Career guidance lesson presentation. Career guidance. How to choose the right profession? Psychologist's advice. Download the presentation on career guidance "Professional self-determination of students"

Purpose of career guidance:

• to update the professional self-determination of students by a special organization of their activities, including
• gaining knowledge about yourself
• about the world of professional work,
• and their correlation in the process of professional tests.

Tasks:

• to increase the level of psychological competence of students, equipping them with relevant knowledge and skills, expanding the boundaries of self-perception, awakening the need for self-improvement;
• form positive attitude towards oneself,
• awareness of one's individuality,
• Confidence in your strength in relation to the realization of oneself in a future professional career.

To find one's own path, to know one's place - that's all for a person, it means for him to become himself. V. G. Belinsky Presentation plan:

• Essence of professional self-determination.
• Psychological classification of professions.
• The specifics of career guidance assistance to high school students.
• Methods for the diagnosis of professional orientation.
• Drawing up a creative project "My life plans and professional career"

1. Essence of professional self-determination

• Professional self-determination is the process of forming a person's attitude towards himself as a subject of future professional activity, which in the future will help a person to adapt to a market economy.

The concept of self-determination correlates with such fashionable concepts as self-actualization, self-realization, self-realization.

• A. Maslow believes that self-actualization manifests itself "through a passion for meaningful work"
• K. Jaspers connects self-realization with the “work” that makes a person.
• S. Kon says that self-realization is manifested through work, work, communication.
• P.G. Shchedrovitsky notes that “the meaning of self-determination” is in the ability of a person to build himself, his individual history, in the ability to constantly rethink his own essence.”

What does a student need to choose a profession?

• To choose a profession, a student must clear view
• about myself
• their abilities, temperament,
• skills
• interests,
• claims
• restrictions and their reasons,
• advantages, opportunities and prospects in various professional fields.

Professional self-determination of personality

• Professional self-determination - independent determination of the choice of profession, the construction of a professional plan and its implementation.
• “The ability to make a professional choice, taking into account own resources and available information; the desire to obtain new information and plan a professional career; taking into account the maturity of interests, the realism of preferences and in accordance with abilities - this is professional maturity"

2.Psychological classification of professions

• There are more than 40 thousand professions in the world. The world of professions is extremely dynamic and changeable. About 500 new professions appear annually, many professions today “live” for only 5-15 years, then either “die” or change beyond recognition.
• A feature of the modern world of professions is that monoprofessionalism is being replaced by polyprofessionalism. This means that a person should strive to master not one single profession, but several related ones. And the person himself during his life, changing, may show a desire to change his profession or qualification.
• Thus, a person during his life will have to relearn, engage in self-education, self-education.

To distinguish and “try on” different professions by each person, a four-tier overview classification is used according to features, objects, goals, means and working conditions.

• Profession Formula

Groups	By working conditions.	Where to work?	B domestic, on the O open air, H unusual, M oral liability
Departments	By tools and means of labor. RMAF	What to work?	R scientific, M motorized, BUT automated, F functional labor.
Classes	By goals.	What to do?	G nose, P transformative, And discerning
	On the subject of labor. PTCHZH	What to work with?	P nature, T technics, H man, W nak, X artistic image.

Three steps to planning your professional future

• Introspection.
• Collection and evaluation of information.
• Decision making and planning to achieve the goal.

Introspection

• We discover within ourselves the true reasons for our professional aspirations and evaluate them accordingly by correctly formulating our desires - “I am saying”:
• "I'm going to..",
• “I see my professional goal as…”
• "I can be successful in..."
• "I'm convinced that I want to..."
• "I have what it takes to..."
• "It's good for me to be..."
• "I'm dreaming…",
• "My success is due to..."

• Having formulated the “I statements”, you can answer yourself three questions:
• Are my desires related to the intended places of work or study?
• Are there other professional career opportunities, other places of work or study that suit my desires?
• Am I sufficiently aware of how my needs will be met in the places of work or study that I have previously chosen?

Collection and evaluation of information.

• About professions and content of labor
• About the possibilities
• employment
• About prospects
• About training
• About enterprises

• Main sources of information:
• Mass media;
• Books and reference books about professions and places of study;
• Organizations and firms engaged in recruitment and career guidance;
• Personal contacts with competent people;
• Internet resources.

