Course work the problem of vocational guidance of schoolchildren and ways to solve it in pedagogical science. Problems of vocational guidance work at school Problems arising in the course of vocational guidance activities

Article text

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

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

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

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

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

Figure 1: Classification of sources of career guidance problems

The client's problems can be divided into life problems and personality problems. Life problems are difficult life situations of the client that make career guidance difficult (financial difficulties, the presence of dependents, health status, etc.). In this case, the client's problems should be diagnosed, and vocational guidance should be accompanied by help in solving the identified life problems. Personality problems are divided into objective ones, such as a lack of life and professional experience, psychological difficulties with such an important life choice and fear of making a mistake, a discrepancy between the client's desires and capabilities, a discrepancy between the client's professional preferences and the needs of the labor market; and subjective problems, such as those that have formed among many clients. distorted ideas about work, the loss of the value of professionalism and the destructive influence of stereotypes and opinions on the result of vocational guidance, lack of labor and educational preferences, inability of graduates of educational institutions to get the desired profession due to low academic performance. The problems of vocational guidance include: lack of a national system of vocational guidance; the fragmentation and episodic nature of vocational guidance activities; low quality of vocational guidance services; lack of resources from employment services: for example, insufficient staff of career guidance specialists and, as a result, an inadequately high workload on them; insufficient normative legal regulation of vocational guidance: imperfection of legal acts they are not obliged) and their non-fulfillment or formal execution (often it is impossible to fulfill the requirements of the legislation due to the lack of resources from the employment service); development of paid vocational guidance services against the background of low quality of free, etc. To solve the problems of the individual and the problems of vocational guidance, it is necessary to solve the problems of education and upbringing, the promotion of the value of creative work and the creation of a general state system of vocational guidance. Imagine a variant of such a system that includes three levels of vocational guidance for students: schoolchildren, high school students and senior students of universities and colleges, and two levels of vocational guidance for the unemployed: young and middle age and pre-retirement and retirement age.

1) Students up to grade 8. Vocational guidance of schoolchildren is carried out by teachers and school psychologists and is a complex of pedagogical activities aimed at socializing the student's personality, identifying his individual characteristics and interests. To prevent the problems of vocational guidance and socialization in general, the following is necessary: 1.Increasing the performance of students in order to preserve their opportunity for a wide choice of specialties and educational institutions. 2. Development of children’s interest in learning and work by involving them in various activities, thereby forming their motivation to work and an active life and work position. There can be many examples of such activities: subject Olympiads, quizzes, sports competitions, music competitions, exhibitions, scientific and creative conferences, etc. Also, schoolchildren should have access to various types of extracurricular activities. 3. Fostering respect for work and people of work. To do this, you need to tell children about the importance of creative activity, about examples of heroic work, loyalty to labor duty, about outstanding people of the cause. In addition, schoolchildren should be involved in socially useful work for the benefit of the school and society. These activities can range from planting trees in the school front garden to volunteering. 4. Fighting prejudice against certain professions and their representatives. 5. Raising knowledge of certain professions. 6. Stimulating social activity. 7. Motivating development. personal qualities necessary for self-realization in future labor activity. At the first stage of career guidance, the student develops his own interests and preferences for one or another activity, which in the future may become the basis for choosing a profession. 2) Pupils of pre-graduation and graduation classes of the school. At this stage, vocational guidance is carried out by school psychologists, teachers, representatives of the employment service and educational institutions of vocational education and is a complex of training and consulting activities aimed at helping a graduate in choosing a specialty based on his interests, needs and opportunities. The main vocational guidance technologies are individual conversations, conversations with a group (class), vocational guidance testing, vocational training and information, excursions to enterprises and vocational education institutions, elective courses, business games and professional tests using computer technologies, foresight sessions and casestudy. Career guidance testing is aimed at identifying the student's inclinations, interests and preferences. Individual and group conversations in form are professional advice and professional information. Group conversations are one of the forms of informing schoolchildren. Business games and foresight sessions allow simulating the future professional development of an optant in a playful way. Computer-assisted professional testing is a vocational training technique aimed at determining how well a particular profession is suitable for an optician. An important result of the application of casestudy is the acquisition of personal competencies by the student, which will help him in any kind of future professional activity. The casestudy method solves a wide range of problems and combines other methods, each of which has its own educational objectives and role in a holistic process. Individual conversations are conducted to help the graduate in choosing a profession based on his interests, capabilities and desires, character traits, individual characteristics , state of health and many other factors influencing his future professional activity. In the course of them, the student is assisted in determining the types of activities that are most suitable for him on the basis of the combination of the above factors. The listed vocational guidance activities help the student to choose at least an approximate direction for future activities. After this, the conversations pass from consultation to informing, during which the student must be informed about the demand for the type of activity he has chosen; about specialties within the chosen direction; where these specialties are taught and on what basis; on the availability of budget-funded places in educational institutions and on passing scores for these places; on the subjects in which it is necessary to pass the exam or other exams for admission to a particular specialty; about the situation on the labor market, its problems and peculiarities. Vocational training and information is about introducing students to the intricacies of the professions they like. During it, the students are told about the places of work, the level of salary, the peculiarities of work, about the complex and interesting aspects of the specialty that the student liked. Also, representatives of higher and secondary special educational institutions should cooperate with schools, who come to school and tell students about their educational institution, the specialties they teach, admission conditions, necessary exams and other features of their educational institution. In the course of carrying out all of the above career guidance activities, the student chooses the subjects in which he will take the exam or the GIA.

