Temperament and character of professional self-determination. Lesson summary "The meaning of temperament in professional self-determination"

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COURSE WORK

"The influence of the type of temperament on professional self-determination in adolescence"

INTRODUCTION

CHAPTER I. Features of professional self-determination in adolescence

1.1 Youth as a period of professional self-determination

1.2 Career guidance as a complex psychological problem

1.3 Stages of professional self-determination

CHAPTER II. Temperament - the psychobiological basis of personality

2.1 Interpretation of the concept of "temperament"

2.2 Temperament as a physiological factor of behavior

2.3 Characteristics of temperament types

CHAPTER III. Practical part

3.1 Selection of psychodiagnostic methods for studying the influence of temperament type on professional self-determination in adolescence

3.2 Conducting and analyzing the results of the study

CONCLUSION

BIBLIOGRAPHY

APPS

Annex 1 "Answer Form according to the method of J. Holland"

Appendix 2 "Form of questions of G. Eysenck's methodology"

INTRODUCTION

The relevance of research. Problems of professional self-determination and vocational guidance have acquired particular relevance. It is emphasized that the right choice of a profession and career guidance aimed at this are important not only from the standpoint of determining a person's life plans, but also from the point of view of the development of society as a whole.

Professional self-determination is a person's definition of himself in relation to the criteria of professionalism chosen in society and accepted by this society.

Professional self-determination arises as a psychological neoplasm in adolescence. The essence of professional self-determination is finding personal meanings in the chosen, mastered or already performed activity. The dynamics of professional self-determination consists in changing the attitude towards oneself and changing the criteria for this attitude.

Speaking about the problem of professional self-determination, it is worth noting that in some types of activity, not only the course of their implementation, but to a certain extent the result may depend on the properties of temperament. In relation to these types of activity, one can speak of more favorable and less favorable dynamic features of the psyche. In those areas of work, in those types of occupations where rather stringent requirements are imposed on the pace or intensity of actions, the individual characteristics of the dynamic manifestations of the psyche can become a factor influencing suitability for activity.

Cspruce work is to study the influence of the type of temperament on professional self-determination in adolescence.

Tasks:

1. Get acquainted with the concept of "professional self-determination".

2. To study the psychological characteristics of a professional

self-determination in adolescence.

3. Get acquainted with the concept of "temperament".

4. Conduct a practical study of the influence of the type of temperament on professional self-determination in adolescence

Hypothesis The research consists in the proposal that the type of temperament affects the professional self-determination of the majority of boys and girls.

object research is professional self-determination in adolescence.

Subject research is the influence of the type of temperament on professional self-determination in adolescence.

Techniques research:

1. J. Holland's technique for determining professional preferences.

2. Test questionnaire G. Eysenck to determine the type of temperament.

professional orientation temperament self-determination

CHAPTERI. FEATURES OF PROFESSIONAL SELF-DETERMINATION IN YOUTH

1.1 Youth as a period of professional self-determination

Youth is the period of life from adolescence to adulthood. This is the period when a person can go from an insecure, inconsistent child, claiming to be an adult, to actual maturation.

In youth, a young person has the problem of choosing life values. Youth strives to form an internal position in relation to itself (“Who am I?”, “What should I be?”), in relation to other people, as well as to moral values.

The features of mental development in early adolescence are largely related to the specifics of the social situation of development, the essence of which today is that society sets an urgent, vital task for a young person to carry out professional self-determination during this period.

A fundamentally important characteristic of the current situation is noted by B.D. Elkonin. Defending the position that the historical period we are experiencing in the development of childhood can be characterized as a crisis, he sees the essence of this crisis in the gap, the divergence of the educational system and the system of growing up. Nowhere is this gap more clearly visible than in early adolescence. Perhaps this is precisely what explains the lack of unity of opinion among psychologists on the issue of leading activity in this period. Since, according to B.D. Elkonin, the appropriation of forms of culture (education) and the development of adulthood (various forms of independence and responsibility) are today essentially unrelated to each other - growing up takes place outside the educational system, and education - outside the system of growing up - then, apparently, there may be at least two leading activities. In any case, the question of leading activity in the period of early adolescence, which has always been debatable, remains open today.

The task of choosing a future profession, professional self-determination, in principle, cannot be successfully solved without and outside the solution of the broader task of personal self-determination, which includes building a holistic life plan, self-projecting oneself into the future. Turning to the future, building life plans and prospects L.I. Bozovic considered the affective center of life in adolescence.

When moving from adolescence to youth there is a change in attitude to the future: if a teenager looks at the future from the position of the present, then the young man looks at the present from the position of the future. Choice of profession and type educational institution inevitably differentiates the life paths of boys and girls, lays the foundation for their socio-psychological and individual psychological differences. Educational activity becomes educational and professional, realizing the professional and personal aspirations of boys and girls.

The leading place among high school students is occupied by motives related to self-determination and preparation for independent life, with further education and self-education. These motives acquire personal meaning and become significant.

The period of youth is a period of self-determination. Self-determination - social, personal, professional, spiritual and practical - is the main task of adolescence. The process of self-determination is based on the choice of the future field of activity. However, professional self-determination is associated with the tasks of social and personal self-determination, with the search for answers to the questions: “who to be?” and "what to be?", with the definition life prospects, with designing the future.

A characteristic acquisition of early youth is the formation of life plans. A life plan as a set of intentions gradually becomes a life program, when the subject of reflection is not only the final result, but also the ways to achieve it. A life plan is a plan for potentially possible actions. In the content of the plans, as I.S. Kon, there are a number of contradictions. In their expectations related to their future professional activities and family, young men and women are quite realistic. But in the field of education, social advancement and material well-being, their claims are often overstated. At the same time, a high level of claims is not supported by the same high level professional aspirations. For many young people, the desire to receive more is not combined with psychological readiness to more intensive and skilled work. The professional plans of boys and girls are not correct enough. Realistically assessing the sequence of their future life achievements, they are overly optimistic in determining the possible timing of their implementation. At the same time, girls expect achievements in all spheres of life in more early age than young men. This shows their lack of readiness for real difficulties and problems of future independent life. The main contradiction in the life prospects of young men and women is the lack of independence and readiness for self-giving for the sake of the future realization of their life goals. The goals that future graduates set for themselves, while remaining untested for compliance with their real capabilities, often turn out to be false. The intended perspective can either be very specific (and then not flexible enough to be successful) or too general, making it difficult to achieve success with uncertainty.

1.2 Professional orientation as a complex psychological problem

Professional orientation is a complex psychological problem. There are three main theoretical approaches to it.

The first approach comes from the idea on which the methods and success of the activity depend; the emphasis is, on the one hand, on the selection and selection of people most suitable for a particular job, and on the other hand, on the selection of work that best suits the individual qualities of a particular person.

The second approach proceeds from the idea, believing that it is possible to develop the necessary qualities in each person one way or another.

Both of these approaches can be formulated in different ways, but their common methodological shortcoming is that individuality and labor activity are considered as independent and opposing quantities, one of which necessarily subordinates the other.

There is, however, a third possibility - orientation to the formation of an individual style of activity. This concept is based on the following premises:

1. It is recognized that there are persistent, practically uncultivated personal (psychological) qualities that are essential for the success of an activity.

2. Variants of adaptation to the conditions of professional activity, different in terms of methods, but equivalent in terms of the final effect (labor productivity), are possible.