Decision making and planning to achieve the goal.

• Define a goal.
• Define means
• Work out the options
• Assess the probability of failure of each option
• Make up your mind
• Discuss it with an authoritative person
• Make a final decision

• Ten steps to the goal:
• Name the main stages of achieving the goal.
• Determine how long each step will take.
• What specific steps are needed?
• What additional preparation is needed?
• How long will she take?
• Set a time frame for when you will start?
• What will you do first?
• What do you expect?
• What do you need for effective action: information, a personal meeting, the help of other people, self-confidence, time, documents and photographs, money, an “external push”, knowledge of the laws, an appropriate appearance, something else?
• Decide what you will do next: in case of success, in case of failure.

Career Selection Formula

• "Want"
• Personal goals and values
• (professional interests and
• inclinations)

• "I can"
• The problem of human capabilities
• (physiological, mental)

• "Necessary"
• Labor market needs
• (ways and means to achieve the goal)

Typical mistakes when choosing a profession

• 1. Ignorance of the world of professions
• 2. Ignorance of oneself
• 3. Ignorance of the rules for choosing a profession

Ignorance of the world of professions

• Practically all professions are constantly changing their former appearance, often a completely new character of work is hidden behind the old name.
• Prejudice against the prestige of the profession, focusing immediately on highly qualified professions (manager, diplomat, translator).
• Passion for only the external side of the profession (for example, a person wants to become a lawyer because he watches detectives).

Ignorance of oneself

• Inability to understand oneself, one's real inclinations, inadequate assessment of one's abilities;
• Underestimation of one's physical abilities, the state of one's health when choosing a profession;
• Inability to correlate their abilities with the requirements of the profession.

Ignorance of the rules of choosing a profession

• Identification of the subject with the profession (“I am fond of geography - I will become a geologist”);
• Transfer of attitude towards a person to a profession (“I will be an accountant, like a mother”);
• Choosing a profession for the "company" is an unconscious fear of parting with the familiar environment.

We create a clear image of the professional sphere or profession that attracts us

• We answer the following questions:
• What level of education can I expect (higher, secondary, special, courses or something else), given my school performance and intellectual abilities?
• What should be the content of the profession to make it interesting for me to work?
• What material reward do I want to receive for my work - the real minimum wage?
• What kind of lifestyle do I want to lead: a stressful one, when you have to devote not only working time to work, - or a free one, allowing you to give a lot of time to family, friends and your favorite business.

3. The specifics of career guidance for high school students

Educational age group	Typical customer expectations	Help from a professional consultant (main accents)
Students in grades 8-9	Problem: where to go after the 9th grade? More specific interest in professions. There is an interest in vocational schools. Interest in aptitude (“What profession am I suitable for?”)	Vocational advice in choosing courses and the profile of an educational institution. Help in self-knowledge. Emphasis on the value-semantic aspects of professional work. Acquaintance with the peculiarities of professions and educational institutions
Students in grades 10-11	Choice of profession. Choice of educational institution. Choice of preparatory courses. Interest in the value-semantic and moral aspects of future labor activity. The main thing: the desire for a more specific choice.	The main emphasis is on the value-semantic side of self-determination (discussions, discussion of different positions). Career guidance is specific. Individual approach. Playing Various Choices

4. Methods for diagnosing the professional orientation of students

• Map of interests.
• DDO-20 E.A. Klimova "I prefer."
• professional personality type.
• Questionnaire Leonhard-Shmishek to determine accentuation.
• Eysenck questionnaire for determining temperament
• Questionnaire G Kazantseva to determine self-esteem.

Map of interests

• The methodology proposed by E.A. Golomshtok is aimed at diagnosing the professional interests of a schoolchild and has been widely used in the practice of career guidance for many years.
• The questionnaire consists of 90 questions.
• The methodology allows you to choose 15 areas of activity: physics, mathematics, auto business, computer and office equipment, chemistry, biology, medicine, geography and ecology, history, philology and journalism, art, pedagogy, work in the service sector, military affairs and the Ministry of Emergency Situations, law .
• Analyzing the data obtained, it is necessary to highlight the areas that contain the largest number of positive answers. If among them there are several areas with the same number of positive answers, then it should be considered that those that contain the smallest number of negative answers correspond to more pronounced interests.
• When assessing the orientation of interests, the areas with the largest number of positive answers, as well as the areas with the largest number of negative answers, rejected by the optant, are taken into account.
• The assessment of the degree of expressiveness of interests has five gradations: the highest degree of denial - from -12 to -6, interest is denied - from -5 to -1, interest is weakly expressed from +1 to +4, expressed interest - from +5 to +7, bright expressed interest from +8 to +12.

