually, according to the Ministry of Education and Science of the Russian Federation, about 13 thousand children graduate from institutions for orphans, of which 95% continue their education in institutions of primary, secondary and higher vocational education, and only about 5% get a job.

Object of work: orphans and children left without parental care who are being raised in an orphanage.

Subject of work: features of the organization of vocational guidance work in an orphanage.

The purpose of this work is to study the features of the formation and development of an innovative vocational guidance program for orphans and children left without parental care in an orphanage.

The set goal corresponds to the fulfillment of the following tasks:

theoretical analysis of the literature on the problem of vocational guidance for orphans and children left without parental care in an orphanage;

studying the characteristics of pupils of children's institutions for orphans, which predetermine the specifics of their professional choice.

consideration of the essence of vocational guidance for orphans who are being raised in an orphanage;

analysis of the legal and regulatory framework for vocational guidance of children in an orphanage;

analysis of the data obtained as a result of empirical research;

assessment of the level of orientation of orphans in the world of professional activity;

creation of a professional orientation program for orphans in an orphanage.

Research hypothesis: the closed environment of the boarding school is a conveyor system that most often does not provide an opportunity for a full-fledged choice of a profession, personal development.

The works devoted to the peculiarities of the development of orphans and children left without parental care in an orphanage were of significant importance for determining the leading positions of this work. V.S. Mukhina, A.M. Parishioners, N.N. Tolstoy described in detail the phenomenon of mental deprivation, questions of the responsibility of an orphan child for his own future. The works of V.S. Mukhina, L.M. Shipitsyna, L.V. Bayborodova, E.O. Gordievskaya, E.M. Starobina, L.N. Serebrennikov, A.P. Chernyavskaya investigated the psychological and pedagogical characteristics of orphans, which should be taken into account in the process of their vocational guidance. Various issues of professional self-determination and career guidance are disclosed in the works of E.F. Zeera. The psychological essence of vocational guidance is disclosed in the work of E.A. Klimov.

Internet resources provide information on charitable organizations involved, including career guidance for orphans (charitable foundations "Club of Successful Graduates of Russian Orphanages" - "Yellow Submarine", KROMO "Equilibrium", "Sirotinka" and others).

In this work, we used the methods of observing orphans who are in foster care in an orphanage, and the method of talking with them. As a result, the problem of their professional choice and self-determination came to light. The questionnaire method was also used, where the questionnaire consisted of 10 questions. The first 5 questions were devoted to the knowledge of the respondents about the professions they know, about their certainty in her choice. The next 3 questions focused on their definiteness of actions after graduation, the other 2 questions focused on the age and grade in which they study. As a result of the survey, it became known that the majority of the respondents know only the professions of primary vocational education, where they are mainly going to study after the 9th grade, and from the specialties of higher education, only two professions were named - engineer and manager.

From all of the above, it can be concluded that it is necessary to apply a new system of influence to orphans - sequential and phased vocational guidance work. The proposed author's program of career guidance in the WRC is at the present stage relevant, does not require material costs, and does not require special complexity in its implementation.

Chapter 1. Features of the formation of professional choice and professional self-determination of orphans and children left without parental care in a closed children's institution

Complicated events taking place not only in our country, but all over the world, have exposed many problems of childhood that directly affect the rights of children who need help and support from the state and society.

According to Article 1 of the Federal Law “On Additional Guarantees for Social Support of Orphans and Children Left Without Parental Care,” orphans include persons under the age of 18 whose both or single parents have died. Children left without parental care include those who are left without parental care, single or both parents in connection with the deprivation of their parental rights, recognition of parents as missing or incompetent, declaring them dead, long-term illness of the parents, preventing them from fulfilling their parental responsibilities. by serving a sentence in places of detention and being held in custody during the investigation.

They are the ones who replenish children's social institutions, in particular orphanages. An orphanage is a state-public form of placing orphans and children left without parental care. The orphanage is a state educational institution. Children from 4 to 18 years old live and study in it. There are orphanages for children of preschool age (3-7 years old), school age (7-18 years old) and mixed type. The orphanage accepts children from orphanages, from the population, individuals, from the reception centers of the Ministry of Internal Affairs.

The main task of the orphanage is to create conditions for children to be brought up and receive education, help them choose a profession, prepare them for independent life and work. They are provided with food, clothing, footwear, inventory according to established standards, toys, school supplies. Pupils take part in self-service, work in workshops, on an experimental site, study in various circles, sections, participate in sports competitions and creative contests. Graduates of the orphanage can be returned to their parents, their substitutes, or sent for admission to universities, vocational schools, technical schools or to work. Social adaptation of orphans is their successful assimilation of social roles in the system of social relations.

Orphans receive social assistance from the state as if in advance. The task of society is to raise them into full-fledged healthy citizens, to instill in them professional and various life skills that will facilitate subsequent social adaptation. Graduates of institutions for orphans and children left without parental care, persons who were fully supported by the state and who ended their stay in this institution in connection with the completion of their studies.

The main component of the social situation of development of high school students - pupils of children's institutions for orphans, as well as young people of this age living in families, is the problem of the need for self-determination, considered as a motivational center that determines their activities, behavior and attitude towards the environment. At the same time, for these adolescents, due to the specifics of the conditions of their upbringing and development associated with a permanent stay in a children's institution for orphans, the need for self-determination and choosing a future path, finding their place in work, in society, finding a goal and the meaning of one's existence, the need to perceive oneself as a member of society, concretizing in a new socially significant position; in the ability to act in accordance with their internal values, which are at the same time the values ​​of the team in the context of group interaction. It is those pupils who have formed ideas about their future place in life, who show a steady interest in any profession or any kind of activity, and those who quite clearly imagine what they will strive for after leaving school, as a rule, they are distinguished by organized behavior, constantly aimed at achieving the set goals.

In modern literature, professional self-determination is interpreted as a process of making a decision by a person on the choice of future labor activity, as an independent, conscious and voluntary construction, adjustment and implementation of professional prospects, involving the choice of a profession, obtaining a professional education and improving in this professional activity. It is viewed both as a "core", the most significant component of professional development, professional development of a person, and as its criterion. For a pupil of a children's institution for orphans, effective professional self-determination becomes extremely important in terms of inclusion in society, asserting oneself as an independent, full-fledged member of society.

The foundations on which a teenager relies in determining his own professional future is laid back in childhood, when a small person develops those qualities on the basis of which his relationship with the outside world is built, his personality, its originality is formed. That is, those qualities that ultimately find expression in relation to work as a whole, in an emotional-value relation to their profession, in the formation of a professional who values ​​and loves his job and strives to realize himself as much as possible in it.

To consider vocational guidance, it is necessary to define a range of concepts, one way or another related to vocational guidance, and give them definitions. In the first, the concept of "profession":

the area of ​​application of human forces, that is, the area in which a person performs his labor functions;

community of people engaged in a certain kind of labor functions;

preparedness, that is, knowledge, skills, skills, thanks to which he can perform certain labor functions;

activity, work of a professional, that is, the process of implementation of labor functions distributed over time.

The profession exists in the form of many job positions or positions. Labor post (position) is one of the forms of existence of a profession, limited as a result of the division of labor and in one way or another fixed area of ​​application of human forces, designed to create something valuable for society - material things, information, useful servicing actions, functional useful effects , aesthetic impressions, public mood, orderly flow of social processes. There are many classifications of professions, based on various grounds, for example: according to the branches of the national economy, according to the degree of development of psychophysiological functions, according to the degree of severity. In the Russian Federation in 1996, the All-Russian Classifier of Workers' Professions, Employee Positions and Wage Grades was created. In addition, there is the International Standard Classification of Occupations, created jointly by the United Nations, UNESCO and WHO.

The next concepts associated with the concept of vocational guidance are the concepts of "option" and "optant". Option is making a decision on the choice of the path of professional development, then, accordingly, an optant is a person who makes such a decision.

A very important role for understanding the essence of vocational guidance is played by the concept of professional self-determination. Professional self-determination is a long and multi-stage process of choosing a profession by an individual, which is reflected in her professional plans. There are the following approaches to the study of professional self-determination:

theories of types of professional life (structural concepts);

motivational theories;

personality theory.

Structural theories recognize that the professional development of an individual occurs throughout life. Representatives of these concepts identify common types, patterns and patterns of a person's professional life. The main provision of these concepts can be considered the assumption that a person makes the final professional choice at a sufficiently mature age, and therefore, the choice that an individual makes in his youth is not final. Motivational theories assume that in professional self-determination, a person is guided by certain needs. E. Ro suggests that professional choice is based on the relationship between parents and the child, that is, the content of the individual's needs is due to the fact that which of the primary needs the parents satisfied or frustrated. Theories related to the latter type are devoted to the study of the formation of professional maturity and the individual choice of the sphere of work. Holland J., who is a representative of this trend, believes that an individual chooses a profession for himself, first of all he chooses an environment for himself, which coincides with his personal orientation and personality type.

The success of professional self-determination is determined by the psychological readiness of the student to choose a profession. This readiness can be associated with the formation of the professional orientation of the personality, its adequate self-esteem, sufficient awareness and stable professional intentions, that is, a person must know well enough about his interests, about his interests, about his cognitive abilities and personal characteristics, in addition, he must be familiar with the professions and the requirements that they present, and also, must be able to correlate these requirements with their personal characteristics.