3. There are ample opportunities to overcome the weak expression of individual abilities through their exercise or compensation through other abilities or ways of working (reduced response speed can be compensated for by increased attention to prepared events, foresight; a decrease in activity in a monotonous environment can be compensated by the fact that a person artificially diversifies activity - changes the order of actions or imagines that objects change color, or spiritualizes them mentally, etc.).

4. The formation of abilities must be carried out taking into account the individual originality of the personality, i.e., the internal conditions of development, along with taking into account external conditions (subject and microsocial environment).

In choosing a profession, professional advice is very important. However, the overwhelming majority of high school students choose their profession more or less spontaneously.

As part of the study by V.N. Shubkin had a special section called "The Price of the Prophets". Its essence was that in the spring, before leaving school, tenth-graders were asked how they see their near future, what profession they would choose, where they would work or study, etc. The same questions were asked to classmates (each gave a forecast about each), teachers and parents. Six months later, in the fall, sociologists found out how the fate of the graduates actually developed, and calculated how many points each group of “prophets” “knocked out”: the graduates themselves, their classmates, teachers and parents. The most accurate were the predictions of classmates. Teachers, like parents, turned out to be unimportant "prophets."

A similar situation continued into the mid-1980s. According to N.O. Sipacheva (1987), among Moscow schoolchildren who made the choice of their future profession by the time they graduated 8 class, friends had the greatest influence on their choice, and the influence of parents, vocational guidance centers and school was much less.

Essential factors of professional self-determination are age, in which the choice of a profession is carried out, the level of awareness of a young person and the level of his claims.

Choosing a profession, as we have seen, is a complex and lengthy process. The problem is not so much in its overall duration, but in the sequence of stages. There are two dangers here. The first is the delay and postponement of professional self-determination by high school students due to the lack of any expressed and stable interests. This delay is often combined with general immaturity, infantile behavior and social orientation of a young man, which is quite understandable if we remember that professional self-determination is one of the main components of growing up and a stable image of the “I”, self-respect, etc.

Only 32 percent of Kyiv eighth graders and 45 percent of tenth graders two to three months before the end school year they said that they had already chosen a profession and considered their choice final (E.I. Golovakha, 1988). Many of them do not care about this uncertainty - everything is still ahead. Nevertheless, a clear professional self-determination is statistically associated with overall life satisfaction. Among eighth-graders who have already chosen a profession, 41 percent are completely satisfied with their lives, and among those who hesitate, 26 percent. A close connection also exists between the choice of a profession and the young man's confidence in the achievability of his life goals.

Attempts by parents (especially frequent in intelligent families) to speed up, force this process through direct psychological pressure (“Well, when will you decide in the end? I am at your age ...”), as a rule, give negative results, causing an increase in anxiety in children , and sometimes a negative refusal of any self-determination, unwillingness to choose anything at all, going into various kinds of hobbies, etc. Help here can only be organic - timely expansion of the child's horizons and interests throughout the study, familiarizing him with various activities and practical involvement in work.

Although early and firm self-determination is usually considered a positive factor, it also has its costs. Teenage hobbies are often due to random factors. A teenager focuses only on the content and external prestige of professional activity, not noticing its other aspects. In addition, the world of professions, like everything else, at this age often seems black and white: everything is good in a “good” profession, everything is bad in a “bad” one. The categorical choice and unwillingness to consider other options and possibilities often serve as a kind of psychological defense mechanism, a means to escape from painful doubts and hesitation. This may lead to disappointment in the future. In addition, early professionalization is often associated with unfavorable family conditions, poor academic performance and other negative factors that reduce the level of consciousness and voluntary choice.

The level of awareness of a high school student both about his future profession and about himself is very important. Our boys and girls know very little the range of professions from which they have to choose, and the specific features of each profession, which makes their choice largely random. Quite often, this lack of information persists even on the university bench. To the question: “Do you imagine the nature, content and conditions of your future professional activity?” - answered in the affirmative from one quarter to three fifths of the respondents V.T. Lisovsky (1974) of Leningrad students. The younger a person is at the moment of choosing a profession, the more likely it is that his choice is not independent and is made not on the basis of his own system of values, but on someone's prompt and on the basis of insufficient information.

There are also certain gender differences. . The awareness of young men about various modern professions is higher, and the very differentiation of professional interests begins earlier for them and manifests itself differently than for girls. Young men evaluate their opportunities more critically and are more demanding about their future profession; girls in this regard are more passive and easier to put up with failures, attaching more importance to the arrangement of personal, family life

The choice of a profession reflects a certain level of personal claims, including an assessment of one's objective capabilities and an assessment of one's abilities. In addition, it is influenced by the level of requirements that the subject himself often does not realize for the profession. In 15-17-year-old boys and girls, the level of claims is often overestimated. This is normal and even beneficial, as it stimulates a young person to grow and overcome difficulties. It is much worse if the level of claims is underestimated and the young man does not particularly strive for anything, being content with what goes into his hands. But how to avoid injury due to the first failures in life, for example, when trying to enter a university?

To some unqualified young people, it seems that an irreparable disaster has occurred; all their life plans collapsed, etc. But sociological research show that those who are seriously focused on continuing their education can and do realize their life plans a little later. However, not everyone adheres to the original orientations.

The older people are, the more their life paths branch out, and in parallel with this, life orientations change. Those who wanted to enter and entered the university, at first seem satisfied. But those who have chosen a profession not quite thought out often have difficulties in the future: one does not cope with their studies, the other is disappointed in the specialty, the third doubts the correctness of the choice of the university. To the question: “If you again began to choose a profession, would you repeat your choice?” -- a negative or vague answer was given by at least a third of the students surveyed; in some universities, the share of positive answers is less than half. Moreover, by the senior courses, the number of students who are not satisfied with their chosen specialty is not decreasing, but growing. This can be due to various reasons: the level of teaching at a particular university, the discovery of the shadow sides of the future specialty that the student did not see, etc. Sometimes dissatisfaction is just a crisis point in development, which will pass when practical work. But new difficulties lie in wait for the young specialist at work. One does not cope with a high level of responsibility, the other, on the contrary, finds that job requirements are much lower than the level of education received by him, etc. In short, the “university” development option is by no means conflict-free.

Other life streams are just as multicolored. In early youth, it seems to a person that he himself chooses his life path, and he really does this, although his choice is influenced by his previous upbringing, the social environment, and much more. After leaving school, the influence of non-personal factors becomes even more noticeable. As rightly noted by V.N. Shubkin, along with the paths that we choose, there are paths that choose us.

As E.I. Golovakh, the professional orientation of students should be organically linked with their life prospects and value orientations. From this follows several practical advice:

Vocational guidance should not be limited directly to the professional sphere, but always focus on the most important life goals of young people.

In order to form a coherent and realistic life perspective, it is necessary to acquaint young men and women with specific examples of successful and unsuccessful life paths associated with the choice of a particular profession. It is especially important to know the future working conditions, which occupy one of the leading positions in the system of youthful requirements for a future profession.

Consider that for young men, when choosing a profession, the size of future wages is more important, and for girls, favorable working conditions. Working professions attract young people primarily by the opportunity to achieve independence and autonomy more quickly. For those who choose them, the future salary is sometimes less important than for those who choose high-skilled knowledge professions.

Regardless of the level of knowledge of schoolchildren, they need special career guidance information. The school curriculum does not provide this knowledge.

It is necessary to explain to high school students the direct dependence of future professional and life achievements on their readiness for dedication in work and independence in the realization of life goals.

In career guidance work, it is important to take into account not only the rational aspects associated with the definition of life goals and plans, but also the emotional characteristics of the individual.