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

4) Unemployed young and middle-aged citizens in need of vocational guidance. Vocational guidance is carried out by employment services with people with whom the previous stages of vocational guidance were either not conducted or were unsuccessful, as a result of which they could not make the right choice of profession, or the chosen profession for various reasons turned out to be unsuitable for them. Here vocational guidance is carried out with various groups of the unemployed, which can be divided into 2 main categories: people who do not have a specialty and have a specialty, but do not have the opportunity or desire to work in it. The technologies of vocational guidance for citizens who do not have a specialty are in many ways similar to the technologies of vocational guidance for graduate school students, but the activities are carried out accelerated, taking into account age. Technologies include: diagnostics of knowledge, skills and abilities of a person, determination of his desires, expectations, hobbies, personal characteristics, marital status and health status, informing about the situation in the labor market. Based on the above diagnostics, a person is offered options for activities, from which he, with the help of a specialist, chooses the most suitable option for himself. After that, the unemployed is offered options for educational institutions in which he can undergo training, tells about their features, required exams, conditions of admission and many other important aspects of his future studies and profession. After that, the employment service gives a referral to a particular educational institution, which can either independently conduct the necessary exams or send a person to pass the exam in the necessary subjects. The technologies of vocational guidance of citizens who do not have the desire or opportunity to work in their specialty are determined by the reasons for the impossibility of work. The technologies of vocational guidance for clients who do not want to work in their specialty are similar to the technologies for vocational guidance without a specialty, but here an additional analysis of the reasons for this reluctance is carried out. The technologies of vocational guidance for clients who are unable to work in their specialty are determined by the reasons for this impossibility. The general measure of vocational guidance in this case is retraining in the most closely related specialty in which a citizen can work. Career guidance of unemployed citizens has the most problems, since we are no longer dealing with the prevention of the problem, but with the fight against its consequences. 5) Unemployed people of pre-retirement and retirement age. The specificity of vocational guidance for this category of citizens is determined by the peculiarities of their age and state of health, which often does not allow them to continue working in their specialty. In this case, a person is guided towards obtaining a specialty adequate for age and health, taking into account his wishes. Many people, upon retirement, recall their old hobbies and strive to do something they love, albeit less profitable. Career guidance, in this case, offers the pensioner options on how to get income with the help of your favorite business. Next, let's move on to analyzing the connection between vocational guidance problems and the problems of the client's environment, expressed in the problems of the labor market. The first and most important problem is the unfair distribution of economic benefits, leading to social injustice, a catastrophic stratification of society (only according to Rosstat, the decile index in Russia is about 15, and according to some sources it is several times higher), and, as a result, an imbalance in the market labor. As a result, an employee's salary does not reflect his labor costs and the importance of labor results: in some industries and in some positions, it is inadequately overestimated, and in some it is underestimated. As a result, overpriced industries and specialties become super popular and closed to new people, which favors the development of corruption and unfair competition in them, while underpaid specialties become extremely unpopular and not prestigious. This has a destructive effect on all subjects of the labor market: people choose monetary professions to the detriment of their inclinations, abilities and interests; there is an imbalance in the labor market and, as a result, unemployment; unfairly low wages cause poverty among workers (16% of Russians have incomes below the subsistence level according to Rosstat), a sense of injustice and social tension. It becomes very difficult to orient clients to low-paying jobs and, moreover, social injustice adversely affects the minds of young people with an immature system of moral values, which leads to the formation of distorted ideas about work and ineffectiveness of career guidance measures in the country's labor potential. Therefore, it is necessary to regulate the labor market and the level of wages, remuneration of labor in proportion to its complexity and the importance of the results, the fight against the stratification of society and social injustice at the state level, the creation of a regulatory framework for this. The next problem, which is a consequence of the first one, is the unattractiveness of important and necessary professions due to low salaries, insufficient financial investments and violations of workers' rights by the employer (for example, violations of SanPiNs and safety rules, the use of outdated equipment, etc.). The work of representatives of such professions can be harmful, dangerous, physically difficult, not prestigious, low-paid, uninteresting, not giving opportunities for self-realization, self-development and improvement of the employee's professional skills. This is confirmed by Rosstat data showing the unsatisfactory level of many indicators recommended by the ILO as indicators of decent work. In addition, according to a survey conducted by Rosstat in 2012, half of the employees are constantly or sometimes exposed to harmful production factors or other inconveniences (cold, dampness, etc.). A quarter of those surveyed told statisticians that they are constantly under stress, and another half of the workers - from time to time. Total -75%. Only 25% of those surveyed are satisfied with their salary. As a result, it is very difficult to orient clients towards unpopular and prestigious professions, they are often hired out of the inability to find a better job. As a result, the level of specialists and the quality of work progressively decreases over time, negative stereotypes are formed in society regarding workers, which further reduces the prestige of the profession, which is rapidly degrading. Most of these specialties are blue-collar occupations, the working conditions and content of which are unsatisfactory, the technology and equipment are outdated, and the salary is low, especially in comparison with the salaries of the management of enterprises. As a separate group of professions experiencing problems due to low salaries and a high level of bureaucratization, one can single out teachers, doctors, social workers and cultural workers. To get out of this situation, government regulation of the level of wages is necessary; increase in wages in working specialties; to make the salaries of top managers dependent on the salaries of workers; an increase in salaries in specialties whose work is especially important for society, and its remuneration is underestimated (teachers, doctors, social workers, etc.); the fight against bureaucracy that interferes with the performance of professional duties; control of compliance with legislation regarding working conditions; development and implementation of new technologies in the production process; reduction of jobs requiring the use of heavy physical, harmful and hazardous labor; restructuring of the economy; improving the quality of education. The next problem is the lack of opportunities for many clients of career guidance to choose the desired profession for reasons related to labor market conditions and training opportunities. The main reasons limiting the choice of a profession: the client's lack of financial capital, the lack of budget places in educational institutions, geographical reasons (the presence of single-industry towns, rural areas, etc.). To solve the problem, it is necessary: to improve the quality of education and the standard of living of the population, especially in rural areas, to combat the reduction in the number of budget-funded places in educational institutions, to gradually reduce the number of single-industry towns.