Professional self-determination can be viewed as a process:

awareness of the value of socially useful work and the need for professional training;

orientation in the socio-economic situation and forecasting the prestige of the chosen work;

general orientation in the world of professional work and the allocation of a professional goal;

determination of near professional goals as stages and paths to a long-term goal; informing about professions, specialties;

an idea of ​​the obstacles to achieving professional goals, of their merits, contributing to the realization of prospects;

availability of a system of backup options in case of failure of the main option of self-determination;

the beginning of the practical implementation of a personal professional perspective and the constant adjustment of the outlined plans.

Another key concept is the professional orientation of the individual. Professional orientation is an integral characteristic of the motivation of professional activity, determined by all motivations in the motivational sphere and, to a particular extent, expressed in interests, relationships, and purposeful efforts. Based on a wide range of needs, interests, ideals and attitudes of a person. Professional orientation characterizes the unity of interests and personality traits in the system of professional self-determination.

The next key concept is the concept of the professional formation of the personality - the process of progressive personality change under the influence of social influences, professional activity and self-activity aimed at self-improvement and self-realization. The determination of professional development can be represented as follows: during the professional formation of a personality, contradictions of two types may arise: between the personality and the external environment, as well as intrapersonal. There are many classifications of the stages of a person's professional development. Consider the classification proposed by E.F. Zeer, he distinguishes seven stages:

Amorphous option (0-12 years old), at this stage the main psychological neoplasms are: professionally oriented interests and inclinations;

Option (12-16 years old): professional intentions, choice of the path of professional education and training, educational and professional self-determination;

Professional training (16-23 years old): professional preparedness, professional self-determination, readiness for independent work;

Professional adaptation (18-25 years old): mastering a new social role, experience of independent performance of professional activities, professionally important qualities;

Primary professionalization: an individual style of activity is developed, a person begins to engage in skilled labor;

Secondary professionalization: there is an increase in qualifications, the development of a professional mentality, the level of professional activity is stabilized;

Professional excellence: only those employees who have creative potential and a developed need for self-realization move to this stage.

Professional development plays an important role in the vocational guidance system. Professional development is a long, usually irreversible process that has a well-defined "regular" structure, consisting of a series of continuous elections that stabilize only in adulthood, aimed at assigning them various aspects of the world of work, in particular professional roles, professional motivation, professional knowledge and skills.

D. Super identifies the main stages of professional development:

Growth or awakening stage (from birth to 14 years old): the choice of professions is influenced by fantasies from 4 to 10 years old, interests from 11 to 12 years old and abilities from 13 to 14 years old.

Exploration or exploration (15-24 years): This will include a temporary activity (15-17 years), a transition period (18-21 years) in which unreliable decisions are transferred to the real world of work or study, and “trying out” (22-24 years ) when the choice is tested in real labor.

The hardening stage, which includes a "trial" substage (25-30 years).

In addition, professiograms play an important role in the vocational guidance of young people. Professiogram is a characteristic of a profession, including a description of working conditions, rights and obligations of the employee, the necessary knowledge, skills and abilities, professionally important qualities, as well as contraindications for health reasons. It makes it possible to determine the professional suitability of a person, as well as allows the optician to learn more about the profession, and, accordingly, reduces the chance to make the wrong choice. It is aimed at creating a holistic perception of the content and characteristics of a particular type of work.

There are many concepts of vocational guidance.

For example, E.F. Zeer gives several definitions of this concept:

it is a system of scientifically grounded psychological, pedagogical and medical measures aimed at preparing young people for the choice of a profession, taking into account the individual psychological characteristics of the individual and the needs of society;

it is a scientifically grounded distribution of people according to various types of professional activity in connection with the needs of society in various professions and the abilities of individuals for the corresponding types of activity;

a set of pedagogical and psychological measures and a complex of information of various kinds aimed at making a decision on the acquisition of a particular profession (specialty) by optants, as well as at choosing the optimal path for further professional education to achieve this goal.

In the process of vocational guidance, an integrated approach to the optant, as to an individual, is envisaged. If career guidance is considered as a system of government measures, then in this case, its main goal is to solve problems associated with the rational use of personnel.

Summing up, we can say that the concept of vocational guidance is defined by a range of related concepts. Such concepts are: profession, optant and option, professional self-determination, formation and development, professional orientation and suitability, professiogram. In addition, the very concept of "career guidance" has a broad meaning. In this work, we will proceed from the assumption that vocational guidance is a system of scientifically based psychological, pedagogical and medical measures aimed at preparing young people for choosing a profession, taking into account the individual psychological characteristics of the individual and the needs of society. And also, the vocational guidance system is inextricably linked with the social policy of the state in the field of employment and education of the population.

Accordingly, we can say that the future professional choice of a pupil of a children's institution for orphans begins to form from the first steps of his stay in an orphanage, and the sooner this process acquires purposefulness, the more adequate and conscious the choice of a specific type of professional activity will be in the future. performed by the pupil.

The factors influencing the professional choice can be distinguished into separate groups that play an essential role in the professionalization of the pupil. These include:

age-related: psychological, psychophysiological and other features characteristic of the age at which the professional choice is made;

individual: subjective and personal characteristics of a particular person;

socio-economic: society's needs for specialists of a certain profile, characteristics of the labor market, opportunities for vocational training (availability of appropriate educational institutions, their profile, accessibility).

The peculiarity of the personal development of pupils is formed from the very first steps of a child's stay in a children's institution for orphans and affects almost all aspects of his psyche: intellectual and emotional spheres, the system of personal relations, characterological and personal characteristics, manifested (to varying degrees) in delay or distortion intellectual and personal development at all age stages. At the same time, the most pronounced negative changes in pupils undergo the communicative and emotional spheres. Such children are characterized by difficulties in mastering the skills of productive communication, the formation of permanent attachment, establishing contacts with others; decrease in activity in cooperation, emotional saturation and content of contacts.

The leading reason for the mental uniqueness of such children, first of all, can be called the deficit of development, which affects not only their mental, but also physical and social well-being.

As A.M. Prikhozhan notes, the consequences of sensory hunger experienced by a child from infancy in an institution for orphans and deprived of satisfying the social need for communication with the mother and full interaction with the environment, if evaluated by the level and nature of mental development child, are comparable to the effects of deep sensory defects.

Violations of social adaptation of pupils of children's institutions for orphans, a high probability of changes in their speech development, communication sphere in general are stated. There is also a high probability of manifestation of adaptation disorders in the form of significant negative changes in the psychoemotional sphere, autonomic regulation, the formation of neuropsychological disorders, overstrain of regulatory mechanisms and a decrease in the functional capabilities of the body.

These negative deformations of the mental sphere can significantly complicate, and in some cases later become contraindications to professional activities associated with active social interaction, establishing contacts, intensive communication, with a high level of intellectual stress.

One of the significant factors in the formation of the psyche of orphans and children left without parental care, who are in a forced situation of limiting social experience, is a significant insufficiency of reference norms of relations, which complicates adequate social development and the formation of a value-motivational sphere. The latter can also manifest itself at the level of attitude towards activities, including (in the future) towards professional ones.

These manifestations can be observed already at the early stages of professionalization - at the stage of preliminary professional choice, when a child (adolescent) takes the first steps in acquaintance with the world of professions, the requirements of professions for an employee, in comparison with their own abilities and capabilities. It should also be emphasized that such children are forced to restrict their acquaintance with the world of professions in comparison with children brought up in families. This is due to being in an environment that does not imply opportunities for "contact" with various types and types of professional activity, at least through informal communication with representatives of different professions, as it happens in full-fledged families, whose members are involved in more active social interaction with the outside world, society.

According to V.S.Mukhina, inmates of boarding schools show distortions of the structure of self-awareness, manifested, among other things, in the difficulties of adequate self-esteem - in a negative attitude towards their own personality, correlating oneself with oneself in the past and future, distortion of expectations and a vague idea about future role functions. Orphaned adolescents often find it difficult to adequately assess their own capabilities in relation to a certain type of activity, as well as to choose from the existing spectrum of professions. They are also often characterized by highly ambitious requirements, primarily to the material and economic component of future professional activities, against a background of passivity and low needs for independent life and work.

Carrying out vocational guidance activities for orphans must necessarily imply, along with taking into account the individual identity of each teenager and the general conditions of upbringing in a children's institution, also taking into account the age-specific characteristics of the adolescent period. During this period, not only is a radical restructuring of previously formed psychological structures, the emergence of new formations, but also the foundations of conscious behavior are laid, a general direction in the formation of moral ideas and social attitudes emerges. One of the important points in the development of a teenager's personality is the formation of self-awareness, self-esteem, the emergence of a need for self-education. However, along with this, one can also note the unevenness, inconsistency and complexity of mental development in adolescence. The teenager is constantly trying to try what he can achieve, opposing himself to others.

Considering the psychological characteristics of children in an orphanage who can have a significant impact on the possibilities of their professional self-realization in the future, it is necessary to pay attention to possible negative manifestations. A teenager - a pupil of an orphanage, due to the forced limitation of social contacts, especially with adults, is able to experience a lack of communication. The consequence of this circumstance can be psychological discomfort, strained relations with others, which, in turn, can contribute to the consolidation of negative forms of behavior and their transition into character traits. And if this happens, then difficulties are inevitable in mastering social functions, conflicts with people around them, or internal discord that can affect the future and the performance of professional duties within the framework of the chosen type of work. During this period, social, behavioral standards of a significant environment, communication with a significant adult play a special role.

It is known that adults play a completely exclusive role in the development of the personality of orphans. In orphanages, the lack of communication between the child and adults leads to hypertrophy, in excess of the value of this need, to the almost complete dependence of the emotional well-being of the pupil on the attitude of the adult towards him.