These questions do not have unambiguous solutions. Under the conditions of the scientific and technological revolution, initial professional training often becomes insufficient or depreciates for objective reasons, forcing a person, whether he wants it or not, to retrain or even change his occupation. Incomplete satisfaction with the profession in one case can be the cause of poor work, and in the other, it facilitates professional mobility and change of forms. labor activity. life path modern man- not a monotonous movement along a track once laid and knurled, where everything is known in advance. It has sharp turns, and breaks in gradualness, and unpredictable new starts. This makes our life anxious and restless, but at the same time gives the individual new opportunities for self-realization.

1.3 Stages of professional self-determination

Professional self-determination today is a multi-dimensional and multi-stage process that can be viewed from different angles.

First, as a series of tasks that society puts before the emerging personality and which this personality must consistently solve over a certain period of time.

Secondly, as a decision-making process, through which the individual forms and optimizes the balance of his preferences and inclinations, on the one hand, and the needs of the existing system of social division of labor, on the other.

Thirdly, as a process of forming an individual lifestyle, part of which is professional activity. These three approaches emphasize different sides affairs (the first comes from the demands of society, the third - from the properties of the individual, the second offers ways to reconcile both), but are at the same time complementary (the first is predominantly sociological, the second is socio-psychological, the third is differential-psychological).

In developmental psychology, professional self-determination is usually divided into a number of stages, the duration of which, of course, varies.

First stage -- child Game, “plays” individual elements of the behavior associated with them.

Second phase -- teenage fantasy, when a teenager sees himself in his dreams as a representative of a profession that is attractive to him.

The third stage, which captures the entire adolescence and most of adolescence, is preselection professions. Different types activities are sorted and evaluated first in terms of interests teenager ("I love historical novels, I'll be a historian"), then - in terms of his abilities (“I’m good at math, can I do it?”) and, finally, in terms of his value system (“I want to help sick people, I will become a doctor”; “I want to earn a lot. What profession meets this requirement?”) .

Of course, interests, abilities and values are manifested, at least implicitly, at any stage of the choice. But the value aspects, public (the awareness of the social value of a particular profession) or personal (the system of personal values, that is, what the individual wants for himself), as more generalized, mature and are realized later than the interests and abilities, the differentiation and consolidation of which occurs in parallel and interdependently. Interest in the subject stimulates the student to engage in it more, this develops his abilities; and the revealed abilities, increasing the success of the activity and bringing the recognition of others, in turn, reinforce the interest.

The fourth stage is practical decision making , . Generally speaking, the sequence of these two choices may be different. A girl can first determine the field of activity, and then - the level of her qualifications, or vice versa - first choose the level, and then the specialty. In fact, according to sociologists, the second way decisively prevails; the orientation towards entering a university is formed much earlier than the choice of a specific specialty matures.

CHAPTERII. TEMPERAMENT - PSYCHOBIOLOGICAL BASIS OF PERSONALITY

2.1 Interpretation of the concept of "temperament"

In the individual-psychic differences between people, the so-called dynamic features of the psyche occupy an important place. First of all, we have in mind the degree of intensity of mental processes and states, as well as one or another speed of their course. As you know, with a relative equality of motives for behavior and activity, with the same external influences, people differ markedly from each other in impressionability, impulsiveness, and energy shown. So, one person is prone to slowness, the other to haste, one is characterized by the ease of awakening feelings, and the other by composure, one is distinguished by sharp gestures, expressive facial expressions, the other by restraint of movements, very little facial mobility.

Currently, there are two main indicators of the dynamics of mental processes and behavior: activity and emotionality. Activity It is expressed in varying degrees of desire to act actively, to manifest itself in a variety of activities, in varying speed and strength of the course of mental processes, in varying degrees of motor mobility, speed or slowness of reactions. The manifestation of activity in different people is different. Two extremes can be noted: on the one hand, great energy, passion and swiftness in mental activity, movements and speech, and on the other hand, passivity, inertia, slowness, lethargy of mental activity, movement and speech. The second indicator of dynamism is emotionality- is expressed in varying degrees of emotional excitability, in the speed of occurrence and strength of human emotions, in emotional sensibility.

Of course, the dynamic manifestations of a person can largely depend on educated attitudes and habits, on the requirements of the situation, etc. But there is no doubt that the individual differences in question have their own innate basis. This is confirmed by the fact that such differences are found already in childhood, appear in the most diverse spheres of behavior and activity, and are distinguished by particular constancy.

The dynamic features inherent in the individual are internally interconnected and form a peculiar structure. An individually unique, naturally conditioned set of dynamic manifestations of the psyche is called temperament person.

2.2 Temperament as a physiological factor of behavior

The development of views on the nature of temperament until the middle of the twentieth century went in two directions. According to the first, physiological factors underlie temperament. According to the second, temperament manifests itself primarily in the organization of mental life.

Aristotle (382-322 BC), in his explanations of temperament, puts the composition of the blood at the forefront, for example, the rate of clotting and density. Thus, the predisposition to anger is caused by the "tendency of the blood to coagulate" and the predominance of solid particles in it. A "cold-blooded" person is distinguished by liquid, colder blood and, accordingly, a calmer disposition.

A new hypothesis was formulated by the Swiss scientist Albrecht Haller (1757), who suggested that the main role in the difference in temperaments is played by the density of tissues and their varying degrees of irritability. This was a qualitative shift in the analysis of the problem, and it is not for nothing that Haller's famous work "Fundamentals of Physiology" is evaluated as "the dividing line between modern physiology and everything that happened before."

And finally main reason scientists saw individual differences in temperament in the nervous system.

According to the teachings of I.P. Pavlov, the individual characteristics of behavior, the dynamics of mental activity depend on individual differences in the activity of the nervous system. The basis of individual differences in the activity of the nervous system is considered various manifestations, connection and correlation of nervous processes - arousal and braking.

I.P. Pavlov discovered three properties of the processes of excitation and inhibition: strength, balance and mobility.

The power of nervous processes characterizes the working capacity, endurance of the nervous system and means the ability to endure either prolonged or short-term, but very strong excitation or inhibition. The opposite property - the weakness of nervous processes - is characterized by the inability of nerve cells to withstand prolonged and concentrated excitation and inhibition. Under the action of very strong stimuli, nerve cells quickly pass into a state of protective inhibition. In a weak nervous system, nerve cells are characterized by low efficiency, their energy is quickly depleted. But on the other hand, a weak nervous system has great sensitivity: even to small stimuli, it gives an appropriate reaction.

Balance of nervous processes there is a relationship between excitation and inhibition. In some people, these processes are mutually balanced, while in others there is no balance: the process of inhibition or excitation predominates.

Mobility nervous processes- this is the ability of nervous processes to quickly replace each other, the speed of their movement, the speed of the appearance of the nervous process in response to irritation, the speed of the formation of new conditional connections.

Combinations of these properties of nervous processes formed the basis for determining the type of higher nervous activity. Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, four main types of higher nervous activity are distinguished.

According to the strength of nervous processes, Pavlov distinguished strong and weak nervous system. Representatives of a strong nervous system, he, in turn, divided by balance into strong balanced and strong unbalanced. He divided the strong balanced in mobility into mobile and inert. Pavlov considered the weakness of the nervous system to be such a defining, essential feature that overlaps all other differences. Therefore, he no longer divided representatives of the weak type further on the basis of balance and mobility of nervous processes. Thus, a classification of types of higher nervous activity was created.