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

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One of the most important decisions that a person makes in his life is the choice of a profession and career path, which will determine the quality of his entire future life. Unfortunately, very often such a choice is made without proper deliberation, at the level of intuition or momentary desires and hobbies. It is even worse when, under the pressure of the need to determine with the necessary USE, the main assistants in solving the problem of vocational guidance of an individual become the desires of others (for example, friends or parents), the mood or impressions of a recently seen profession without realizing all the requirements it presents and a weak idea of the specialty in the whole. The vast majority of mistakes in choosing a profession with a detailed description and ways of solving them are analyzed in our material "Typical mistakes in choosing a profession", and now let's focus on the issue of the relevance of career guidance in general.

In fact, the problem of choosing a profession and career guidance as such arose relatively recently. For many centuries, children had practically no other choice but to continue the craft of their parents, with the possible exception of military service, sudden circumstances or social upheavals that significantly changed the structure of society and made some professions obsolete and unnecessary. Class and estate divisions drove the overwhelming majority of the population into a narrow framework, leaving almost no choice. The fact that many parents are trying to make choices for their children and make them the successors of their craft is, together with a sincere desire to help, a small echo of those times.

The modern definition of career guidance consists of four main areas:

Vocational guidance as a source of information about the labor market, the current and planned demand for certain professions, their requirements for knowledge, skills and physical capabilities of a person. This also includes informing about various training programs in secondary specialized and higher educational institutions.