Against the background of an intense need for communication with an adult and at the same time an increased dependence on an adult, aggressive manifestations of a child in relation to him are possible. It would seem that, taking into account the peculiarities of life in a children's institution for orphans, where pupils reluctantly find themselves in a situation of constant contact with adults and peers, one should expect effective formation of communication skills, the ability to solve collective problems, and find a way out of conflict. However, studies show that children raised in such conditions are less successful in resolving conflicts with both adults and peers than students in regular schools. The noted frequent manifestations of aggressiveness, the desire to blame others, the inability and unwillingness to admit their guilt testify to the inability to productively resolve the conflict, to find a constructive way out of the current situation. And in such cases, the role of a significant adult increases enormously, in the capacity of which, as a rule, an educator and teacher act. The position of an adult acquires significant importance, which presupposes a correct, but principled and strict assessment of the negative behavioral manifestations of a teenager, the ability of an adult to show the chain of further consequences of such manifestations for a pupil, to find and show him a constructive way out of the current conflict situation. This seems to be especially important due to the fact that in adolescence there is an actualization of activities to assimilate the norms and methods of human relationships, on the basis of which in the future the adolescent will build his relations with others and the world as a whole.

Such an approach will contribute to the formation and assimilation of value-normative guidelines that contribute to the adaptability of the adolescent in society, in the educational, and then in the work collective, his effective self-realization in professional activity, the formation and development of personal qualities that determine the general cultural basis for the formation and development of a professional in the chosen activity. ...

Thus, the consequences of development and upbringing in orphanages have a huge impact on orphans, affecting not only their mental, but also psychophysiological qualities, forming certain personal characteristics. These circumstances are able to influence the character, determine the specifics of professional choice and self-realization in certain types of professional activity at further age stages.

Chapter 2. The main directions of social and vocational guidance work with orphans and children left without parental care in an orphanage

vocational guidance orphanage

Professional orientation is a system of psychological-pedagogical, socio-economic and medical-physiological measures that help a person who is on the verge of a professional choice to choose a profession in a timely manner, taking into account the objective needs of society and their individual characteristics.

Career guidance work is necessary due to the fact that between people there are fundamental individual psychological differences in properties and qualities that determine the effective performance of a particular type of work activity. Equally effective performance of any professional activity by each person is simply impossible.

Career guidance work should be carried out taking into account both individual professional preferences, psychophysiological and personal qualities, and the objective needs of society for personnel.

The most important areas of career guidance are:

professional information - familiarization of the professional with modern types of production, the state of the labor market, the needs of the economic complex in qualified personnel, the content and prospects for the development of the market of professions, the forms and conditions for their development, the requirements for professions to a person, opportunities for professional and qualification growth and self-improvement in the process labor activity;

professional consultation - assisting a person in professional self-determination in order to make an informed decision about choosing a professional path, taking into account their psychological characteristics and capabilities, as well as the needs of society;

professional selection - providing a person with recommendations on possible areas of professional activity that are most consistent with his psychological, psychophysiological, physiological characteristics, based on the results of psychological, psychophysiological and medical diagnostics;

professional selection - determining the degree of a person's professional suitability for a specific profession (workplace, position) in accordance with regulatory requirements;

professional, industrial and social adaptation is a system of measures that contribute to the professional development of an employee, the formation of appropriate social and professional qualities, attitudes and needs for active creative work, and the achievement of the highest level of professionalism.

Professional diagnostics, including psychological, medical, psychophysiological diagnostics, is a study and assessment of individual characteristics and prospects for a person's development in order to identify his suitability for the successful implementation of various types of professional activity.

Professional consultation is carried out taking into account individual characteristics, general and professional interests, inclinations and abilities, general educational and professional training, as well as based on the requirements for a person by various professions. Its purpose is, on the basis of professional information and the results of professional diagnostics, to give a person advice, a recommendation on choosing a profession, a preferred type of activity.

Taking into account the general structure of vocational guidance in its content, three interrelated functional aspects can be distinguished:

informational (educational),

diagnostic,

educational.

The information aspect of vocational guidance is associated with the need to provide young people with comprehensive information about existing professions and specialties based on professional data. According to E. A. Klimov, all school textbooks should contain professional and graphic information, because knowledge about the world of professions is a condition for fostering respect for work in young people and a willingness to choose their profession.

The diagnostic aspect of vocational guidance provides for a comprehensive study and assessment of individual psychological qualities, health and physical development of a person in the process of choosing a profession. In addition to determining suitability for a particular profession, it is advisable to select a number of related, reserve professions in which he could also work with the required efficiency and reliability.

The educational aspect is the leading one in the structure of vocational guidance, it involves the formation of a professional orientation in adolescents, the development of their interest and desire to choose certain professions, the implementation of psychological preparation for the upcoming vocational training and practical activity.

Career guidance work with inmates of children's institutions for orphans begins much earlier than the child reaches the age at which a professional choice becomes relevant for him. This work is carried out within the framework of general education, the formation of basic personality traits and character traits, the development of a general outlook, a stock of knowledge that contributes to the formation of a future professional.

The development of the qualities of a future professional begins at an early age in the framework of labor education, when an understanding of the need for work, its benefits, a sense of satisfaction from the work performed and love for it is formed. The work begins with instilling basic skills of self-service and socially useful work, gradually becoming familiar and necessary for the child.

Psychological and vocational education begins in the lower grades and is the first (preparatory) stage of vocational guidance for pupils of children's institutions for orphans. Starting from elementary grades, teachers stimulate the pupil's interest in their own personality with its individual capabilities, advantages and disadvantages.

The forms of vocational guidance work with orphans of primary school age are simple: a story, conversation, watching films. The conversation is often complemented by a story with a photo show. Activities such as meetings with representatives of various professions should also be used. There can be created circles "Toy Factory", "Young Technician", "Free Workshop", musical, drawing, modeling.

The main types of vocational guidance activities within the framework of children's institutions for orphans at the stage of primary school age (7-10 years old) include:

pedagogical - the formation of communication skills, manual and household labor, teaching the elements of housekeeping, self-service, socially useful work, familiarization with simple mass professions;

medical - diagnostics of mental and physical development;

psychological - diagnostics, stimulation and correction of mental development, psychological counseling and information;

At this stage, a fairly wide list of circles can be offered: carpentry, soft toys, embroidery, macrame, sawing, burning, fine arts, etc. In the context of the implementation of vocational guidance work at this stage, the following tasks should be achieved:

the formation of a general positive attitude towards work;

mental and physical development in accordance with age;

the formation of an adequate assessment and adequate attitude to the child's abilities and inclinations on the part of the institution staff (both without understating and without exaggerating his capabilities, avoiding unrealistic or controversial predictive statements about the unborn child, for example: “Well, you, apparently, will be a great actress ... an artist ... a politician "," Nothing good will come of you "). This remains relevant at all stages of career guidance work with pupils, regardless of their age.

At the stage of secondary school age (11-13 years old), orphans are involved in socially useful and educational work, they form socially significant motives for choosing a profession, an interest in a specific type (types) of labor activity is revealed and developed, knowledge about professions expands.

At this stage, it is told about the importance of professions in modern production; about the history of development, the content of labor by profession; objects and tools of labor, manufactured products; acquaintance with the working conditions, the volume of special, general labor and general technical knowledge, skills and abilities that a worker of this profession must master; hygienic characteristics of the profession; psychophysical requirements for a person performing a particular job, a payment system, benefits.

The main attention in labor training is paid to summarizing the conscious choice of a profession and determining the further path of education. At this stage, children should have the skills to navigate the world of professions, interests in a specific area of ​​professional activity. This is the period of the beginning of the labor orientation tests.

The main tasks of career guidance work at this stage include:

the formation of a labor stereotype;

general labor training;

stimulation of mental and physical development;

identification of interests and inclinations in the context of the formation of further adequate professional plans.

At this stage, the main types of career guidance activities within the framework of a children's institution for orphans can be called:

pedagogical - the formation of communication skills, labor training, general labor training, labor tests, identification of inclinations, socially useful work, familiarization with the range of preferred professions, working conditions and production, the formation of labor discipline, general labor skills and abilities;

psychological - identifying interests, inclinations, abilities and familiarizing the child with them, stimulating and correcting (if necessary) mental development, forming adequate self-esteem, psychological counseling and information;

social - the expansion of social ties, social adaptation, social and environmental orientation.

At the next age stage (13-15 years old), the main attention should be paid to the socio-professional orientation of the choice of a profession, taking into account the mental and physical capabilities and inclinations of the pupils.

The main tasks of career guidance work at this stage include:

the formation of general labor skills and abilities;

formation of professional plans;

closer individual interaction with teachers (educators) on the formation of the child's professional plans.

The main types of vocational guidance activities within boarding schools at this stage should include:

pedagogical - pre-profile work training; formation of professionally important functions and qualities; socially useful and productive labor; familiarization with professions, working conditions and production; the formation of a work culture, business communication skills; organization of household work, housekeeping with an orientation towards its independent implementation;

medical - diagnostics of mental and physical development; determination of tolerance to physical and neuropsychic stress; determination of the optimal mode and nature of training and production work; control over educational and labor loads; determination of the labor forecast; professional advice;

psychological - professional psychodiagnostics; development of flexibility of mental functions and skills; the formation of self-regulation skills, adequate self-esteem; formation of attitudes towards the adoption of role positions; professional information and consulting; orientation to specific types of professional activity; formation and correction of professional plans;

social - expanding social ties; social and household adaptation; social and environmental orientation; counseling on vocational training and employment; assistance in vocational guidance, vocational training - assistance in choosing a place for vocational training.