I.P. Pavlov correlated the types he singled out with the psychological types of temperaments and found a complete match. Thus, temperament is a manifestation of the type of nervous system in human activity and behavior. As a result, the ratio of types of the nervous system and temperaments is as follows:

1) strong, balanced, mobile type - sanguine temperament;

2) strong, balanced, inert type - phlegmatic temperament;

3) strong, unbalanced, with a predominance of excitation - choleric temperament;

4) weak type - melancholic temperament.

The type of the nervous system is a natural, innate property of the nervous system, which, however, may change somewhat under the influence of living conditions and activities. The type of the nervous system gives originality to human behavior, leaves a characteristic imprint on the whole appearance of a person, but does not determine either a person’s actions, or his beliefs, or moral foundations, which are formed in the process of a person’s individual life, in the process of education.

2.3 Characteristics of temperament types

In its pure form, temperaments are relatively rare. Typically, a person is dominated by the features of any one temperament, but at the same time, individual features characteristic of another temperament can be observed. However, for the correct individual approach in the process of education and upbringing, i.e. for practical needs, it is quite possible to proceed from a general assessment of temperament, focusing on its main characteristic, without going into special subtleties and details, the clarification of which sometimes requires special experimental techniques that the teacher does not have.

It should also be taken into account that temperaments cannot be assessed as good or bad, each temperament has its positive aspects, and negative manifestations can develop on the basis of each temperament with improper upbringing. Let's move on to the characteristics of temperaments.

Sanguine temperament. The representative of this type is a lively, inquisitive, mobile (but without sharp, impulsive movements) student. As a rule, cheerful and cheerful. Emotionally stable, easily amenable to feelings, but they are usually not strong or deep. Quickly forgets grievances relatively easily experiences failures. He is very inclined to the team, easily establishes contacts, sociable, friendly, affable, quickly converges with people, easily establishes good relations. Features of sanguine temperament are noticeably manifested in academic work students. If the educational material is interesting, accessible to the student, causes an emotional response in him, then the student quickly learns new things, quickly remembers, and easily switches attention. If the educational material is not interesting and its study requires a long, intense, monotonous work that does not cause an emotional response in a sanguine student, then he does not learn new things well, gets distracted.

With proper upbringing, a sanguine person is distinguished by a highly developed sense of collectivism, responsiveness, an active attitude to educational work, work and public life. Under adverse conditions, when there is no systematic, purposeful education, a sanguine person may show a frivolous, carefree and careless attitude to business, scattered, inability and unwillingness to bring things to the end, a frivolous attitude to study, work, other people, overestimation of oneself and one's capabilities.

Phlegmatic temperament. The representative of this type is slow, calm, unhurried. In activity shows solidity, thoughtfulness, perseverance. Inclined to order, familiar surroundings, does not like change in anything. As a rule, he brings the work begun to the end. All mental processes in a phlegmatic person proceed slowly. This slowness can interfere with his learning activities, especially where speed of action is required. In such cases, the phlegmatic may show helplessness, but he usually remembers for a long time, thoroughly and firmly.

In relations with people, the phlegmatic is always even, calm, moderately sociable, his mood is stable. The calmness of the phlegmatic is also manifested in his attitude to the events and phenomena of life: the phlegmatic is not easy to bring them out and hurt himself emotionally, he avoids quarrels, troubles and failures do not unbalance him. With proper upbringing, a phlegmatic person easily develops such traits as perseverance, efficiency, perseverance. But in adverse circumstances, a phlegmatic person can develop such specific emotional traits as lethargy, inertia, passivity, laziness. Sometimes a person of this temperament can develop an indifferent, indifferent attitude towards work, the surrounding life, people and even himself.

choleric temperament. Representatives of this temperament are characterized by speed (sometimes feverish speed) of movements and actions, impulsiveness, excitability. Their mental processes proceed quickly and intensively. The imbalance inherent in the choleric is clearly expressed in his activities: he takes up the matter with enthusiasm and even passion, takes the initiative, works with enthusiasm. But his supply of nervous energy can be quickly depleted in the process of work, especially when the work is monotonous and requires perseverance and patience, and then cooling may set in, enthusiasm disappears, mood drops sharply. The predominance of excitation over inhibition, characteristic of this temperament, is clearly manifested in communication with people with whom the choleric person allows harshness, irascibility, irritability, emotional restraint, and on this basis sometimes creates conflict situations in a collective.

The positive aspects of the choleric temperament are energy, activity, passion, initiative. Negative manifestations - general incontinence, rudeness and harshness, irascibility, a tendency to affect - often develop in adverse conditions of life and activity.

Melancholy temperament. In representatives of this temperament, mental processes proceed slowly, prolonged and strong stress causes them to slow down their activity, and then stop it. They get tired quickly, but in a familiar and calm environment they feel calm and work productively. Emotional states in people of the melancholic type arise slowly, but differ in depth, great strength and duration; melancholic people are easily vulnerable, they can hardly endure insults, grief, but outwardly these experiences are expressed weakly in them.

Representatives of the melancholic temperament are prone to isolation, avoid communication with unfamiliar people, are often embarrassed, and show great awkwardness in a new environment. In unfavorable conditions of life and activity, on the basis of a melancholic temperament, such traits as painful vulnerability, depression, gloom, suspiciousness, secrecy, and pessimism can develop. But in favorable conditions, with proper education, the most valuable qualities of a melancholic personality are revealed. His impressionability, subtle emotional sensitivity, acute susceptibility to the world around him allow him to achieve great success in art - music, drawing, poetry. Melancholic people are often distinguished by softness, tact, delicacy, sensitivity and responsiveness: whoever is vulnerable himself usually subtly feels the pain that is caused to other people.

CHAPTERIII. PRACTICAL PART

3.1 Selection of psychodiagnostic methods for studying the influence of temperament type on professional self-determination in adolescence

Tasks of practical research:

1. Determine the professional choice of boys and girls;

2. Determine the types of temperaments of the subjects;

3. Draw conclusions about the relationship between the type of temperament and professional self-determination in adolescence.

Sample: 25 people (14 girls and 11 boys), students of the 11th grade at the age of 16 - 17 years.

To identify the professional self-determination of high school students, we used J. Holland's technique.

J. Holland identified the following professional types:

1.realistic type- not social, focused on the present, emotionally stable, engaged in a specific business, specific objects (types, tools, machines). Prefers activities that require motor dexterity, specificity. Developed mathematical abilities, non-verbal abilities. Recommended professions: mechanic, engineer, agronomist, electrician, confectioner, cook, etc.

2. intelligent type- not social, analytical, rational, independent, original. Theoretical values prevail, he likes to solve problems that require abstract thinking, he is an intellectual. Verbal and non-verbal abilities are harmoniously developed. Prefers scientific professions: botanist, astronomer, mathematician, physicist, programmer, proofreader.

3. social type - has social skills, needs contacts. His character traits: the desire to teach and educate, the psychological attitude towards a person, humanity, femininity. A representative of this type tries to stay away from intellectual problems: he is often dependent on the opinion of a group of people. Solve problems based on emotions, feelings, ability to communicate. Has good verbal abilities. Recommended activities: education and treatment (teacher, doctor).

4. artistic type- based on emotions, imagination, intuition, has an unusual outlook on life. Independent in decisions, original. Highly values motor and verbal abilities. Representatives of this type are characterized by a high life ideal with the assertion of their "I". He is not social in the sense that he does not adhere to the conventions of society. Prefers acting-stage, musical, visual activity.