Vocational guidance and counseling where, using an extensive toolkit (career guidance tests, literature, observation, counseling, and others), the most developed skills and interests of each individual person are diagnosed and compared with the requirements for professions. There is a development of recommendations and possible ways to obtain a suitable education and the most complete self-realization in work.

Professional selection makes final conclusions about a person's ability to work in a particular specialty and his suitability for carrying out labor activities in different directions.

Professional adaptation, in turn, deals with the processes of adaptation of a person to the conditions, requirements and content of his chosen profession.

More details about what vocational guidance is in general, its functions, types and a brief history of the development of vocational guidance in Russia can be found in the material "What is vocational guidance".

The problem of vocational guidance, of course, is a public one, since the state of society, the development of the labor market, employment of the population, the possibility of identifying talents and directing them to the most suitable areas of activity depend on it. In addition, one of the main problems of career guidance work is overcoming or minimizing the contradictions that arise between the objective needs of society in a sufficient and balanced staffing structure and the subjective professional desires and aspirations of young people that have developed over the years, which cannot or does not want to adapt to reality. of the current day. In such cases, imbalances in the demand and supply of professions in the labor market inevitably arise, an unreasonably overestimated output of specialists in certain specialties, inconsistent ratings of the prestige of professions, and many others.

Thus, a developed and state-supported systemic vocational guidance should solve all emerging issues and significantly contribute to the distribution of human resources, the determination of optimal professions according to their abilities, to successfully adapt labor resources to the specialty received and to engage in labor education of the younger generation.

Modern problems of career guidance in Russia

Solving these and other problems of professional self-determination is gradually becoming an important task, and the relevance of vocational guidance is becoming evident in Russia as well. One of the most important conditions for the successful solution of the above problems should be the improvement of the state's personnel policy.

Ways to solve the problems of vocational guidance in Russia

The most likely way to increase the relevance and role of career guidance in Russia should be to increase the degree of involvement of relevant specialists in the process of teaching and educating children, from kindergarten to graduation classes.

In addition to banal activities, games in the profession and excursions to enterprises, such things as:

Profile training aimed at identifying talents and inclinations for certain types of activities, taking into account the current and planned needs of the labor market.
An increase in the number of practical classes from various fields of activity, both research and work.
Formation of professional skills in children that will be in demand in any future practical activity.
Providing systematic, full-fledged assistance and support to students along the entire path of choosing a profession and educational profile: from the first interest in childhood to the choice of a higher educational institution and advanced training programs and additional education.
Involvement of the widest range of social partners-representatives of professions to create an interesting and diverse environment for education. These can be various hobby groups or hobbies, joint work with already successful specialists, practices, excursions to enterprises, workshops at schools, and the like.

Conclusion

In modern Russia, the problem of the relevance of vocational guidance is quite acute and has a large number of unresolved contradictions between the needs and desires of the state, society and individual people, and systematic work in this direction is either not carried out at all or is carried out by a small number of interested people on the ground. Having developed, with the help and active participation of the state, a common personnel policy, it is possible to solve most of the issues and remove the most serious problems based on the most successful domestic and international practices, adapting them to the modern realities of Russia.

"The problem of self-determination is, first of all, the problem of determining one's way of life"
S.L. Rubinstein

In vocational guidance, there is a group of principles closely related to general pedagogical principles. These are the following principles:

The connection of vocational guidance with life, work, practice, providing for helping a person in choosing his future profession in an organic unity with the needs of the national economy in qualified personnel.
The connection of vocational guidance with the labor training of schoolchildren is a principle that provides for a good formulation of labor education and training. Separated from labor training, vocational guidance acquires the features of abstractness, invocation, isolation from practice, from the general tasks of the labor and professional development of the individual.
Consistency and continuity in vocational guidance is provided by vocational guidance work from grades 1 to 11, subject to the obligatory continuity of this work from class to class.
The relationship between school, family, basic enterprise, secondary vocational schools and the public in vocational guidance of students provides for close contact to help young people in choosing a profession. At the same time, it is expected to strengthen the focus and coordination in joint activities.
The upbringing nature of vocational guidance consists in the need to carry out vocational guidance work in accordance with the tasks of forming a harmonious personality, in the unity of labor. Economic moral, aesthetic, legal and physical education.