During this period, labor tests are carried out, which suggest trying the pupil in various types of work directly in the training workshops.

At the final school age stage (15-17 / 18 years), the issue of choosing a profession becomes especially acute. The main tasks of career guidance work at this stage:

formation of adequate professional plans;

pre-professional training;

close individual interaction with the pupil in the formation of adequate professional plans.

The main types of career guidance activities at this stage include:

pedagogical - the organization of household labor for housekeeping; socially useful and productive labor; pre-professional training; formation of professionally important functions and qualities; implementation of orienting and targeted professional tests; familiarization with the professions of interest, working conditions and production; the formation of a work culture, business communication skills;

medical - diagnostics of mental and physical development; determination of tolerance to physical and neuropsychic stress; recommendations on the mode and nature of educational and productive work; control over labor loads; determination of the labor forecast; development of professional recommendations;

psychological - professional psychodiagnostics; development of mental functions and skills; formation and development of self-regulation skills, adequate self-esteem; formation of attitudes towards the adoption of role positions; professional information and consulting; orientation to specific types of professional activity; formation and correction of professional plans;

social - expanding social ties; social and household adaptation; social and environmental orientation; consulting on vocational training and employment issues; assistance in career guidance, choice of profession, vocational training, employment.

The main tasks of the teacher at this stage are, on the basis of the knowledge about professions previously acquired by adolescents, to form their attitude towards the correct choice of a profession, to outline typical mistakes in choosing a profession.

It is possible to expand the knowledge of pupils about the abilities, personality types and character, health features - properties that can act as professionally significant in the chosen professions. For this, special schemes for the distribution of professions by type of educational institution, reference books for applicants are used.

It is advisable to consider the triangle "I can - I want - I must", to explain these concepts to the pupils. “I want” is the interests and inclinations that often determine the choice, the possibility of their development and recognition. The concept of "can" includes: physical development, health, ability. Here it is important to emphasize the need to take into account the state of health when deciding on a future profession. The concept of "must" is the needs of society and the features of the economic development of a given region, which are also taken into account when choosing a profession.

A special place in vocational guidance for older adolescents is occupied by the course "Fundamentals of production and choice of profession", which is a part of labor training and at the same time is closely related to all vocational guidance work.

The aim of the course is the formation of a generalized system of knowledge about the modern social economy, production, trade, finance, preparation for conscious professional self-determination.

In the classroom, adolescents draw up a plan for preparing for the choice of a profession, receive professional advice, make a choice and justify it. The content of the work should be concretized taking into account the production environment, the characteristics of specialized enterprises, the needs of the city (settlement) in workers.

The effectiveness of the classes is facilitated by excursions to educational and industrial complexes, to educational institutions of vocational education, to enterprises, organizations, to the employment service. You can invite for a conversation adults - representatives of various professions who have achieved significant success in life, so that they talk about their work development.

At the same time, pupils must first of all understand themselves in practice, their strengths and weaknesses, interests, values, level of abilities and opportunities, discover the prospects for working and adult life in general, learn about opportunities in the field of vocational education, employment and employment, make the transition from an orphanage, a boarding school (which for them at the moment is an isolated "island" in the ocean of life) to the next stage of life - vocational training, work or unemployment.

It should be borne in mind at least five aspects in the development of a pupil and, accordingly, five tasks of professional self-determination in the learning process:

"I" - knowledge of oneself, one's qualities, capabilities (both mental and physical), abilities, potential, objective needs, strengths and weaknesses of one's personality, developing a system of values, attitudes towards people;

"Role" - position and expectations in relation to the family, society, future colleagues at work, work and employment in general;

“Work” - one's own labor opportunities and their use in the open labor market, in other spheres, in society, at home;

"Career" - the awareness of a career as a consistent change of activities, specialties, professions, places of work throughout life, as achieving personal success and job satisfaction;

"Transition" - the development of qualities and skills that are necessary to adapt to the changes associated with the transition to the next professional level, that is, adaptability, flexibility, the ability to make optimal decisions and constructively solve personal problems.

The purpose of professional diagnostics is to comprehensively ensure a well-grounded professional choice based on the study of the actual individual capabilities of a person. In its course, tasks are solved to identify the individual abilities and opportunities of students to master certain types of professional activity.

Vocational guidance diagnostics is a multifaceted work that includes elements of medical, psychological and psychophysiological, social diagnostics, reflecting the main aspects of vocational guidance work, since almost any work activity imposes certain requirements on these particular human systems.

As part of the medical aspect of professional diagnostics carried out by a medical specialist, the following activities are carried out:

assessment of the health status of a vocational guidance student, his psychophysical capabilities both in relation to professional activity in general and in relation to specific types of work;

identifying contraindications for certain professions;

assessment of tolerance to stress, performance and other characteristics that are significant in terms of effective professional self-realization;

Domestic authors emphasize that for inmates of children's institutions for orphans, the problem of mental and physical health is especially relevant for a number of reasons. It is indicated that the bulk of children brought up in such institutions have an undeniable negative heredity, in particular, hereditary burden of alcoholism, and in recent years, drug addiction: there is a constant increase in the number of orphans suffering from congenital mental and neurological pathology.

A significant part of the pupils are "abandoned" children, most often with congenital physical and mental abnormalities as a result of their conception in a state of alcoholic intoxication or the use of various means by the expectant mother to terminate pregnancy. One of the primary reasons for abandoning a child is psychopathological heredity, various genetic diseases that can manifest themselves at different ages. This leads to distortions of the vital interaction between mother and child during his intrauterine development, to disruption of sensory, metabolic, humoral connections between them. The latter can lead to the pathology of labor, miscarriage, which ultimately adversely affects the health of the child, provoking a variety of cerebral disorders, which ultimately lead to neuropsychic pathology, mental retardation from peers growing in families, mental disorders and physical health at all stages of development.

All of the above emphasizes the importance and relevance in the context of vocational guidance work with inmates of children's institutions for orphans of such an aspect as medical. Namely, the need to expand the clinical and functional component of vocational guidance of pupils, when the rationality, adequacy of professional choice should be initially determined taking into account the objective limitations of the types of professional activity available to the child. And this limitation is regulated mainly by the system of medical contraindications and indications for various types of work, the tolerance of physical and neuropsychic stress in the process of labor activity, and its conditions.

Within the pedagogical aspect of professional diagnostics

diagnostics of potential and current vocational training opportunities is carried out. Tracking of qualitative changes taking place in the process of educational (pedagogical) influences is carried out. On the basis of pedagogical diagnostics, the most optimal ways of pedagogical influence are determined and a pedagogical forecast is formulated in relation to, among other things, the further level of professional education (primary, secondary, higher).

Pedagogical vocational guidance diagnostics is designed to answer the following questions: what, how and where to study in the course of acquiring a profession, by what indicators to assess the success of vocational training, what pedagogical methods to use, taking into account the individual psychophysiological characteristics of the pupil

The psychological aspect of vocational guidance diagnostics is focused primarily on identifying inclinations, abilities and individual preferences in relation to the chosen and recommended professional activity, further vocational training, as well as on identifying the uniqueness of the development of the pupil's psyche, possible disorders of mental functions and personality traits that can make it difficult to master the profession, become a contraindication to certain activities.

In the course of vocational psychodiagnostics, a psychologist uses a set of psychodiagnostic techniques - as a rule, rather traditional ones, for example: “Differential-diagnostic questionnaire” by Ye.A. Klimov, "Map of Interests", Holland's test and other methods focused on identifying indicators and characteristics that are significant in the choice and implementation of professional activities.

It should be emphasized that the psychodiagnostic tools used in vocational guidance psychodiagnostics of children from full-fledged families are not always adequate for the study of similar functions in orphans. Thus, E.A. Strebeleva points out that the limited life experience of pupils of children's institutions for orphans can introduce significant distortions in the understanding and performance of test tasks and can significantly limit the possibilities of using traditional test psychodiagnostic methods. The pupil may not know some words, misunderstand their meaning, may not be aware of elementary things. Given this circumstance, it is better to build vocational guidance on identifying the natural capabilities and abilities of the pupil, using diagnostic methods that give an idea of ​​the mental development reserves of such a teenager and allow for adequate corrective work and set goals for self-development based on trusting and respectful communication with the teenager, sparing his self-esteem and somatic well-being.

In the course of psychological vocational guidance diagnostics of inmates of children's institutions for orphans, the following parameters are determined and evaluated:

the specificity of the development of mental functions (intelligence, perception, memory, attention, thinking, psychomotor skills, dynamics of mental performance, exhaustion);

personality traits of a teenager with an emphasis on diagnosing the system of personal relationships; features of his behavior, characterological features;

features of the emotional and motivational sphere (emotional stability, level of anxiety, etc.).

In the course of psychological vocational guidance diagnostics of a pupil, those features of his psychological development are also assessed that can significantly complicate his mastery of a profession and subsequent professional self-realization. These include:

features of mastering communication skills, the level of communicative activity;

the adequacy of the level of claims, self-esteem, criticism;

the breadth of the range of interests, the structure of value orientations;

the degree of dependence on the immediate environment.

Also, psychological contraindications and indications for the conditions of vocational training and professional activity are determined on the basis of an assessment of the conformity of the psychological status of a teenager to the requirements of the chosen profession; the needs of a teenager-pupil in psychocorrectional measures in the framework of vocational guidance and subsequent vocational training and employment.

Taking into account a wide range of assessed indicators that are significant in the implementation of vocational guidance psychodiagnostics, it is in-depth, covering all aspects of the pupil's mental activity, is focused both on identifying the intact sides of his psyche, and on diagnosing possible disorders, negative manifestations of various aspects of the mental sphere that have importance in vocational training and professional activities.

