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THE PRINCIPLES OF ORGANIZING ACTIVATING CAREER GUIDANCE OF SECONDARY SCHOOL STUDENTS
R. Kh. Dzhuraev
Career guidance has been transformed from a diagnostic field into a developing, shaping and diagnostic-corrective one. Therefore, all stages of consulting must serve the same purpose - to activate the student, to shape his or her aspirations for independent choice of profession with regard to the knowledge the student has gained about him- or herself with the help of a psychologist, and his/her capabilities and development prospects.
Key words: secondary school students' career guidance, career guidance consulting of secondary school students, career guidance adviser, students' plans for the future.
Unlike a directive career guidance consultation, an activating or developing consultation does not exclude the subject him- or herself from the process of solving a vitally important task. The consultation’s principal objective is the activation of the process of shaping a student's psychological readiness for professional self-determination that must be included in the educational and fostering process. The main principle of organizing an activating career guidance consultation is to deemphasize the act of choosing one's future profession, and rather to emphasize preparing for this choice by correct assessment of one's natural features and purposeful shaping of necessary personal qualities/traits. An activating career guidance consultation is also based on the principle of cooperation of the consultant and the consultee. The success of a career guidance consultation depends to a large extent on the success of establishing trust-based relations with a student.
The strategy of career guidance consultation is developed depending on the extent to which students' career building plans are shaped, the level of their abilities and tastes, and the success of their education. Whereupon for some students two or three talks and a brief diagnostic survey will suffice for adopting or confirming their occupational choices and starting preparation for working in the respective profession, for others an in-depth survey and multiple consultations by a psychologists are needed.
The forward consulting principle encourages students to start dreaming about their future professions in the 1st - 3rd forms. Then, in the 4th form, the students’ interests are elicited and the students are focused on attending the respective hobby groups. In the 5th - 6th forms their interests and dispositions are ingrained. A career guidance consultant advising seventh-form students must focus on shaping subject-oriented consciousness, and familiarizing students with the world of labor and professions. Shaping professional self-consciousness in eighth-form students must be focused on supporting a conscious choice of their career intentions. It is feasible to carry out an individual consultation during that period. In the ninth, or graduation form, students are prepared for the realization of their career intention, for training in their chosen professions. Potential callings are shaped and vocational aspirations are implemented at a professional college. It is self-evident that those students who have well-expressed career interests and a
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sufficiently stable career plan need a consultant's aid least of all. They are consulted only in case they apply for aid themselves. More often than not, the objective of such consultations is to confirm the correctness of the choice that has already been made. Work with students who are less successful in this respect is often carried out at the educationist/psychologist's own initiative and is not limited to several consultations.
Psychological and pedagogical diagnostics not only finds out counterindications to some types of occupations in some students, but is also used as a basis for recommending the some range of professions that correspond to their personality factors best. The result of psycho-physiological surveys permits consultants to develop the necessary recommendations for students.
Finally, all the career guidance consultation work must be so planned so that it would be transformed from a diagnostic to a diagnostic and corrective consultation. All the stages of consultations must be focused on activating students, inciting them to strive for independent choice of their professions with regard to knowledge about themselves, their abilities, and the prospects of their development obtained with the help of a career guidance consultant.
Bibliography
Бахарев В. В. Воспитание профессионального самосознания старшеклассников в современных условиях: автореф. дис. ...канд. пед. наук. - Челябинск, 1995. - 23 с. Гриншпун С. С. Личностно-деловой потенциал школьника // Школа. 1995. - № 3. - С. 57-63. Профессиональное самоопределение и профессиональная карьера молодежи: методика для преподавателя / под ред. Чистяковой С.Н., Журкиной А. Я. - М.: Мзд-во РАО, 1993. -89 с.
Translated from Russian by Znanije Central Translastions Bureas
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