DDO-20 E.A. Klimova "I prefer"

• The technique determines inclinations - pronounced interests. This is the desire to engage in a certain type of activity.
• The questionnaire is based on the idea of ​​dividing all existing professions into 5 types according to the subject or object with which a person interacts in the process of her work:
• man, nature
• tech man,
• man, man
• man Sign System,
• man is an artistic image.
• The highest amount or amounts received (by columns) indicate the most suitable occupation type. Small amounts indicate the types of professions to avoid when choosing. The maximum number in each column is 8 points.
• After determining the preferred type of profession, the search circle narrows.

Professional personality type

• .To assess the professional personal type, the method of D. Holland is used. He developed the concept of individuality to determine the social orientation of the individual and identified 6 types:
• realistic
• intellectual,
• social,
• conventional,
• enterprising,
• artistic.
• The test consists of 42 pairs of professions. One profession is chosen from each pair. With the help of the key, the matches of the answers on six scales are counted.
• For a detailed analysis and greater clarity of the professional orientation of the individual, a graph is constructed: the abscissa axis is the serial numbers of the scales from 1 to 6, the ordinate axis is the number of matches on each scale

Questionnaire Leonhard-Smishek to determine accentuation

• The theoretical basis of the test is the concept of “accentuation of personalities” by K. Leonhard, who believes that personality traits can be divided into basic and additional ones.
• The selected 10 types of accentuated personalities are divided into 2 groups: character accentuations (demonstrative, pedantic, stuck, excitable.) and temperament accentuations (hyperthymic, dysthymic, anxious, cyclothymic, exalted).
• In the case of pronounced expression, the main character traits become character accentuations.
• After scoring, a graph is built.
• The sum of points in the range from 15 to 19 speaks only of a tendency towards one or another type of accentuation. From 19 to 24 points, the character trait is accentuated.

Determination of temperament according to G. Eysenck's questionnaire

• The questionnaire contains 60 questions. After processing the data, the scales are determined: introversion-extraversion, neuroticism and the “lie scale”.
• In order to find out your temperament (melancholic, choleric, sanguine, phlegmatic), you need to draw a coordinate axis.
• Score for the introversion scale (horizontal): 1-7 - significant introversion, 8-11 - moderate introversion, 12-18 - moderate extraversion, 19-24 - significant extraversion.
• Score for the scale of neuroticism (vertical): up to 10 points - high emotional stability, 11-14 points - average emotional stability, 15-18 points - high emotional instability, 19-24 points - very high emotional instability.
• According to the “lie scale”, an indicator of 4-5 points is considered critical.

Instruction: “The student answers “yes” or “no” to the proposed questions without hesitation. The answer is entered on the questionnaire under the appropriate number "

• Processing key:
• Extraversion (E): "YES": 1, 3, 9, 11, 14, 17, 19, 22, 25, 27, 30, 35, 38, 41, 43, 46, 49, 53, 57. "NO" : 6, 33, 51, 55, 59.
• Neuroticism (N): 2, 5, 7, 10, 13, 15, 18, 21, 23, 26, 29, 31, 34, 37, 39, 42, 45, 47, 50, 52, 54, 56, 58 , 60.
• "Lie scale": "YES": 8, 16, 24, 28, z6, 44. "NO": 4, 12, 20, 32, 40, 48.

extrovert

• The outward orientation of the individual, a wide circle of acquaintances, the need for contacts.
• An extrovert acts on the spur of the moment, impulsive, quick-tempered, carefree, optimistic, good-natured, cheerful.
• Prefers movement and action, tends to be aggressive
• Feelings and emotions do not have strict control, prone to risky actions.
• You can't always rely on him.