This approach to psychodiagnostics implies the possibility of its phased implementation - initially in a minimal, abbreviated version, and later - in a more extended one, involving an in-depth study of those psychological characteristics, personality traits of a teenager and psychodiagnostic indicators that, during the initial (minimal) examination, turned out to be controversial in relation to professional opportunities of the pupil (from the point of view of a psychologist). The range and breadth of methods used during the survey are determined by preferences, the level of qualifications of a specialist psychologist, tactical and strategic goals and objectives of vocational guidance diagnostic examination.

To conduct a minimum vocational guidance psychodiagnostic examination of inmates of children's institutions for orphans, the following methods are used:

to assess the functions of attention, exhaustion, dynamics of mental performance: Schulte tables, proofreading test (various modifications), Kraepelin score, Munsterberg test;

to assess memory functions: Benton's visual retention test, Wechsler's memory scale, memorization of 10 words;

to assess mental activity: exclusion of unnecessary (both verbal and non-verbal options), analogies, understanding the meaning of proverbs, pictograms;

to assess personal characteristics: test "Minimult", test of Holland.

Psychodiagnostics of inmates of children's institutions for orphans is also carried out using well-proven "open" verbal techniques in the surveyed data, where the subject is given a choice of words: a projective interview, unfinished sentences, Rosenzweig-type tests, short essays on a given topic, a test of the productivity of verbal memory ...

Psychologist S.M. Bulatov has developed psychological methods for orphans to assess the main elements of a professional orientation - interests and inclinations. On the basis of the proposed methods, a psychologist can create his own versions of questionnaires containing as many scales as the types of professional activity potentially available "at the disposal" of the inmates of a given institution upon graduation.

The questionnaire of communicative and organizational inclinations was developed by V. A. Sinyavsky and B. A. Fedorishin. It is designed to assess the ability of pupils to establish effective interpersonal relationships in the "vertical" and "horizontal" components. The ability to establish business and informal contacts with comrades and management is essential in any professional activity. The limitation (lack) of the ability to communicate, communicative development should be taken into account as an important factor when choosing a profession.

To assess the professional motivation of a pupil, a questionnaire is used to study the leading motives of professional activity, aimed at studying four main groups of motives: labor itself, the social significance of labor, self-affirmation in work, and professional skill.

During the psychodiagnostic examination of the pupil, the psychologist makes sure that the respondent correctly understands the meaning of the questionnaire questions, as well as the meaning of the proposed tasks, that they correspond to the level of perception and understanding of the adolescent. The selection of the diagnostic arsenal should be based on its specific individual psychological characteristics.

The main result that is obtained at the final stage of psychological and pedagogical counseling based on the results of vocational guidance diagnostics is the main and backup (alternative) options for professional choice, formulated by the pupil himself.

For some pupils, it is possible to work out three or more "versions" of a professional choice.

In the course of psychological and pedagogical vocational guidance diagnostics of inmates of children's institutions for orphans, the inmate's career guidance card or other documents replacing it are used.

The career guidance card is designed to collect and systematize information about the pupil, his interests, inclinations that manifested themselves at the initial stages of professional development.

The student's career guidance card includes the following sections:

personal data;

data on health status, developmental disorders;

information about the development and changes of interests;

information about the personality (temperament, character, abilities, behavioral deviations), the development of communication skills;

information about professional plans and work experience.

An approximate list of the most significant parameters in psychological and pedagogical vocational guidance diagnostics, recorded in the student's career guidance card (see Appendix 1).

An example of one of the effective non-commercial career guidance programs for orphans and children left without parental care is the Yellow Submarine, and an example of commercial career guidance programs is the Career Guidance Tool (see Appendix 2).

The current socio-economic and political situation in Russia leads to an increase in the number of orphans and children left without parental care. In modern conditions, asocial behavior of parents and cruelty to children have become widespread phenomena. In recent years, the number of "social orphans", children raised in dysfunctional families, has dramatically increased. Armed conflicts, natural, man-made and social disasters are the reasons that contribute to the fact that children are left without parents.

However, only from the middle of the twentieth century, social orphanhood began to acquire alarming proportions, and the increase in refusal is observed in many countries of the world (France, Spain, Italy and others). In Russia, social orphans make up the absolute majority of children left without parental care (95%), and 60% of children were born to mothers between the ages of 16 and 19.

Over the past 100 years, Russia has been experiencing a third wave of orphanhood after the First World War and the Revolution, after the Great Patriotic War and now. And even if in 1945 the reasons for orphanhood were understandable, in our time it is difficult to accept them as natural.

Social orphanhood is a dangerous social phenomenon.

The increase in the number of children left without parental care inevitably leads to an increase in the number of institutions for orphans - children's homes, orphanages, boarding schools, orphanages.

At the same time, numerous studies of psychologists and educators show that placing a child in a residential institution does not ensure the satisfaction of his basic needs, which in turn leads to impaired development of the child. The result of a child's living in a residential institution is his unpreparedness for an independent life, for choosing a profession, an inability to organize his life, leisure, create and maintain his family.

The most important problem of today is the choice of profession, which determines the fate of a person. An unsuccessful decision often leads to tragic consequences and, on the contrary, successful professional self-determination is an active, creative, happy life. It is important that the young man does not make a mistake in his choice.

This problem is most difficult for those who do not have parents. Everyone who has taken responsibility for raising orphans is concerned about the fate of the child, his future profession is the main occupation that ensures moral and material well-being.

Orphans are more likely than other children to have professional choice problems. An orphan child has to rely more on his own strength. Children 's helpers and support are the adults who interact with them. These are educators of orphanages and boarding schools, teachers, psychologists, social workers.

Many graduates of basic and secondary schools, inmates of institutions for orphans determine their professional path not on the basis of deep awareness, but under the influence of adults, random circumstances. Therefore, it is important that teachers professionally organize vocational guidance work, provide conditions for pupils to make informed and informed decisions related to the choice of a profession and life guidelines.

Professional choice and personal self-determination is one of the pivotal problems in the upbringing of orphans.

Statistics show that in terms of the number of orphans per every 10 thousand of the child population (and according to the Russian State Statistics Committee, 40 million children now live in the Russian Federation), Russia ranks first in the world. Almost 50% of the country's child population (about 18 million) is in the social risk zone. Today in Russia there are 1 million homeless people, 330 thousand crimes are committed by teenagers, 2 thousand children a year commit suicide. In our country there are 573 thousand orphans, 422 orphanages for 35 thousand children; 745 orphanages for 84 thousand children, 237 boarding schools for 71 thousand children. Annually, according to the Ministry of Education and Science of the Russian Federation, about 13 thousand children graduate from institutions for orphans, of which 95% continue their education in institutions of primary, secondary and higher vocational education, and only about 5% get a job.

On the territory of the Balakovo Municipal Formation in Orphanage No. 4, orphans students of grades 8-9 were interviewed. When answering the questions, we got the following data:

Most of the respondents when answering the questions "What profession do you know?", "What profession would you like to get?" pointed out: locksmith, carpenter, cook, hairdresser, that is, the profession of primary vocational education. Of them:

6% decided on the choice of a profession;

% have not decided on the choice of a profession;

2% are in the process of choosing a profession.

According to these indicators, it can be concluded that what professions the orphans know about, what the educators and teachers told them about, they choose these professions. What the indicators of the choice of an educational institution indicate:

5% are going to study at a vocational school;

3% are going to enter a technical school;

2% are going to enter a university;

6% find it difficult to choose an educational institution.

It is important that the age of the respondents is 14-17 years old and none of them is going to study in high school. According to the Ministry of Internal Affairs of the Russian Federation, the peak of committing offenses and crimes falls precisely at this age. Pupils of primary and secondary education are provided with a hostel for 4 years, 2 of which they continue to live in the Orphanage. The closed environment of the boarding school is a conveyor system that most often does not provide an opportunity for the full development of the personality. The child is surrounded by the same as him, children deprived of maternal care, children without a family. They all have very little life experience, especially one that relates to relationships with other people. They have nowhere to take it, since educators, who, like a child, are limited by the space of an orphanage, eventually simply burn out, at some point they have no time for the personal development of children. Also, due to the difficult situation in providing orphans with housing in Russia, a 20-year-old vocational school graduate with a low-paid, narrow-profile profession, who cannot independently support himself normally without having his own home, cannot create a fully-fledged family. All this leads to high rates of crime, alcoholism and drug addiction, homelessness and suicide among orphans. The reasons for this behavior are:

family not well-being;

dissatisfaction with the situation in society;

material well-being;

interest in money as a means to meet needs;

the need for clothing, entertainment;

the need for self-affirmation.

This is evidenced by statistics: only 10% of graduates find their place in life, and the rest become homeless people, alcoholics and criminals.

The graduate is confronted with the freedom he has been waiting for. However, unfortunately, the majority of adolescents who grew up within the walls of state institutions have not formed an active life position towards the world around them. Entering an independent life, they are faced with the problems of housing, organizing everyday life, interacting with the wider society and many others. In most cases, they are not ready for the ups and downs of life and are in dire need of support.

The above facts determine the need to inform orphans about higher professional education, which has many advantages in the case of admission and training in it.

social security;

vertical mobility (increasing the stratum level);

changes in the social environment;

the possibility of positive realization, self-education;

multidisciplinary specialty;

respite from the army;

improvement of the financial situation.