5. enterprising type- chooses goals that allow him to show energy, loves adventure. A representative of this type is dominant, loves recognition, loves to lead. He does not like practical work, as well as activities that require intellectual effort, perseverance. Well solves problems related to leadership, status and power, aggressive and enterprising, has good verbal abilities. The following activities are preferred: manager, producer, cameraman, manager, director.

6. conventional type- prefers strictly structured activities. The character is stereotyped, concrete, practical. Does not show criticality, originality, is conservative, dependent, rigid (does not like a change of activity). Organizational abilities are poorly developed, a complex of mathematical abilities prevails. Professions related to office and accounting are preferred.

To determine the types of temperament of boys and girls was used G. Eysenck's test questionnaire.

To determine the type of temperament, G. Eysenck suggested using the following coordinate system:

The scale "introversion - extroversion" shows the degree to which a person's consciousness and attention is turned to what is happening around him.

The scale "stability - neuroticism" shows the degree of stability and adaptability of the human nervous system to external factors.

In accordance with the degree of severity of extraversion and neuroticism, the type of human temperament is determined.

3.2 Conducting and analyzing the results of the study

After conducting a study of the influence of the type of temperament on professional self-determination in adolescence using the methodology of J. Holland and the test-questionnaire G. Eysenck, we obtain the following ratios of professional types with types of temperament (with a mixed type of temperament, the corresponding professional type is attributed to both the one and the other component type temperament):

Based on the results of the study, it can be concluded that there is no relationship between the type of temperament and professional preferences of the individual. Consequently, the hypothesis about the influence of the type of temperament on the professional self-determination of the majority of boys and girls is refuted.

CONCLUSION

Analysis of the problem of professional self-determination in adolescence allows us to come to the following conclusions.

The period of youth is period of self-determination. Social, personal, professional, spiritual and practical self-determination is the main task of adolescence. The process of self-determination is based on the choice of the future field of activity. Professional self-determination is associated with the tasks of social and personal self-determination, with the definition of life prospects, with the design of the future.

Characteristic acquisition of early youth -- formation of life plans. A life plan as a set of intentions gradually becomes a life program, when the subject of reflection is not only the final result, but also the ways to achieve it.

There are three main theoretical approaches to solving the problem of vocational guidance: the first approach comes from the idea stability and practical immutability of individual qualities on which the methods and success of activities depend; the second - from the idea directed formation of abilities believing that each person can one way or another develop the necessary qualities; third - from the idea orientation to the formation of an individual style of activity.

Professional self-determination is divided into a number of stages: child Game, during which the child takes on various professional roles and “plays” individual elements of the behavior associated with them; teenage fantasy, when a teenager sees himself in his dreams as a representative of a profession that is attractive to him; beforevariant selection professions, capturing the entire teenage and most of adolescence; practical decision making , The actual choice of a profession includes two main components: qualification level determination future work, the volume and duration of the necessary preparation for it; choice of a specific specialty.

Based on the results of practical research, it can be concluded that the type of temperament does not affect professional self-determination in adolescence.

This statement allows us to assume that other individual characteristics influence the choice of a profession in adolescence: abilities, inclinations, interests, will, basic emotional traits, personality orientation and attitudes, beliefs and worldviews.

BIBLIOGRAPHY

1. Karelin A. Big Encyclopedia psychological tests. Moscow: Eksmo Publishing House, 2005

2. Kon I.S. Psychology of early youth. M.: Enlightenment, 1989

3. Kon I.S. Psychology of a high school student. M.: Enlightenment, 1980

4. Krutetsky V.A. Psychology. M.: Enlightenment, 1986

5. Libin A.V. Differential psychology: at the intersection of European, Russian and American traditions. M.: Meaning, 2000

6. Petrovsky A.V. General psychology. M.: Enlightenment, 1986

APPS

Attachment 1. Answer form according to the method of J. Holland

Instruction: Let's assume that after proper training you will be able to do any job. From the pairs of professions offered below, you need to choose one that suits you best (based on your abilities and capabilities). There is a code in brackets next to the name of the profession. In the answer sheet, opposite the code of the chosen profession, put a “+” sign. Count the number of pluses in each line.

ENGINEER (1) - SOCIOLOGIST (2)

CONFECTIONER (1) - PRIEST (3)

COOKER (1) - STATISTICS (4)

PHOTOGRAPHER (1) - TRADE ADMINISTRATOR (5)

MECHANIC (1) - DESIGNER (6)

FILOSOV (2) - DOCTOR (3)

ECOLOGIST (2) - ACCOUNTANT (4)

PROGRAMMER (2) - LAWYER (5)

KINOLOGIST (2) - LITERARY TRANSLATOR (6)

INSURANCE AGENT (3) - ARCHIVIST (4)

COACH (3) - TELEPORTER (5)

INVESTIGATOR (3) - ARTIST (6)

NOTARY (4) - BROKER (5)

OPERATOR (4) - MANNEQUIN (6)

PHOTO RESPONDENT (5) - RESTORER (6)

LANDSCAPE (1) - RESEARCH BIOLOGIST (2)

DRIVER (1) - FLIGHT ATTENDANT (3)

METROLOGIST (1) - CARTOGRAPH (4)

RADIO FITTER (1) - WOOD ARTIST (6)

GEOLOGIST (2) - INTERPRETER-GUIDE (3)

JOURNALIST (5) - DIRECTOR (6)

BIBLIOGRAPHER (2) - AUDITOR (4)

PHARMACIST (2) - LEGAL CONSULTANT (3)

GENETICIST (2) - ARCHITECT (6)

SELLER (3) - POST OPERATOR (4)

SOCIAL WORKER (3) - ENTREPRENEUR (5)

UNIVERSITY TEACHER (3) - PERFORMING MUSICIAN (6)

ECONOMIST (4) - MANAGER (5)

CORRECTOR (4) - CONDUCTOR (6)

CUSTOMS INSPECTOR (5) - MODEL ARTIST (6)

PHONE OPERATOR (1) - OBSERVER (2)

AGRONOMIST (1) - TOPOGRAPH (4)

FORESTER (1) - DIRECTOR (5)

CLOTHING MASTER (1) - CHOREOGRAPH (6)

HISTORIAN (2) - INSPECTOR GAI (4)

ANTHROPOLOGIST (2) - TOUR GUIDE (3)

VIROLOGIST (2) - ACTOR (6)

WAITER (3) - MERCHANT (5)

CHIEF ACCOUNTANT (4) - CID INSPECTOR (5)

HAIRDRESSER-MODELLER (6) - PSYCHOLOGIST (3)

BEEKEEPER (1) - KOMMERSANT (5)

JUDGE (3) - SPEAKER (4)

Annex 2. Form of questions of G. Eysenck's methodology

1. Do you often feel cravings for new experiences in order to get distracted, to experience strong impressions?

2. Do you often feel that you need friends who can understand you, encourage you, express sympathy?

3. Do you consider yourself a carefree person?

4. Is it very difficult for you to give up your intentions?

5. Do you think things over slowly and prefer to wait before acting?

6. Do you always keep your promises, even if it is not profitable for you?

7. Do you often have ups and downs in your mood?

8. Do you usually act and speak quickly and do not spend a lot of time thinking?

9. Have you ever had the feeling that you are unhappy, although there was no serious reason for this?

10. Is it true that you are ready to decide on everything on a bet?

11. Do you feel embarrassed when you want to meet someone of the opposite sex that you like?

12. Do you sometimes lose your temper when you get angry?

13. Do you often act thoughtlessly, on the spur of the moment?

14. Do you often worry about the thought that you should not do or say something?

The role of temperament in choosing a profession

Giving preference to specialties, a person must, first of all, understand what profession he is suitable for according to the type of temperament. Some gladly rush into active debates, successfully negotiate even with conflicting clients, easily resolving the issue in their favor. Others are comfortable sitting in a quiet office and working with silent technology. There is no person equally comfortable in the cockpit of a helicopter as a pilot, a laboratory assistant in a research center, a forensic scientist and a broker on the stock exchange. Temperament sets the basis for personality development and sets priorities in choosing the type of activity. Following only the benefits, a person can doom himself to daily stress or unbearable boredom.