Introvert

• This is a calm, shy person, prone to introspection.
• Restrained and distant from everyone except close people.
• Plans and considers his actions in advance.
• Distrusts sudden urges.
• Serious about making decisions.
• Likes everything in order.
• Controls his feelings, he is not easily pissed off.
• Possesses pessimism.
• Highly values ​​moral standards.

neuroticism

• Neuroticism characterizes emotional stability or emotional instability.
• Neuroticism is associated with indicators of nervous system lability

Emotional stability

• Emotional stability is a trait that expresses the preservation of organized behavior, situational focus in normal and stressful situations.
• Characterized by:
• maturity
• excellent adaptation,
• lack of great tension
• anxiety
• as well as a tendency to leadership, sociability.

Temperament is the dynamic features of mental activity. Temperament forms the behavior of a person, gives it color, individual originality.

melancholic easily upset alarming Rigid prone to reasoning Pessimistic Restrained Uncommunicative Quiet	Choleric Sensitive Restless Aggressive Excitable changeable, fickle, Impulsive, Optimistic, Active
Phlegmatic person Passive prudent Reasonable, prudent benevolent, peaceful Managed, controlled Confident, Reliable Smooth Calm	sanguine Communicative Contact Talkative Responsive laid-back Cheerful Not prone to anxiety prone to leadership

Emotional instability

• Emotional instability is expressed in extreme nervousness, poor adaptation, a tendency to quickly change moods (lability), feelings of guilt and anxiety, anxiety, depressive reactions, absent-mindedness, instability in stressful situations.
• A high level of neuroticism corresponds to emotional impulsivity, unevenness in contacts with people, variability of interests, self-doubt, pronounced sensitivity, impressionability, and a tendency to irritability.
• The neurotic personality is characterized by inadequately strong reactions to the stimuli that cause them. Individuals with a high score on the neuroticism scale in adverse stressful situations may develop neurosis

From the history of the study of temperament

• Scientific approach Pavlova I.P. connects the types of temperament with the properties of the nervous system. Pavlov identified three basic properties: strength, balance and mobility of the nervous system.
• The strength of the nervous system means its performance, the ability to maintain arousal for a long time.
• The balance of the nervous system is the balance between excitation and inhibition.
• The mobility of the nervous system is the rate of change of the excitatory process by the inhibitory one and vice versa.

Each type of temperament has its own combination of properties of the nervous system.

• Sanguine is a strong, balanced, mobile type of nervous system.
• Phlegmatic is a strong, balanced, inert type of nervous system.
• Choleric is a strong, unbalanced in the direction of excitation, mobile type of the nervous system.
• Melancholic is a weak, unbalanced, inert type of nervous system.

Melancholy

• They get tired quickly with high nervous tension, they are prone to fainting. Sluggish in speech and movements. They worry a lot about little things. Very soft, friendly, but rather spineless people. They rejoice when they manage to avoid an unpleasant conversation, although the goal is not achieved.
• Very vulnerable, sensitive, touchy, they worry for a long time on any occasion, they cannot work intensively, as they get tired quickly, but true friends who know how to keep other people's secrets and secrets and empathize with other people.

Cholerics

• The exact opposite of melancholic. Aggressive nature, always going to meet difficulties. Every experience leads to action. Soft remarks are not perceived, hard - lead to a riot. Poorly perceive humor, especially jokes at their own expense. The main violators of discipline. The best way to deal with a choleric person is to constantly keep him busy so that his energy always has an outlet.
• Excitable, quick-tempered, they easily get into a scandal and quarrel, they can say a lot of superfluous things, but they quickly cool down and forget insults. All emotions flow very rapidly, they can come up with something new, sort of generators of ideas, but often they don’t finish the job.

Sanguine

• Giants of the nervous system. Optimists. They get sick the least. Little sleep. They have great performance. Speech and movement are almost as fast as those of the choleric, but the feelings are not violent, rapidly changing. Usually good employees. But it is difficult to make sanguine people work. He needs to be interested - then he will move mountains.
• Active, sociable, emotional in moderation, easily establish contacts and make acquaintances, quickly grasp everything, but often do not delve into the essence of the matter or problem, and their acquaintances are superficial

Phlegmatic

• Strong balanced nervous system. Feelings are constant, but not pronounced. Movement and speech are calm, measured. The reaction to an unexpected impact is delayed. In order for the phlegmatic to work well, it is necessary to “shake” him from time to time, arrange an analysis of his work, scold or, conversely, praise him.
• They are calm, unperturbed, they think over all the problems that arise for a very long time, get ready for a long time to do some business, and will not calm down until they finish the work they have started, they are very meticulously and carefully preparing for everything and prefer to get to the bottom of the essence.