From committing acts that contradict the norms of social behavior in society, children are saved by a real and attractive professional perspective, as well as the experience of productive interpersonal interaction, the experience of solving complex life problems.

From all of the above, we can conclude that the majority of orphans do not receive a profession in accordance with their desires and needs in adult life, which is the reason for the need for additional information for the pupils of the orphanage about the learning process in universities, about the advantages of higher education.

One of the main life problems faced by children from orphanages is the choice of their future profession. A conscious choice of a profession becomes the leading question of a pupil of an orphanage, who, due to certain circumstances, can only rely on himself. In such a situation, the main thing is not to get confused, to find your bearings and make the right choice, corresponding to the interests, abilities, opportunities, value attitudes, and, finally, the requirements that apply to the chosen profession and to the personality of the candidate. The right choice made by a teenager is the beginning of the path to value, self-realization, psychological and material well-being in the future.

The issue of professional self-determination begins to be realized by students at the age of 14-15. Statistics show that only 10-15% of students have strong professional intentions. About the same number of people do not think about their professional plans at all. About 70% do not have a clear professional position or are unable to make the right choice. On average, 8% of graduates of orphanages have not received their primary vocational education.

immediately left the school - 1%;

left school after a year - 44%;

left education after 2 years - 33%; left education after 3 years of education - 2%.

With successful testing and subsequent implementation of the program presented in this FQP, it will have a positive effect on the motivation of orphans to study in universities, form the conditions for successful social adaptation and optimize the social situation of graduates of the orphanage.

The structural element of the program is a tree of goals, which is the ultimate goal and an end in itself of the system, then the second-order goals derived from it, without which it is impossible to achieve the final, then the derivatives of the third and subsequent orders, which determine the achievement of the previous ones, and so on (see. table 1).

Table 1

Goal tree

Graphically, this can be depicted in the form of a problem-target rhombus in which the lower part of the rhombus represents problems, and the upper part represents private goals and solutions to these problems (see Appendix 3, Fig. 1).

Stakeholder analysis of the “My Career” program (Table 3).

Table 3

Stakeholder analysis

Stakeholder Contribution BMO Administration - - shaping public opinion. Orphanage - provision of information; - technical support; - organizational cooperation. Institute BITTiU - provision of information; - technical support; - providing audiences; - organizational cooperation; - volunteers - students, stationary institutions (CSON, Technopark) - organizational cooperation; - provision of information; - provision of premises; - charity.

Organizational and regulatory activities.

Goal: improving the situation of orphans and reducing the level of their possible deviations.

formation of a positive professional choice;

motivation to enter the university;

overcoming the communication barrier;

decrease in the possibility of development, manifestations of deviant behavior.

The model of the introduced innovation: on the basis of the Balakovo Institute of Technology, Technology and Management (a branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Saratov State Technical University named after YA Gagarin"), an audience with technical equipment for the presentation is expected;

the organizational status of the object is a state organization;

start date of work: September 2013;

the activities of the project are aimed at solving the problems of choosing a profession for orphans and children left without parental care;

main directions of the project:

a) Informational (providing the necessary information about training at the institute, about specialties, positions in organizations);

b) Practical (organizing the possibility of visiting, observing the work of the Technopark and the Center for Social Services for the Population, direct participation in the work);

c) Communicative (the possibility of personal communication with students - volunteers and employees of organizations).

Legal and regulatory rationale.

The UN Convention on the Rights of the Child states that preparing children who have lost parental care for an independent life requires special attention from society and the state: “A child who is temporarily or permanently deprived of his family environment or who, in his own best interests, cannot in such an environment, is entitled to special protection and assistance provided by the state ”.

The ILO Convention on Vocational Guidance and Training in Human Resource Development, 1975, according to which states are obliged to make broader career guidance available to children, youth and adults, including those with physical and mental disabilities;

Resolution of the Ministry of Labor of the Russian Federation of September 27, 1996 "On the approval of the regulation on vocational guidance and psychological support of the population in the Russian Federation", which gives the concept of vocational guidance, names its goals, objectives, directions and methods, names the bodies involved in vocational guidance, defines their competence, the minimum of free vocational guidance services is given.

If prior to 1992 it was envisaged to book jobs for orphans, then today the establishment of job quotas for orphans has been transferred to local executive authorities, which formally refer to this task or do not fulfill it at all. Therefore, the situation of orphans is a cause for legitimate concern.

The Federal Law "On Employment of the Population in the Russian Federation" establishes the right to free vocational guidance through the employment service as one of the basic rights of citizens in the field of promoting employment. But in accordance with Federal Law No. 159 of 12.21.1996 "On additional guarantees for social support of orphans and children left without parental care" it is said that only when orphans and children left without parental care apply from fourteen to eighteen years old, the state employment service bodies carry out vocational guidance work with these persons and provide diagnostics of their professional suitability, taking into account the state of health.

Also, vocational guidance for orphans in accordance with Federal Law No. 52 of 30.03. 1999 "On the sanitary and epidemiological well-being of the population" in the section "Hygienic requirements for the device, maintenance, organization of the working regime in orphanages and boarding schools for orphans and children left without parental care" are occupied by medical workers serving students, together with educators and a psychologist in the field of health and education.

At present, education is being modernized in Russia. One of the innovations is specialized education in the senior grades in all secondary schools. Profile education is a form of organizing the educational activities of high school students, in which their interests, inclinations and abilities are taken into account, conditions are created for the maximum development of students in accordance with their cognitive professional intentions. Students independently determine the profile of their further education and this is a very important moment in a student's life. But according to statistics, where 70% of orphans after the 9th grade study in NGOs, there will be no such chance. Whether the child makes the right choice or not will determine his further academic success, admission to a university, training in it, as well as his success as a professional. Therefore, vocational guidance work, at this stage of the development of Russian education, is also necessary for the successful implementation of education reforms, and therefore for the state itself.

Financial justification: The implementation of this project does not require expenses, it is based on charity and volunteering.

Organizational rationale:

classroom of the institute, CSON, Technopark.

maintenance: multimedia.

personnel: students - volunteers, employees of organizations.

The proposed project "My Career" consists of three stages:

stage. To conduct an introductory presentation at the BITTiU Institute. The presentation will talk about the social security of orphans (monthly payments for food, social stipend, student stipend; annual payments for the purchase of clothing, stationery, material assistance); about sanatorium - resort treatment (dispensary, vouchers to the sea); about sports and creative activities for students held at the institute. After the presentation, it is planned to distribute booklets of the Institute BITTiU, which contain information about the proposed specialties and entrance examinations, preferential admission (see Appendix 4).

stage. Carrying out an excursion in the organization (Technopark and CSC), with the help of attracting students - volunteers studying at BITTiU, who will accompany orphans in organizations.

stage. The organizations are invited to conduct professional tests of orphans, with the help of employees of the organizations.

During professional tests:

participants are provided with basic information about specific features of professional activity;

the main elements of different types of professional activity are modeled (acquaintance with computer programs; with the processes of organizing the reception of clients; with social projects carried out in the city of Balakovo; with forms of social assistance);

the levels of children's readiness to perform professional tests are determined, the distribution of program participants is assumed in accordance with their desires and skills;

conditions are provided for the high-quality performance of professional tests with the help of specialists of the organization for work with clients, with computer programs, with certain categories of the population). Children will have the opportunity to try themselves as employees, to observe the work of people in their specialties, where they can gain experience of communication.

For orphans and children left without parental care, who have successfully passed professional tests and have shown interest and desire to deepen their knowledge, skills and abilities in a specific professional field, it is possible to organize additional meetings with specialists, which contributes to the favorable adaptation of children in the workplace.

Expected consequences of the project:

teaching orphans at a university, their interest in learning, improving their financial situation, the productivity of interpersonal communication, the formation of a full-fledged personality, positive maturation in personal terms, through getting to know the life structure and problems of their peers from other social groups, the possibility of a more complete and versatile social life.

a decrease in the level of deviations, formed new models of behavior, decision-making, achievement of goals that will allow them to adapt much better to society.

Project life cycle: mid-term.

Planning of preparatory activities (see Appendix 5).

Conclusion

Changes of social, economic, moral and ethical character taking place in Russia necessitate a new approach to the problem of personal self-realization in professional activity. The provision of a high level of professional mobility of a person in modern conditions can largely be facilitated by vocational guidance, which is an important guarantor of individual freedom in professional self-determination, corresponding not only to the needs of society, but also to its capabilities and requests.

The main component of the social situation in the development of inmates of children's institutions for orphans and young people living in families is the problem of the need for self-determination, considered as a motivational center that determines their activities, behavior and attitude towards the environment.

Given the wide recognition of the importance and necessity of career guidance work among students of general education institutions, a large number of publications on this issue, it can be stated that the adequacy of the professional choice of adolescent future workers is one of the most important priority tasks that are of particular importance both on an individual and personal basis. state level. The solution to this problem is of particular importance for young people from among orphans and those left without parental care, primarily due to the peculiarities of their socialization, due to the specifics of their status, upbringing and development.

The analysis of the problem of vocational guidance for orphans was facilitated by the study of federal laws, special regulations, analysis of state annual reports, materials of all-Russian, regional, municipal meetings-seminars for directors of orphanages and educational institutions.

As a result of an empirical study carried out in the city of Balakovo, the problem of vocational guidance of children in an orphanage was confirmed. The study also proves the low level of orientation of orphans and children left without parental care in the world of professions.

Too little information is provided to orphans about career guidance opportunities, about organizations and institutions where one can get advice on choosing a profession. Therefore, it is very important to provide assistance to orphans in choosing a further professional path. This is what the proposed career guidance project is aimed at. The problem of choosing a profession for orphans in the city of Balakovo will change for the better if the proposed project is made serial, regular and the experience gained is disseminated among other educational institutions of higher education.