The performance of each specialist directly depends on his mood and well-being. In a state of constant stress, no employee will be able to perform their duties efficiently. Everything that is unnatural for an individual will greatly injure his mental state, up to harm to health associated with nervous disorders.

Additional Information. Psychological pressure and shaking can cause significant harm to human health, as well as unbearable longing and a constant feeling of unfulfillment.

It is important to take into account such character traits as:

attitude towards people
attitude towards things.

One and the same person can be harsh and intolerant towards others, but at the same time extremely frugal and diligent in relation to things. Often there is an inverse combination of traits in one person: tact and kindness towards people, and negligence and inattention towards things. Such seemingly paradoxical fusions of features are the basis of temperaments. They will be the main criteria that you should pay attention to when analyzing your own character. The French writer of the 90th century, V. Hugo, wrote about the human character as follows: "A person has three characters: the first - he ascribes to himself, the second - he is appropriated by others, the third - the one that is in reality."

This statement of the French classic suggests that not everyone can understand the components of their personality, the foundations of their character. Often people confuse dreams and real desires, illusions and needs. There are many popular tests that help you figure out your temperament type, the results of which may surprise the test subject. Before you start looking for a job, it is worth going through several different checks to understand the basic characteristics of your personality.

Work for different types of temperament

The four main temperaments described, into which all of humanity can be divided, have their own ideal professions that will maintain psychological balance and become the key to high performance and emotional balance.

Phlegmatic person

Phlegmatic people are people who are distinguished by their constancy of mood. In making decisions, they are balanced, prudent, and do not allow risky actions. Hippocrates considered such people to be possessors of high intelligence and reliable memory. It is difficult for them to switch from one activity to another in a short period of time. Such people are self-possessed, calm, sometimes lazy and indifferent.

Professions for phlegmatic people should not be associated with risk, speed of reaction, resolution of conflict situations. Everything related to algorithms, rules and laws is suitable for them. They meticulously, without missing details and without neglecting obligations, are able to monotonously perform their functions. A suitable job for a phlegmatic would be:

Engineering, both computer and industrial. A person with this type of character will not get bored of sitting in the office, inventing new mechanisms. He will design new projects with enviable constancy. Information Systems, debug algorithms, test processes.
Laboratory diagnostics. Working with analyzed samples, systematizing the results, storing data, observing safety standards - all this requires perseverance and close attention.
Agricultural direction. Only phlegmatic people can wisely spend time on germination of crops, competent picking into the ground, while taking into account the individual characteristics of plants in terms of soil acidity, germination temperature and the threat of pests.
Accounting. Timely reporting, attention to detail, impeccable calculation - girls with this type of temperament manage to make a successful career in accounting.

Choleric

People of this type are emotionally active. In a conversation with them, one can note pronounced facial expressions, articulation, and gesticulation. Representatives of this temperament are able to change mood dramatically, they are quick in their decisions, they can be aggressive, and also intolerant of others and get down to business with all passion.

Attention! Choleric needs to be especially carefully educated from early childhood, directing emotionality and activity in a peaceful direction. Otherwise, in adulthood such a person will be unable to control his emotions in difficult situations, showing aggression.

There is no place for routine in work for a choleric person. He should not be bored, monotony is contraindicated. Among the directions suitable for this type of character, the following list can be distinguished:

Journalism. Correspondents are always on the run, they get exclusive information, they are not afraid to make contact with new people, they do not sit still. The courage of choleric people helps them to conduct excellent live broadcasts, not to be afraid public speaking and make your way to the very center of events.
Art. Artistry and looseness are the necessary qualities of any theater and film actor. All your stock of emotions can be realized on stage, enthusiastically surrendering to work.
Businessman. Starting your own business requires entrepreneurial spirit, quick emotional recovery after stress, the ability to make responsible decisions in difficult situations. Business is always a risk that choleric people are not afraid of.
Aviation. There is no room for doubt in this area. A self-confident, brave pilot who is able not to get lost in an emergency situation is a typical male choleric.
Management and management. If advertising is the engine of trade, then the choleric is the engine of people, ideas and advertising itself.

melancholic

Melancholy people are very susceptible to surrounding circumstances. It is easy to hurt them with a careless statement, they tend to often be in a depressed state. The meaning of this type of character is close to deep emotional experiences. Melancholics value the opinions of others, they seek empathy among those close and significant to them. Emotional vulnerability will not allow the owner of this temperament to work successfully as a politician, entrepreneur or journalist.

Getting an education at school, it is difficult for a representative of this temperament to survive a bad grade; in the classroom, a call to the blackboard causes fear and anxiety, even if the student knows the material. The notes often contain patterns and other images in the margins - this is how melancholic people express their sensuality on paper during lectures. Guys with this character often keep apart from men's companies, do not attend public institutions with them, and after classes usually seek to retire with themselves.

In what profession are melancholics comfortable, are they suitable for working in a team, what should you pay attention to in organizing a workplace:

Archivist. Work does not involve daily stress, monotonous and calm. Where any choleric person goes crazy with boredom, a melancholic paradise. He will bring perfect order in document management and will meticulously maintain it. This is one of the most suitable professions for melancholic women.
Writer. To pour out all the storm of emotions on paper is within the power of a melancholic. Introvert girls write soulful novels, investing all their sensuality. Lots of talented people with this difficult temperament, they achieved popularity by finding a use for their sensitive nature.
Composer. If you have an ear for music and education, you can go into creativity, creating musical masterpieces. The world famous P.I. Tchaikovsky was a melancholic who channeled his subtle perception of the world into music, thus perpetuating himself for many generations to come.
Zoo worker. An indifferent melancholic is perfect for working with animals. He will notice the slightest changes in the behavior of the wards and take action in time.
Computer's operator. Digitizing data, organizing information, compiling array storages, making backup copies - all this is within the power of male introverts. They are able to concentrate on unemotional work, conscientiously doing their job.
Painter. The subtle sensitive nature of melancholics becomes an impetus for development creativity. Some write poetry, others write pictures. Throwing out your vision of the world with the help of paint on canvas is not only a way to earn money, but also to lighten your spiritual burden.

Additional Information. When hiring a new employee, the employer should remember which of the available professions will suit the melancholic. Do not be afraid of sensitive and vulnerable professionals. They have a well-developed intuition, they notice details better than others, this can be useful in the workplace.

sanguine

Representatives of this temperament are people emotionally alive, mobile, often positively minded. AT stressful situation a sanguine person would rather laugh at himself and circumstances than, like a melancholic, suffer from failure and loss. Sociability is a strong point of people with this temperament. To listen, to give a worthy answer, not to get lost in a complex dialogue - all this he easily succeeds. Work for a typical sanguine person should be a way to realize the abilities of an extrovert. While studying at a university, young men with this type of character often become leaders of youth associations, participate in KVN tournaments, and are popular in the class with both girls and teachers.

Sanguine professions for choleric may be suitable, since both of these types are very active, they are not afraid of change and difficulties. In contrast, a sanguine person does not go on an aggressive offensive if he cannot influence the outcome of events. He will not dwell on failure and will move on, easily switching to something new.