How to determine the temperament of a student?

• Unconscious manifestations of a person are very informative:
• gait,
• speech speed,
• reactions,
• gesture,
• emotionality,
• facial expressions.
• By observing and fixing these manifestations, one can more accurately establish the type of temperament.

Choleric

• Rapid gait, sometimes even bouncing.
• Rich expression.
• Active gesticulation.
• Rapid speech, sometimes even swallowing words or their endings.
• High reaction rate.
• High emotionality.

sanguine

• Everything is more or less balanced.
• The gait is vigorous but even.
• Gesticulation and facial expressions correspond to words.
• Speech is clear and understandable
• Behavior is accompanied by corresponding emotions.
• Reaction speed is quite good

Phlegmatic person

• Slow and regal.
• The gait is measured and smooth.
• Facial expressions and gestures are inexpressive or absent altogether.
• The reaction rate is low.
• The speech is detailed, slow, maybe with pauses.
• Emotions practically does not express, you will not guess what he feels

melancholic

• Gives the impression of a shy or fearful person.
• The gait is small, mincing.
• Speech is quiet, which is sometimes slurred.
• Facial expressions and gestures are careful.
• The reaction rate is low.
• Emotions are also expressed inactively, cautiously - laughing quietly, crying.
• For a long time he experiences everything that happens to him.

About types of temperament and professions

• Each type of psyche is suitable for some cases and professions and less for others. Melancholic people are often people of art. But they make bad drivers and useless climbers. Cholerics are great test pilots, but they're bad calculators. Phlegmatic, on the contrary, are excellent accountants, calculators, but, as a rule, unimportant poets. Sanguine people are good drivers, sappers, engineers, but they are not as patient as phlegmatic people.

There are no good and bad temperaments, each of them has its pros and cons.

• As a rule, a person purely unconsciously determines the advantages and disadvantages of his temperament and uses them in the process of performing any activity.
• Such an adaptation of the properties of temperament to activity is called an individual style of activity, thanks to which a person can achieve significant success in activity.

Successful individual style of learning activity

• Melancholic people create an optimal mode of work and rest for themselves.
• Phlegmatic people carefully prepare for classes.
• Sanguine people expand their knowledge without going deep into it, but they amaze teachers with erudition.
• Cholerics develop a creative approach to everything

Exemplary creative project "My life plans and professional career"

• 1.Goals and objectives of the project.
• Determine your life plans and, in accordance with them, outline the path for developing a professional career.
• Identify your abilities and interests, find the most optimal combination of them in your future profession.
• Navigate the diverse world of professions.
• Learn to independently choose educational institutions, plan your future career.
• Learn to adequately assess your abilities and capabilities.

My professional orientation

• To familiarize interested persons (parents, teachers), we collect information about the professional orientation.

Sample creative project

• 2. Plan of action.
• Rationale for the choice of the project topic. Search and collection of information for applicants to colleges or universities.
• Identification of interests, abilities, temperament, accentuation, personality type.
• Justification for the choice of specialty.
• Justification of the choice of educational institution (paid or free education).
• Consider options in case of non-receipt.
• Admission.
• Evaluation and protection of the project

Literature:

• Vasyova A.A. "Professional self-determination of students" Perm 2005
• Savchenko M.Yu. "Vocational guidance" Moscow "Vako" 2008
• "Technology" textbook for 11th grade students, ed. Simonenko V.D. 2002
• Mironova M.M. "Psychology" Development of activities with children Grade 10 Volgograd 2005

Name: Presentation on career guidance "Professional self-determination of students"
Ponomarenko I.V. pedagogue-psychologist MOU secondary school No. 28 of Pyatigorsk
Year: 2010
Pages: 21
Format: presentation in ppt format (rar archive)
The size: 569 Kb
Quality: good
is a set of psychological and pedagogical measures aimed at optimizing the employment process in accordance with desires, inclinations and formed abilities, as well as taking into account the needs for specialties in the labor market.

is a science-based system for preparing young people for a free and independent choice of profession, designed to take into account both the individual characteristics of each individual and the need for a full distribution of labor resources in the interests of society.