Bibliography

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Modern children quickly mature physically, but later mature psychologically. How does volitional immaturity affect the choice of profession? How can you help a teenager's self-determination? Psychologist Ekaterina Burmistrova answers.

Will-building and professional self-determination

Ekaterina Burmistrova. Photo by Yulia Makoveichuk

The formation of will usually occurs at the age of 15-16, and begins somewhere at the age of 10-11-12. If at the age of 15-16 a child does not want anything: he does not want to study, does not imagine who he wants to be, this situation can and must be corrected, this is not a hopeless situation, but it is already very neglected. There are more and more such stories. But, unfortunately, publications that parents read do not write about this, although it is high time. It seems to me that this situation is not psychological, but psycho-social.

Since the beginning of the 90s, great changes have taken place in our country. The current generation of parents belongs to those who managed to form before the beginning of these processes or at the very beginning of the 90s. And today's adolescents are children of timelessness, an era of social cataclysms. No matter how hard we try to create greenhouse conditions for the children at home, the air of change penetrates into their lives.

Teenagers are so arranged - they are interested in everything that happens around. They are often interested in what is not allowed. And they are interested in what is different from the point of view of the parents. And the social situation is like a pond in which everything is agitated - the old structures have been destroyed, but new ones have not emerged. Children do not have a positive image of the country in which they live, the nationality to which they belong, they do not see positive prospects, the dynamics of the development of Russian society.

For example, who is the hero of a modern Russian TV series now, even if teenagers don't watch it? Bandit, cop, office plankton, something in between a rogue and a manager, etc.

Profession or earnings?

Teenagers grow up in a society where there is no career guidance at all. Today's adolescents lack an idea of ​​what is important, and they think more not about the profession, but about earnings. This is something that has changed a lot over the past decades. And if in the Soviet years concentration on earnings was considered something unworthy, then today's children say that it doesn't matter who I work as, the main thing is how much money I earn.

I really love to tell the story that was at the kindergarten graduation party. The children were offered a game - a flower was drawn, on the petals of which different professions were written, separate flowers for girls and boys, and each child had to take one petal. The list of professions was compiled by educators.

What professions were not on the flower for boys? There were no professions: military, astronaut, scientist, teacher, engineer, doctor, builder, tractor driver. There were no creative professions on the list at all. So what were the professions? DJ, top manager, lawyer, academician, banker, businessman, motorcycle racer, athlete, president. The girls had the same story. The professions were written: model, actress, designer, housewife, stylist. This reflects well the ranking of the current professions.

Difficulties in choosing a profession

Career guidance is also how parents react to a child's choice of profession. If he says that he wants to be a teacher, then for sure the parents will say: “Oh no. Teachers have very low salaries. " And vocational guidance consists of whom the child constantly sees on TV: who is interviewed, who constantly participates in various programs. In fact, no one is engaged in real career guidance. And the status of creative professions has fallen dramatically. Of course, rating professions are described from the best sides, but no one talks about competition, psychological crises, or the melancholy that befalls the same top managers in their tenth year of work.

In Soviet times, the school had a subject - OPK. Even if there was no perfection there, the children mastered different professions - cook, seamstress, decorator, restorer, chauffeur, bookbinder. The child can now choose a profession according to the range of possibilities of the big city. And what does a child see in a metropolis? Dvorniks-Tajiks who receive a penny, salesmen-Moldovans, drivers-Armenians, aunts in the subway, pulled teachers. This, of course, is an aggravation, but in general it is. There is no investment in science in the country, there are no structures that support industry and agriculture.

That is, today's children cannot but have problems with choosing a profession. Everything is transferred only to the family. Only a family can really help a teenager in choosing a profession. Although it is in the family that they can "break off the wings" of a childhood dream. And parents, as a rule, do not give children the right to make mistakes in choosing a profession. And how can children make mistakes or at least some choice in life and profession, if parents, up to the tenth grade, accompany children everywhere?

The lack of independence of modern children

Dependence is established in the education system from the elementary grades. And parents have to do homework with their child in the first grade, in the fifth grade, and this is very encouraged by the teachers. Then the parents either take the child to the tutors, or the tutors come to the child. It is very important - from whom the volitional intention comes. For a very long time, the volitional intention comes from the parents - this is how our society works and this is how our education works. Here is a quote from a parent-teacher meeting in the 8th grade: "Mom, you are not doing enough, you have two independent triplets in physics."

A child is now perceived as a kind of reservoir that needs to be filled with information - better, faster, more. The child is perceived as a recipient, as a recipient of knowledge. He is not active in this process. And already in adolescence, a protest begins - someone does piercings on all parts of the body, someone forges iron armor and leaves to play role-playing games, someone finds more severe forms of protest.

Is there a way out?

How can you avoid all this? My opinion is at least not to do homework with the child. Not to do as much as his psychotype allows, in elementary school you need to teach how to do homework. Try not to do homework with the child, and in no case - for him. Check - on demand when the child asks for a check.

And the school should not be the only area of ​​the child's functioning. The child should have impressions besides the consumption of information. At least football after school, not just English. Impressions are needed related to the activities of the hands, body, social relations, in addition to the consumption of information from teachers of different institutions.

It seems to me that a metropolis is a very narrow world, it is very fragmented, we do not see the full picture. Children with a huge flow of information have an extremely narrowed social environment. In Soviet times, it was customary to take schoolchildren to factories, factories, now this is not the case. Therefore, the task of parents is to expand the child's experience, both social, and when the child can do something with his hands. After all, the child remembers for a very long time something made by himself, for example, baked cookies, boiled soap.

And the huge flow of information only disorients the child, he does not understand why to learn chemistry or physics, for example.

Another important point: both in society and in the education of children, focus is not on the process, but on the result. Nobody cares about the average result. Children are forced to play not at their level. Children, especially the older ones in the family, are often under great pressure from parental expectations. They must implement everything that their parents did not realize, and perhaps also grandparents.

It turns out that the child in the class is one of thirty. And families expect about 27 out of 30 to be first. It is very difficult, and it is very heated in society - all these ratings, competitions, etc. And children often lose motivation, realizing that they cannot be the first.

Teenagers come to me for consultations, and among other questions I ask: "Is it fashionable to study at your school?" As a rule, they say that several people are studying, and most do not care.

There are no ready answers

I would like the parents not to wait for ready-made answers to such questions, but to compose a set of questions themselves - to themselves, to each other in the parent's pair, to the child's teachers, to the child. It is necessary to understand where there are not enough answers to these questions.

And I would also like to remind you of one of the great, deeply rooted myths that the school provides vocational guidance, and the child can figure out the choice of a profession on his own. This, alas, is not so. A child can only take a career in the family, communicating with parents and other adults. Otherwise, parents pass this topic on to someone who is not clear - either the media environment, or teenage friends, or just someone else's uncle. You should know this.

The main thing is for children to feel their parents' interest in the topic of their future profession. It is good if the children engage in dialogue, or even polyphony of opinions, or even partly in an argument.

Prepared by Tamara Amelina

1. Introduction.

2. Career guidance for children in orphanages

2.1. The essence of career guidance work

2.2. Career guidance work with children from orphanages

H. Conclusion

4. List of used literature

1. Introduction.

Preparing children in orphanages for an independent life is the main task of institutions for children - orphans and children left without parental care. Therefore, work on the social ad ation of orphans becomes the leading task of education. One of the areas of upbringing is work on the vocational guidance of children. The choice of a profession is one of the most important life choices made by a person at a young age, since when choosing a profession, he also chooses a way of life. The choice of a profession is a rather difficult process for each person, and for an orphan child or a child left without parental care, in particular, since it is due to a specific lifestyle in an orphanage, a limited social circle, and psycho-physical development. By the ninth grade, pupils will have to make an important independent decision related to the choice of the path to continue their education: either go to college or stay in a comprehensive school. And the goal of all teachers: both educators and subject teachers, class teachers, teachers of additional education, social teachers is to support high school students in choosing a path to continue their education and future professional activities.

2.Professional guidance of pupils of orphanages

2.1. The essence of vocational guidance work.

Vocational guidance is a scientifically grounded system for preparing young people for a free and independent choice of a profession, designed to take into account both individual personality traits and the need for the distribution of labor resources. The essence of vocational guidance as a social problem is manifested in the fact that it is necessary to overcome the contradictions between the objectively existing needs of society in a balanced structure of personnel and the professional aspirations of young people. The goals of the focus are dictated by the society, its tasks, needs. Traditionally, career guidance is based on the "triad":

The 1st factor includes: professional orientation, interests, inclinations of a person, desires. We can call this factor in one phrase: "WHAT I WANT" (the desires of the pupils); - the 2nd factor includes the state of health, personal characteristics: "WHAT I CAN" (abilities, knowledge, skills, abilities); -3rd factor includes the needs of society: “WHAT 11ADOe> (demand for this profession, opportunities for the regional employment system).

The tasks of vocational guidance work in institutions for orphans are as follows:

Social - contribute to the formation of a member of society, ready for self-realization;

Economic - regulate the field of activity and labor flows;

Personal - form the qualities of personality development, necessary for choosing a profession, training and successful work;

Educational - educate diligence, responsibility, conscientiousness and other social and personal qualities;

Educational - provide knowledge about the world of professions and individual specialties;

Motivational - motivate pupils to make an informed choice of profession.