The problem of choosing a profession is as old as the world, and a well-chosen profession reduces the incidence of physical and mental health-related problems and increases a person's satisfaction with life. Work plays an important role in the life of every person and has a great impact on his condition and well-being.

Consequently, the adequacy of the choice and the level of mastering the profession affect all aspects and the overall quality of life. Therefore, one of the central and, in this sense, crucial in the life of every person, in his professional career, is the question of finding, choosing and mastering professions.

In 1998, 9333 professions were included in the international standard, and in our country, specialists counted about 7000 professions. At the same time, about 500 professions are renewed in the labor market annually.

At the same time, many professions “live” from 5 to 15 years, and then either “die” or change beyond recognition. It should be borne in mind that

Previously, the “ideal” image of a professional was largely associated with the image of specific people and their “professional” biography, sometimes it was a collective image, but still it had a specificity that helped the process of identifying a young person.
Now we are seeing that the “ideal image of a professional” has been replaced by the “ideal lifestyle”, that is, the profession acts as a means to achieve the desired lifestyle.

For all the uniqueness of each life and destiny, people at specific stages of their development experience certain effects on the body and psyche, and face the same problems. Adaptation to these influences or the solution of these problems constitute the content of special - critical - periods of normal personality development. “Crisis” in translation from Greek means - turning point, outcome, decision. In this sense, an age crisis is understood as an abrupt change, a set of significant changes in the course of development, followed by characteristic changes in behavior, way of thinking and ideas.

What am I?
Whom I want to become?
What can I become?
What are my personal qualities?
Do they allow me to become who I want?

All these questions are posed by each person in early youth, that is, he is faced with the problem of the formation of a personal and professional "I".

The collision of an ideal life plan with reality, as it is, provokes a youthful professional crisis - a rethinking of life, profession and one's place in them.

The beginnings of interests can be observed in the first year of life (their basis is an orienting reaction and developing needs):

Preschool childhood - interest in household and labor operations. The interests of a preschooler are immediate, unstable and determined by a specific situation.
Grades 1 - 2 - interest in all types of work at school
Grades 3 - 4 - interest in work at school is differentiated (favorite - unloved items, etc.) and there is an interest in collecting.
Adolescence - Interest in social life, adventure, sports.

Professional development is a rather complex, lengthy and highly mobile process, in which four stages of development are clearly distinguished - the first of which falls on the period of study at school - this is the emergence and formation of professional intentions under the influence of the general development of the personality and initial orientation in various areas of work. activities in the world of work and the world of professions.

The psychological criterion for the success of this stage is the choice of a profession or specialty corresponding to social needs (labor market requirements) and the needs of the individual himself. Therefore, career guidance work should be directed in two opposite directions:

on the one hand, it is necessary to expand knowledge about the diversity of the world of professions (since most young people are familiar with only a small number of professions that they encounter in everyday life - doctor, teacher, chauffeur, salesman, TV presenter, etc.)
on the other hand, to help high school students form their personal professional plan as already and concretely as possible (this requires diagnostics of professional preferences and diagnostics of personal qualities, i.e. awareness of their potential capabilities, prospects for personal and professional growth as a search, creativity and the possibility of choice)

What you need to pay the attention of a young man in the first place:

What is career guidance?
What is the purpose of career guidance?
It is necessary to understand the role of a professional psychologist.

At the next stage, we reach an understanding of the difference - what is a position, specialty, vacancy, career, vocation. Further, when choosing a profession, you need to know which group the profession he has chosen belongs to.

There are 2 sides to each profession:

meaningful - specific requirements for a person's personal characteristics, that is, a set of necessary knowledge and skills that amenable to education and training.
Dynamic - a certain pace of execution, speed, the ability to switch from one type of task to another, concentration of attention, etc. (although the list of such professions is not very large, but in order to obtain them, it is necessary to go through a special selection).

Consequently, it is possible to divide all professions on the basis of professional suitability (Gurevich's classification).

The first group of professions is associated with absolute professional suitability (that is, the profession makes strict requirements for the personality traits of a person).

The second group of professions requires a relative professional suitability (that is, almost every person can have this profession, but on condition of desire, perseverance, and therefore the application of some kind of purposeful efforts).