Professions popular for sanguine people:

Teacher. A sense of humor, lightness of character, sociability are qualities that most teachers lack. Sanguine teachers are able to convey information to students in an easy way, do not turn the lesson into a monotonous presentation, and are able to interest the masses. Such teachers are highly popular, keep pace with progress and know how to find a common language with young people.
TV presenter. The viewer needs a positive, which is easily carried by the owner of this temperament. Just like the presenter on the radio, he must be able to have fun getting out when the equipment suddenly failed, an incident happened on the air, or the teletext disappeared. Resourcefulness and confident self-control keep the audience in front of such a leader.
Leader of various trainings. To interest a group of people, to captivate them with your movement is within the power of a sanguine person.

Is it possible to choose a profession according to temperament

In the modern world, a person rarely relies on his personal qualities when choosing a profession. The main criteria that become decisive at the time of making a decision:

wage;
distance from home;
vacation duration.

Almost no applicant thinks about how temperament and profession are connected. Only after some time, a new employee can evaluate the correctness of his choice. Human qualities, inherent in everyone from birth, influence the formation of personality, the development of strengths and weaknesses of character, define life values.

The role of temperament in the chosen professional activity cannot be underestimated. Work that delivers moral torment can ruin your whole life. Therefore, the ideal job is one that meets all the requirements:

corresponds to the temperament of the applicant;
highly paid;
located within walking distance from the house;
interesting to the specialist.

If you have to choose among these four criteria, the least sacrifice can be the distance from home. It is better to use transport than to suffer all your life from a mismatch in the type of activity.

Every employer must remember the influence of temperament on the choice of profession. When recruiting staff, it is imperative to conduct a small but useful test that allows you to find out the innate abilities of a person. A person with a phlegmatic character should not be allowed to occupy a position suitable for a choleric person. No matter how talented a specialist may be, innate personality traits will interfere if the type of activity is contrary to temperament.

Video

"The Significance of Temperament and Character
in professional self-determination.
Synopsis of a psychological lesson for students in grade 9.
Author: Teacher-psychologist of the secondary school No. 3, Ust-Kamchatsk
Kamchatka region Shakirova Olga Alekseevna.
Purpose: To create conditions for the analysis of one's character traits, the choice of a profession, the study of one's temperament.
Tasks:
1.Summarize students' knowledge about the concept of "temperament and character".
2. Introduce professions for each type of temperament.
3. Develop reflection, the need for self-development.
1.Introduction.
The theme of our lesson is "The meaning of temperament and character in professional self-determination." (slide number 1) And we will try to figure out what role temperament and character play in choosing a future profession.
2. The game "Guess by the qualities of character."
One student leaves the class, the group thinks of one of the participants. Then the student is invited again, who must guess the hidden participant by character traits. The facilitator names various character traits (both positive and negative), and the group confirms whether the student has this quality or not.
3. Brainstorming: Character is.... (answers are written on the board)
4. Mini-lecture using presentation.
Translated from Greek, “character” is the seal of the soul. From a scientific point of view, character is a set of acquired stable personality traits, its features that determine human behavior and activities (slide No. 2).
The character structure is as follows: (slide No. 3 and No. 4)
1) Character traits in relation to people.
2) Character traits in relation to things
3) Character traits in relation to oneself.
4) Character traits in relation to activities.
Discussion on each item: what character traits do you have, why did you decide that you have this character trait.
Since ancient times, scientists have tried to explain why people react differently to the same events: someone is calm, and someone is violent.
One of the first human behavior began to study the scientist Ancient Greece The father of medicine is Hippocrates. Studying behavior, he came to the conclusion that a person has a temperament.
Temperament is a set of innate individual characteristics of a person, which characterizes the dynamic and emotional side of her activity and behavior (slide No. 5).
Studying the structure of a person, Hippocrates came to the conclusion that temperament depends on which liquid prevails inside a person; in total, he identified 4 types of liquids.
If the red liquid predominates - sangvis, (slide No. 6), then the person is cheerful, cheerful, energetic, sociable, responsive, hardy, restrained, hardworking, etc. If the yellow liquid predominates - chole, (slide No. 7), then the person resolute, stubborn, quick-tempered, impatient, fussy, persistent, aggressive, resourceful, etc. If black liquid predominates - melanchole, (slide No. 8), then the person is shy, touchy, shy, unsure of himself, sensitive, suspicious, secretive, uncommunicative, etc. If white liquid predominates - phlegm (slide No. 9), then the person is calm, reasonable, reliable, patient, slow, careful, careful, attentive. Thus, he singled out two types of temperament: strong and weak.
To date, science has established that the strength of nervous processes is understood as the ability of a person to withstand heavy loads (physical, psychological) slide No. 10.
slide number 11.