There are two career guidance forms. Vocational guidance on a narrow basis consists in the fact that in an educational institution that trains specialists, students reveal all the features of their upcoming activities. Career guidance on a broad basis, is that there is an acquaintance of young people who have not yet made their choice with the world of professions.

career guidance is aimed at solving the following problems:
- familiarization with the world of professions;
– study of interests, abilities, inclinations and motives of activity;
- familiarization with the rules of choosing a profession;
- thinking about your professional future
Since the object career guidance is the process of socio-professional self-determination of a person, it is important first of all to formulate a group of principles that guide adolescents when choosing their profession and place in the social structure of society.

Consciousness principle in choosing a profession, it is expressed in the desire to satisfy not only personal needs in labor activity, but also to bring as much benefit to society as possible.

Conformity principle chosen profession, the interests, inclinations, abilities of the individual and at the same time the needs of society in the personnel of a certain profession expresses the connection between the personal and social aspects of choosing a profession. By analogy with a well-known thought, one cannot live in society and be free from society - one can also say: one cannot choose a profession based only on one's own interests and disregarding the interests of society. Violation of the principle of matching the needs of the individual and society leads to an imbalance in the professional structure of personnel.

Activity principle in choosing a profession characterizes the type of personality activity in the process of professional self-determination. You have to actively search for a profession yourself. In this, a big role is called upon to play: a practical test of the strength of the students themselves in the process of labor and vocational training, advice from parents and their professional experience, searching for and reading literature, work during practice, and much more.

Development principle reflects the idea of ​​choosing a profession that would give the individual the opportunity to improve their skills, increase earnings, as experience and professional skills grow, the opportunity to actively participate in social work, satisfy the cultural needs of the individual, the need for housing, recreation, etc.

Performing the functions of vocational training involves two ways of obtaining it - self-education or training in educational institutions of vocational education. The success of vocational education determines such an important psychological moment as readiness (emotional, motivational) to acquire a particular profession.

Choice of profession, carried out by a person as a result of analyzing internal resources and by correlating them with the requirements of the profession, is the basis of a person's self-affirmation in society, one of the main decisions in life. Choice of profession is not an instant act. Choice of profession consists of a number of stages merging into one process. The duration of the stages depends on:
— external conditions;
- individual characteristics of the subject of choice of profession.

The system of professional orientation work includes such a concept as professional self-determination, since the choice of a profession and mastery of it begins with professional self-determination. is one of the most important components of a person's self-consciousness as a subject of activity.

Professional self-determination- a process that covers the entire period of a person's professional activity: from the emergence of professional intentions to exit from work.
The formation of professional self-determination occurs on the basis of the development of the social experience of the individual with the inclusion of this experience in the "professional I" of the individual.

• The formula for a successful career choice
• 3 groups of mistakes made when choosing a profession
• Two ways to choose a profession
• "Octagon" of the main factors in choosing a profession (according to E. A. Klimov)
• Main types of professional activity

Presentation on career guidance "Professional self-determination of students"

Download the presentation on career guidance "Professional self-determination of students"

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On the same subject:

• Presentation for the class hour "Choosing a profession is serious"
• Definition of professional interests. Methodology L.A. Yovaishi (computer version)

The training manual outlines the program of the training course "Psychology and the choice of a profession." It contains detailed course notes, including reliable professional diagnostic methods and reference materials. The goal of the program is to form a realistic view of the choice of profession among students, taking into account their opportunities and the requirements of the labor market.

The publication is intended for teachers, psychologists, students of pedagogical and psychological universities involved in the psychological and pedagogical support of profile education, as well as for parents interested in timely and accurate professional self-determination of their children.

E. Yu. Pryazhnikova, N. S. Pryazhnikov

The manual outlines modern ideas about professional and personal self-determination, the basics of career guidance and career selection. Issues such as the ethics of vocational counseling, the organization and planning of the work of a vocational consultant are touched upon. Particular attention is paid to active methods of professional counseling: original author's methods for practical work with self-determined adolescents and adult clients are presented. Various options for conducting professional consulting work with clients with different value-semantic orientations, as well as those designed for professional consultants with different levels of professional training, are proposed.