The following classification by E.A. Klimov, widely used in career guidance, defines the sphere of professional preferences of students and is built on the basis of essential signs of work. In accordance with these characteristics, all existing professions and specialties can be divided into five types:

"Man - technology"
"Man is nature"
"Man is a sign"
"Man - man"
"Man is a creative image"

Further, the expansion of knowledge about the world of professions and their preferences can be continued by defining the professional type of personality. According to the personality typology of the American psychologist J. Golland, six psychological types of people are distinguished:

realistic
intellectual
social
conventional (standard)
enterprising
artistic

Each type is characterized by certain characteristics of temperament, character, etc. Therefore, a certain psychological type of personality corresponds to a profession in which a person can achieve the greatest success.

In psychology, there are four main aspects of personality:

socially conditioned side, personality orientation (worldview, beliefs, needs, motives, interests, ideals, purposefulness, moral qualities, etc.)
the level of preparedness of mental processes (observation, memory, imagination, peculiarities of thinking, attention, feelings and will)
temperament and other biologically and physiologically determined features of the psyche (mobility, excitability, strength of the course of mental processes, inclinations, features caused by physical disabilities, painful deviations).

At the next stage, it is necessary to find out the level of motivation (the incentives for which a person is ready to make efforts), that is, what the young person was guided by when choosing a particular profession: the social and social significance of this profession, prestige, earnings.

Work productivity is closely related to the characteristics of his temperament. Therefore, it is necessary to acquaint students with some properties of the nervous system, to show their interconnection and the individual characteristics of a person's behavior, to reveal its significance in professional activity.

We must not forget that a person enters the world as an individual endowed with a set of natural properties and his abilities are formed in activity, developing on the basis of genetically determined inclinations. It has now been established that the genotype defines the boundaries of a person's capabilities, which he can achieve, theoretically, and the environment and upbringing determine the extent to which these capabilities will be realized by a person in practice.

Thinking is a generalized and mediated form of human mental reflection of the surrounding reality, establishing connections and relationships between cognizable objects.

The type of thinking is an individual way of analytic-synthetic transformation of information. The thinking profile reflects the dominant methods of information processing and the level of creativity (creativity), is the most important characteristic of a person and determines his style of activity, inclinations, interests and professional orientation.

The topic of professional youth, which was quite popular in the scientific community in Soviet times, against the background of the comprehensive liberalization of the early 1990s. lost my interest. In a market economy, everyone had to independently settle in life, relying mainly on their own strength.

Career guidance was remembered again a few years later. By this time, an interesting situation had developed on the labor market: on the one hand, the acute problem of unemployment, especially among young people; on the other hand, there is a shortage of representatives of a number of professions, primarily workers. The public was faced with the task of balancing the demand and supply of labor in the labor market. One of the methods for solving this problem is the professional orientation of schoolchildren - future representatives of certain professions.

For the second year in the MOBU secondary school №1, a study is being conducted on the topic of vocational guidance of schoolchildren and, compared to last year, it has a wider scope: if the first study covered only school graduates, then in the second, students of grades 7 and 9 took part.

Both studies were carried out according to the same scheme. 5 substantial parts did not stand out:

Professional choice of students and its conditionality;
Value orientations of schoolchildren in the professional sphere;
Choice of educational institution by schoolchildren;
Opportunities for the implementation of professional plans of students.

Professional choice of students and its conditionality.

Key point of research- this is finding out what profession the schoolchildren are going to acquire in the future. The variety of chosen professions and fields of activity is impressive - more than 60 titles. For further analysis, all options for the professional choice of schoolchildren were combined into 12 main groups (plus the option "other").

Choice of profession by students of different grades

(in% of the surveyed students of a particular class).

Professions	7 cells,%	9 cells,%	11 cells,%
Engineer	6,2	9,3	19,5
Art specialties	30,5	26,3	13,4
Natural science specialties	4,9	7,7	6,7
Economic specialties	14,8	22,3	24,5
Social sphere	9,5	4,6	9,2
Humanities	15,4	16,1	15,9
Medicine	9,5	5,3	11,1
Jurisprudence	20,3	14,6	9,5
Military and law enforcement	7,2	5,0	4,2
Managers	12,5	14,2	16,7
Programmers	13,4	14,6	9,7
Workers	6,5	18,0	4,2

However, not all students made their professional choices. Many either doubt him, or have not yet decided at all what profession they will acquire in the future. This applies not only to 7th and 9th graders, but also to graduates, and among the latter, confidence in the choice of a profession practically does not differ from last year's situation.