Areas of activity of the vocational guidance system:

1) Professional education;

2) Professional diagnostics;

3) Professional advice;

4) Professional selection;

5) Professional adaptation;

b) Professional education.

It should be noted that career guidance contains three main aspects:

1. The information aspect of career guidance is associated with the need to provide educators with comprehensive information on existing professions and specialties based on professional data.

2. The diagnostic aspect of vocational guidance provides not only a comprehensive study and assessment of personality traits, but also the selection of a number of related professions in which this or that subject could work.

3. The educational aspect is the leading one in the structure of vocational guidance, because it involves the formation of a professional orientation in orphans, the development of interest and desire to choose a certain profession, as well as the implementation of psychological preparation for the upcoming vocational training and practical activity.

The vocational guidance of children from orphanages includes several stages of work:

1. Preliminary professional diagnostics aimed at identifying the interests and abilities of a person for a particular profession. This stage contains the study of personality traits - value orientations, interests, abilities, needs, inclinations, motives for choosing a profession, character traits, temperament, health status.

2. Professional consultation. This stage is aimed at providing individual assistance in choosing a profession, taking into account the individual characteristics of the consulted.

Professional consultations are of two types - individual and group. Features of group consultations - mutual influence and communication of pupils among themselves in the discussion of a particular profession.

1. Professional selection - is carried out in order to identify the suitability of a person for a specific type of activity.

2. Professional selection - providing a person with recommendations on possible areas of work that are most appropriate to his characteristics. 3. Professional information - familiarization of the vocational guidance with modern types of production, the state of the labor market, the forms and conditions for mastering professions, the requirements of the profession to a person.

4. Psychological diagnostics is carried out by a specialist psychologist to determine the correspondence of the psychological status of the pupil to the requirements of the chosen profession, to identify the need for corrective measures in the framework of vocational guidance and subsequent vocational training and employment.

There are a number of criteria for the formation of readiness for professional self-determination, which must be taken into account when conducting professional selection;

Cognitive - the degree of a person's understanding of individual psychophysical qualities; the degree of familiarization with the content of the chosen professional activity; the degree of awareness of the ways of the required education,

Motivational-need-based - the nature of motivation and activity of students, awareness of the personal and social significance of the future profession, the connection of interests with value orientations, the intensity of emotional experiences, volitional efforts, attention.

Practical - the ability of students to correlate their individual characteristics and professional requirements with the length of the profession, mastery of the basic techniques of work.

In accordance with these criteria, one can single out the main tasks of professional self-determination in the process of teaching upbringing of an orphanage:

- "I" - knowledge of yourself, your qualities, capabilities, abilities, potential, objective needs, strengths and weaknesses of your personality, the development of a system of values, attitudes towards people,

- "Role" - position and expectations in relation to family, society, future colleagues at work, work and employment in general, - "Work" - own labor opportunities and their use in the open labor market, in other spheres, in society, at home ,

- "Career" - awareness of a career as a consistent change of activities. Specialties, professions, places of work throughout life, as achieving personal success and satisfaction with work,

- "Transition" - the development of personality traits and skills that are necessary to adapt to the changes associated with the transition to the next professional level, ie. flexibility, the ability to make optimal decisions and constructively solve personal problems.

The basis of vocational guidance is its psychological support, which combines various forms and methods of professional diagnostics and various types of vocational consultations_ There are the following types of consultations:

References, during which pupils find out the channels of employment, the requirements for hiring or studying, the possibilities of mastering various professions, the timing of training, the remuneration system, the prospects for professional growth;

Diagnostic, aimed at studying the personality, interests, inclinations, abilities in order to identify their compliance with the chosen profession or a profession close to it;

Medical, aimed at identifying the state of health of pupils, its psychophysiological properties in relation to the chosen profession.

The following methods and forms of work are used for professional diagnostics of the personality of a foster child of an orphanage:

1. Observation. It can be direct (through a direct connection between the researchers and the observed) and mediated (the social teacher is the mediator between the researcher and the observed).

2. Analysis of documents and results of activities:

Personal things,

Results of medical examinations,

Cool magazines,

Creative compositions, products

Z. Analysis of practical actions of pupils in an orphanage.

4. Method of questioning.

5. Conversations - interviews.

6. Pedagogical experiment.

7. Comparison method.

In the process of psychological professional diagnostics of inmates of an orphanage, those features of their psychological development are assessed that can significantly complicate their mastering of a profession and subsequent professional implementation. These include:

The peculiarity of mastering communication skills, the level of communicative activity;

Adequacy of the level of claims, self-esteem, criticism.

The breadth of the circle of interests, the structure of value orientations;

Degree of dependence on the immediate environment, social infantilism.

Various techniques can be used to conduct a minimum vocational guidance psychodiagnostic examination of inmates of orphanages.

In the course of psychological and pedagogical vocational guidance diagnostics of pupils of orphanages, it is advisable to use the child's career guidance card, which includes the following sections:

Personal data;

Health data, developmental disorders,

Information about the development and changes of interests,

Information about the personality (temperament, character, abilities, behavioral deviations), the development of communication skills;

Information about the professional plans and the experience of labor activity.

2.2. Vocational education work with pupils of orphanages

Career guidance work with inmates of children's institutions for orphans should begin much earlier than the child reaches the age at which a professional choice becomes relevant for him. This work is carried out within the framework of general education, the formation of basic personality traits and character traits, the development of a general outlook, a stock of knowledge that contributes to the formation of a future professional. The development of the necessary qualities begins at an early age within the framework of labor education, when the concept of the need for work, its benefits, a sense of satisfaction from the work performed and love x it takes place.

Psychological and vocational education begins in the lower grades and is the first important stage in the vocational guidance of orphans. Teachers stimulate the student's interest in his own personality with its individual characteristics and shortcomings.

The forms of vocational guidance work with young children are simple: storytelling, conversation, watching films, meeting with representatives of various professions, classes in hobby groups - music, drawing, dance, etc. In the circles there is an opportunity to create conditions and develop creative abilities. At this stage, it is possible to achieve the solution of the following tasks:

Formation of a general positive attitude towards work,

Mental and physical development in accordance with age,

Formation of adequate self-esteem and an adequate attitude to the child's abilities and dispositions on the part of the institution's staff.

At the next stage of secondary school age, orphans should be included in socially useful and educational work, socially significant motives for choosing a profession are formed in them, an interest in a specific type of activity is revealed and developed. Knowledge about professions expands due to acquaintance with the content of labor of a particular profession. At this stage, children should have the skills to navigate in the world of professions, interests in a specific area of ​​professional activity.

The main tasks of orientational work during this period are as follows:

Formation of a labor stereotype;

General labor training;

Stimulating mental and physical development;

Identification of interests and inclinations in the context of the formation of further professional plans.

The forms of career guidance work at this stage contain:

Labor tests; general labor training; useful labor in society; familiarization with the range of preferred professions, the formation of labor discipline, the study of working conditions and production, etc.

At the next age stage (13-15 years old), the main attention should be paid to the socio-professional orientation of the choice of a profession, taking into account the mental and physical capabilities and inclinations of the pupils.

The main tasks of career guidance work at this stage include:

* Formation of general labor skills and abilities;

* Formation of professional plans;

* Individual interaction with the teacher on the formation of the child's professional plans.

During this period, labor tests are carried out, which suggest trying the pupil in various types of labor directly in the training workshops. The forms of professional work in this age period are pre-profile work training, instilling business communication skills, organizing household work, housekeeping with an orientation towards its independent implementation.

At the final age stage (15-16 years old), the issue of choosing a profession becomes especially acute.

The main tasks of career guidance work at this stage:

* Formation of adequate professional plans;

* Pre-profile preparation;

* Expansion of social ties of pupils;

* Social and environmental orientation;

* Consulting on vocational training and employment issues;

* Assistance in vocational training and employment.

The main tasks of the teacher at this stage are, on the basis of the previously acquired knowledge about the professions, to form the educator's correct attitude to the choice of profession, to generalize the system of knowledge about the modern social economy, production, trade, finance, etc.

The effectiveness of vocational guidance work at this stage is facilitated by excursions to educational and production complexes, to educational institutions of vocational education, to enterprises, to employment services ...

The main types of vocational guidance activities within the framework of a children's institution for orphans at each age stage of development have a number of specific aspects that must be taken into account:

Pedagogical, consisting in the formation of the necessary skills, ability, knowledge;

Medical - diagnostics, stimulation and correction of mental development, psychological counseling and information;

Social - the expansion of social ties, social adaptation, social and environmental orientation.

3. Conclusion

Pedagogical activities at each of the age stages of a child's development have different tasks, but the goal of such activities is general - the development and formation of the necessary skills and abilities to educate the child's personality. The relevance of vocational guidance assistance to pupils is obvious. First, the most important task of such educational institutions is to form full-fledged citizens of their country, and this largely depends on what the matured educators will do, what profession they will choose and where they will work. Secondly, a well-structured career guidance work allows you to solve many pressing problems even during the period of study, since an optimistic life perspective (and above all a real and attractive professional perspective) save many teenagers from rash steps, from stupidity and various "temptations".

Thus, career guidance work is not only a solution to tomorrow's problems, but also an important contribution to solving today's acute social problems.

List of used literature:

1 Malenkova N.L., Corrillo Lind K.A. Career guidance cycle program

2.Pryazhkikova E.Yu. Diagnostic materials for self-testing, Academy, 2011

3.Resapeina G.V. Classroom hours "Conversations on Self-Determination", Academy 2011

4.Chistyakova S.N., Rodichev N.F. Professional self-determination "Choosing a training profile and profession", Academy 2011.