For university students. It can be useful for professional consultants, school psychologists (teacher psychologists), teachers, social pedagogues and social workers involved in career guidance.

Edited by N. V. Afanasyeva
Career guidance training for high school students "Your Choice"
In the context of the introduction of pre-profile training and profile training at school, it is important to specify the tasks, principles, technologies of psychological and pedagogical support for students' choice of educational profile. This collection presents an educational and methodological kit for the career guidance course for schoolchildren "Your Choice" (thematic course plan, class notes with detailed explanations of their organization and annexes to classes, a workbook for students), vocational diagnostic methods, current and final documents for assessing choice . These materials can serve as the basis for organizing a comprehensive psychological and pedagogical support for pre-profile training.

The methodological materials of the collection are intended for methodologists of municipal Centers for Advanced Studies (CPC), specialists of the support service of the regional centers of PMSCS and educational institutions, teachers of educational institutions. They can also be useful to anyone who is interested in the problem of vocational guidance for schoolchildren in modern conditions.

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The ABC of Career Guidance. Career guidance in a boarding school. Career guidance work with students. Republican Center for Career Guidance of Youth. The program of early career guidance and the basics of vocational training for schoolchildren. Career guidance in the process of studying the basics of science. Modern career guidance tools. Organization of career guidance work in educational institutions.

Modern principles and methods of career guidance. Career guidance system and its main directions. Career guidance is the future of your child. Project method in career guidance work. Career guidance in the activities of SPPS specialists. "leisure" self-determination in the career guidance system. GOU MUK "SPEKTR" Center for professional diagnostics and career guidance.

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PROFESSION-

a kind of labor activity that requires certain training and is usually a source of livelihood.

Career choice factors:

NECESSARY

CAN

WANT

Professional

natural interests,

inclinations

• Health status,
• professional qualification,

• Demand in the labor market
• Job Opportunities

• Professional ability

Classification of Professor E.A. Klimova divides all professions into 5 main types:

1. Man-nature . This type unites people whose professions are related to animal plants and nature - this is a veterinarian, vegetable grower, hydrologist, plant grower, machine operator, tractor driver.

2. Man-tech . These people are connected with technology - drivers, car mechanics, electricians, locksmiths, etc., using technical devices.

3. Man-man . Communication with people. These include: teacher, doctor, hairdresser, salesman, etc.

4. Man is a sign system. People in this profession should have a broad outlook - that is, accountants, scientists, people working with computers.

5. Man is an artistic image. These people are distinguished by artistic fantasy, talent - artists, writers, designers.

the hairdresser

teacher

doctor

serviceman

• For example, the profession is a turner, and the specialty is a turner-borer.
• The teacher is a teacher of physics, chemistry.

Speciality - this is the type of activity

within the same profession.

Primary teacher

classes

Geography teacher

Mathematic teacher

GENERAL STRUCTURE OF VOCATIONAL EDUCATION IN THE REGION:

• initial

• professional lyceums, vocational schools

• average

• technical schools, colleges

• higher

• universities (institutes, universities, academies)

Voronezh

Railway

College

• 394036, Voronezh, st. Student, 18. stop. Kommisarzhevskaya
• Tel.: 265-35-56, 265-32-20, 265-23-75, 265-30-34
• Email: [email protected] Website: www.vkgdt.vrn.ru

Expanding the circle of acquaintances; work in the specialty; trips to student camps; internships; hiking; visiting a scientific circle; goodbye; attending conferences hitchhiking around the world; creating a family raising a child; sleeping at lectures, skipping the disco; summer labor groups; work in the scientific community; reading scientific literature; Student to-do list

Image is the art of "managing the impression". Erwin Hoffmann

Resume Surname, name, patronymic. Contact Information. Full Name. Contact Information. Goal Goal Work experience that is most important to achieve the goal. Work experience that is most important to achieve the goal. The brightest achievements in work. The brightest achievements in work. If there is no experience, then we pay attention to education. If there is no experience, then we pay attention to education. List academic accomplishments. List academic accomplishments. Skills (PC work, teamwork, communication skills. Skills (PC work, teamwork, communication skills.

A list of life goals realization of one's creative abilities in any field of art or science; become famous; self improvement; activities for the benefit of people, not necessarily for money; successful professional career; a life filled with vivid impressions; secure life; a family.