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

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

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

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

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

Definition of vocational guidance: this is a multidimensional, integral system of scientific and practical activities of public institutions responsible for preparing the younger generation to choose a profession and solving a complex of socio-economic, psychological, pedagogical and medico-physiological tasks for the formation of professional self-determination in schoolchildren, corresponding to the individual characteristics of each personality and the needs of society for highly qualified personnel.

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

Personal subsystem - the student's personality is considered as the subject of the development of professional self-determination. The latter is characterized by an active position, i.e. striving for creative activity, self-expression and self-affirmation in professional activity; directionality, i.e. a stable dominant system of motives, beliefs, interests, attitudes towards the acquired knowledge and skills, social norms and values; the level of moral and aesthetic culture; the development of self-awareness; idea of oneself, one's abilities, character traits.

The management subsystem involves the collection and processing of information about the processes, phenomena or the state of the vocational guidance system, the development of an action program, the regulation of the implementation process and the development of recommendations for its improvement.

The vocational guidance system performs diagnostic, educational, formative and developmental functions.

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

Choice of profession.

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

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

These are the main principles of this area of expertise.

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

2. Mutual superiority. If you do something worse than others, it means that something should turn out better. Search.

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

Psychodiagnostic methods allow conclusions to be drawn using tests.

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

Motivational and value attitude in the professional development of students.

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

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

In the study of V.A. Yakunin, N.I. Mishkova, “it turned out that“ strong ”and“ weak ”students differ from each other not in the level of intelligence, but in the motivation of educational activity”. Through experimental research, it was also obtained that the maximum satisfaction with the chosen profession is observed in 1st year students. Subsequently, this indicator steadily decreased, up to the 5th course (A. Rean, 1988). However, despite the fact that shortly before graduation, satisfaction with the profession turns out to be the least, the very attitude towards the profession becomes positive. There is also an experimental proposition (N.I.Krylov) that the majority of students have an interest in the content side of the profession as the leading motive for choice in a much smaller number of cases than secondary reasons to quickly become financially wealthy, in company with friends, etc. etc. ...

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

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

Professional self-determination and self-awareness.

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

For the justification of a professional choice, it is necessary that the requirements on the part of the profession correspond to the capabilities of the person. Otherwise, negative life experience accumulates in a person's self-consciousness, peculiar ways of solving the tasks facing him are formed - avoiding problems, ignoring them, etc.

Professional self-determination and professional advice.

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

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

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

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

It is possible to single out a number of typical psychological problems associated with the professional self-determination of the individual. These primarily include:

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

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

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

Correction of the ideal image of the profession and the ideal image of "I" is associated with the awareness of professional values and the formation of new value orientations. Correction of the real "I" is associated with the awareness of their capabilities, with the experience of new experiences and new relationships of a person with the world around him and with himself.

Methods for diagnosing professional identity and value orientations

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

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

1) socio-role self-identity (to which community a person considers himself at the present moment, to which he would like to refer himself, with whom he identifies himself),

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

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

Young people who are concerned about their professional future, striving to study in a vocational educational institution or get a profession in the process of work, have a faster development in assessing their personal qualities in comparison with the assessment of their professional qualities. Students better represent themselves as a person in general, that is, in the aggregate of moral, physical, intellectual qualities, their interests and inclinations, but to a lesser extent they have an idea of their professional "I".

The existing differences in self-esteem primarily relate to its content components. Some know more about themselves, others less; certain personality traits, abilities that are significant at the moment are subject to analysis and assessment, others, due to their irrelevance, are not assessed by a person (although they can be assessed by a number of parameters).

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

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

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

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

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

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

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

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

Work on increasing the level of self-awareness and self-esteem allows students to come to an awareness of the level of motivation for professional choice of really acting and desired motives of work, exacerbate psychological contradictions that can force students to solve the problem of professional searches or professional choices, and not wait for ready-made proposals and instructions.

In some cases, professional advice is not enough for a person to solve his problem and special psycho-corrective work is required. As experience shows, the most effective methods of psychocorrectional work with high school students who have difficulties in professional self-determination are group methods of active learning and, in particular, socio-psychological trainings.

Under the conditions of the labor market, it becomes more clear that the difficulties that have come and are arising are the result of changes in the living conditions of people, human relations, and the characteristics of the civil and professional development of the person himself.

And quite naturally the problem of preparing young people, and especially adolescents and early adolescence, arises for an independent life in these conditions. And vocational guidance is a powerful tool for optimal preparation for independent living and professional activity of our young people.

Of course, the success of any business depends on an understanding of its essence, significance for a person and society.

At one time, while working as director of the employment center of the city of Ivanovo, he paid a lot of attention to the development of a vocational guidance system.

Own observations

I came to work in the employment service from school. I witnessed the fact that hundreds of young people, after graduating from school, a professional educational institution, are simply lost when faced with the demands of the labor market.

There are many reasons for this.

Firstly, even a graduate of a vocational educational institution is still weak by profession. It has become difficult for professional educational institutions to organize high-quality industrial practice, and without practice, a specialist cannot be trained. And employers certainly need an experienced specialist. Quite a few young people, after graduating from one or another educational institution, do not want to work in their specialty. This, as a rule, is a consequence of mistakes in vocational guidance or its complete absence.

Secondly, a narrow range of practical specializations, even within the framework of the received profession. For example, a sewing technologist, but "I can't and don't want to sew, I think it's beneath my dignity."

Thirdly, there is an idealistic view of life and work, overestimated requirements for working conditions and the initial amount of wages. A considerable number of young people have strong infantilism, and most often of social origin, they lack confidence in their professional capabilities. All this, of course, complicates social and professional adaptation. It is alarming that some unemployed young people show dangerous tendencies in mood, that is, a propensity for criminal actions is noticeable. For long-term unemployed young people, over time, the resource opportunities of potential workers are reduced, the ideology of dependency is born and strengthened, which further reduces the competitiveness of young people in the labor market. This is also a consequence of the lack of proper vocational guidance during the school period.

School without difficulty

Unfortunately, we often come across such facts: labor lessons at school have not been conducted for almost a year due to the absence of a teacher. And this is not perceived by the school administration as an emergency. The clock replaces that with informatics, other subjects, but not labor and not preparation for work. And this is one of the compelling reasons why society is losing the quality potential of labor resources. Lacking elementary initial work skills, students, due to their individual typological characteristics, become indecisive and fear workloads, avoid them, which is the reason for difficulties in their independent life (in the family, at work, and so on).

I am convinced that it is time for the employment service to actively engage in the prevention of unemployment, including among young people, in cooperation with the education system. On the ground, this takes root with difficulty. I think this is possible if at the level of the Ministry of Education and the Ministry of Labor there is a Commonwealth Agreement on the implementation of vocational guidance. In this case, vertically, both the education system and the local employment service will be obliged to work in this direction. This will make it possible to form a proper vocational guidance system, gain theoretical and practical experience.

At one time, our employment service initiated a joint work on vocational guidance with education in the city of Ivanovo. We created the Resource Center, went to schools, even published annually guidebooks to the professional educational institutions of the city. We jointly held scientific and practical conferences with the participation of employers.

What functions have we taken upon ourselves in the vocational guidance of adolescent and early adolescent youth?

Explaining the essence of vocational guidance as a powerful remedy against unemployment

First of all, we talked about this with the adults who surround the children and on whom their future largely depends. These are students' parents, class teachers, school psychologists. In a number of schools in the city, we held round tables with teachers and psychologists, and met with parents at informational meetings. During the work of the "round tables", they solved such problems as ways of understanding the disadvantages and advantages of unemployment, as a phenomenon in the labor market, and their consequences for a person; conditions for successful adaptation in the labor market; principles of vocational guidance during school years, taking into account the requirements of the modern labor market, and so on.

It is important not to scare children with unemployment.

It is necessary to tune schoolchildren to the fact that it will depend on them whether they will face unemployment. And, of course, it is very important to strengthen the belief that one should not be afraid of unemployment, but do whatever is necessary to strengthen one's competitiveness.

Eliminate manipulation

Methods of manipulation and directives in the situation of choosing a future professional path should be completely excluded from the practice of vocational guidance. The choice of a profession should not be considered as compensation for helplessness (“it will not be difficult for you to study there, but there you will not master it).

Direct and unambiguous advice with a supposedly good purpose is built, as a rule, on everyday subjective opinion. This approach in career guidance is harmful and unacceptable! We, teachers, often think that our decision is correct, since we know the children's abilities in learning. But a person can be realized in a different way, passing to another stage of personal development. If we professionally work with him in a timely manner during his school years, he will be able to more consciously evaluate and, if necessary, adjust his expectations.

To be continued...