Discussion of the reaction of people with different types of temperament to a crumpled hat (slides #12-24).
5. Test "Temperament Formula" Belov A. (L.D. Stolyarenko "Fundamentals of Psychology" Rostov-on-Don 1997).
Instructions: Mark with a “+” sign those qualities that are inherent in you.
1. CHOLERIC
Restless, fussy;
Unrestrained, quick-tempered;
Impatient;
Sharp and straightforward in dealing with people;
Decisive and proactive;
Stubborn;
Resourceful in dispute;
Work in jerks;
Risk-averse;
Forgetful;
You have a fast, passionate, inconsistent intonation speech;
Unbalanced and prone to vehemence; Aggressive bully;
Intolerant of shortcomings;
Have expressive facial expressions;
Able to act and decide quickly;
Relentlessly strive for the new;
Have sharp jerky movements;
Persistent in achieving the set goal; Prone to sudden mood swings
2. Sanguine
Cheerful and cheerful
Energetic and businesslike
Often don't finish what you start
tend to overestimate themselves
Ability to grasp new things quickly
Unsteady in interests and inclinations
You easily experience failures and troubles
Easily adapt to different circumstances
Take on any new business with enthusiasm
You quickly cool down if the case ceases to interest you
Quickly join a new job and quickly switch from one job to another
Weighed down by the monotony of everyday painstaking work
Sociable and responsive, do not feel constrained in new people for you
Hardy and workable
Possess loud, fast, distinct speech, accompanied by gestures, expressive facial expressions
Maintain composure in unexpected, challenging environments
Always have a cheerful mood
Fall asleep and wake up quickly
Often not collected, show haste in decisions
Tend to sometimes slide over the surface, get distracted.3. PHLEGMATIC PERSON
Calm and cool
Consistent and thorough in business
Cautious and prudent
know how to wait
Silent and do not like to talk in vain
Have a calm, even speech, with stops
Restrained and patient
Finish what you started
Don't waste your energy
Adhere to the developed daily routine, life, system at work
Easily control impulses
Less receptive to approval and censure
Gentle, show a condescending attitude to barbs in your address
Constant in their interests and relationships
Slowly engage in work and slowly switch from one thing to another.
Equal in relations with everyone
Love neatness and order in everything
Difficulty adjusting to new surroundings
Have endurance
Somewhat slow.
4. MELANCHOLIC
Shy and shy
Lost in a new environment
Difficulty making contact with new people
Don't believe in yourself
Handle loneliness easily
Feel overwhelmed and confused when you fail
tend to withdraw into themselves
Get tired quickly
Have a quiet speech
Involuntarily adapt to the nature of the interlocutor
Impressive to the point of tearfulness Extremely susceptible to: approval and censure
Make high demands on yourself and others
Tends to be suspicious
Painfully sensitive and easily hurt Overly touchy
Secretive and uncommunicative, do not share your thoughts with anyone
Inactive and timid
Compliant and submissive
Seek sympathy and help from those around you.
Processing and interpretation of results:
If the number of positive answers of one type or another is 16-20, then you have pronounced features of this type of temperament. If there are 11-15 answers, then the qualities of this temperament are inherent in you to a large extent. If there are 6-10 positive answers, then the qualities of this type are inherent in you to a very small extent. Now define the temperament formula:
Фт=ХAxA×100%+CCAcA×100%+FAФА×100%+MMAmA×100% Where Фт is the temperament formula, X is the choleric temperament, C is the sanguine temperament, Ф is the phlegmatic temperament, M is the melancholic temperament, A is the general the number of pluses for all types, Ah - the number of pluses in choleric, Ac - the number of pluses in sanguine, Af - the number of pluses in phlegmatic, Am - the number of pluses in melancholic. In the end, the temperament formula takes approximately the following form:
Ft \u003d 35% X + 30% C + 14% F + 21% M.
This means that this temperament is 35% choleric, 30% sanguine, 14% phlegmatic, 21% melancholic. If the relative result of the number of positive answers for any type is 40% or more, then this type of temperament is dominant in you, and the rest are the background, if 30 - 39%, then the qualities of this type of temperament are pronounced, if 20 - 29 %, then the qualities of this type of temperament are moderately expressed. If 10 - 19%, then the qualities of this type of temperament are expressed to a small extent.
6. Work with the text, familiarization with professions for each type of temperament. Each student is given a text.
"Types of professions for each type of temperament."
Choleric temperament:
People of this temperament are fast, mobile, excitable. The choleric person has expressive facial expressions, lively speech, sharp movements. In dealing with people, a choleric person can be harsh, provoking conflict situations. Since the need for communication among choleric people is increased, they can easily master professions related to communication - the service sector, politics, jurisprudence, administration (educator, salesman, coach, doctor, nurse, lecturer, prosecutor, lawyer, judge, journalist, policeman, fireman, soldier, teacher, etc.) Sanguine temperament:
Sanguine quickly converges with people, cheerful, easily switches from one thing to another, does not like diversity. He easily controls his emotions, quickly masters the new environment, loves communication. Sanguine temperament does not impose any restrictions on the choice of profession. If you wish, you can be successful in any field of professional activity.
Phlegmatic temperament:
Phlegmatic people are slow and balanced. They usually finish what they start. Phlegmatic people have a tendency to systematic work, the ability to concentrate on the task at hand. A phlegmatic person is able to withstand great emotional stress, it is difficult to unbalance him, he can work in difficult natural conditions, he easily tolerates loneliness. A phlegmatic person can easily master professions that require perseverance, accuracy, accuracy, patience, willpower that are not associated with broad human contacts: sports, programming, design, art, science, education, working with texts, with animals and plants (veterinarian, jeweler, agronomist, livestock breeder, pilot, engineer, mechanic, geologist, sailor, hunter, beekeeper, programmer, oceanologist, volcanologist, archaeologist, architect, artist, designer, athlete, etc.) Melancholic temperament:
The feelings and emotional state of people of this temperament are distinguished by depth, great strength and duration. Nature has endowed melancholic people with a subtle nervous system with special susceptibility, sensitivity and vulnerability. Their generosity draws people in. They avoid strangers feel uncomfortable in the new society. In a familiar and calm environment, people with this temperament work very productively. High sensitivity combined with the need for solitude gives birth to creators. People with a melancholic temperament can easily master creative professions (artist, poet, writer, composer, fashion designer, sculptor, choreographer, engraver, musician, seamstress, designer, art critic, potter, jeweler, carpenter, carpenter, confectioner, etc. ) Conclusion:
In its pure form, temperaments are very rare. Most often, we observe a synthesis of different types of temperament, in which one type is dominant, and the rest are background. There are no good and no bad types of temperament. Each has its pros and cons.
7. Discussion.
1. Does the type of temperament affect the choice of a future profession, why?
2. Did your aspirations for choosing a profession match the results of the test?
3. Have your professional interests changed?
4. Are there those among you who do not agree with the results of the test, why?
5. Do you have a desire to continue to explore your inner world?
8. Summing up, reflection of the lesson.
Sweet number 25
Sow a deed, reap a habit
Sow a habit, reap a character
Sow character, reap destiny.

The essence of professional self-determination is finding personal meanings in the chosen activity being mastered or already performed. Speaking about the problem of professional self-determination, it is worth noting that in some types of activity, not only the course of their implementation, but, to a certain extent, the result may depend on the properties of temperament. In relation to these types of activity, one can speak of more favorable and less favorable dynamic features of the psyche. In those areas of labor in those types of occupations where ...

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COURSE WORK

on the topic:

"The influence of the type of temperament on professional self-determination in adolescence"

Introduction..………………………………………………………………………..3

CHAPTER I . Features of professional self-determination

In adolescence ……………………………………….........5

1.1 Youth as a period of professional self-determination .......... 5

1.2 Career guidance as complex

Psychological problem ………………………………………8

1.3 Stages of professional self-determination……………….....15

CHAPTER II . Temperament psychobiological basis of personality ……...…17

2.1 Interpretation of the concept of “temperament …………………….......17

2.2 Temperament as a physiological factor of behavior………...18

2.3 Characteristics of temperament types………………………………21

CHAPTER III . Practical part…………….………………………………....25

3.1 Selection of psychodiagnostic methods for research

The influence of the type of temperament on the professional

Self-determination in adolescence…………………….....25

3.2 Conducting and analyzing the results of the study……………….28

Conclusion... …………………………………………………………………...30

References..……………………………………………………………32

Appendix 1 "Answer Form according to the method of J. Holland" .......…………...33

Annex 2 “Form of questions of G. Eysenck's methodology”.…………………....35

INTRODUCTION

The relevance of research.The problems of professional self-determination and professional orientation have now acquired particular relevance. It is emphasized that the right choice of a profession and career guidance aimed at this are important not only from the standpoint of determining a person's life plans, but also from the point of view of the development of society as a whole.

Professional self-determination is a person's definition of himself in relation to the criteria of professionalism chosen in society and accepted by this society.

T selyu work is to study the influence of the type of temperament on professional self-determination in adolescence.

Tasks:

Familiarize yourself with the concept of "professional self-determination".
To study the psychological characteristics of professional

Familiarize yourself with the concept of "temperament".
Conduct a practical study of the influence of temperament type on professional self-determination in adolescence

Hypothesis The research consists in the proposal that the type of temperament affects the professional self-determination of the majority of boys and girls.

object research is professional self-determination in adolescence.

Subject research is the influence of the type of temperament on professional self-determination in adolescence.

Research methods:

J. Holland's method for determining professional preferences.
Test questionnaire G. Eysenck to determine the type of temperament.

CHAPTER I

FEATURES OF PROFESSIONAL SELF-DETERMINATION IN YOUTH

1.1 YOUTH AS A PERIOD OF PROFESSIONAL

SELF-DETERMINATIONS

Adolescence is the period of life from adolescence to adulthood. This is the period when a person can go from an insecure, inconsistent child, claiming to be an adult, to actual maturation.

A fundamentally important characteristic of the current situation is noted by B.D. Elkonin. Defending the position that the historical period we are experiencing in the development of childhood can be characterized as a crisis, he sees the essence of this crisis in the gap, the divergence of the educational system and the system of growing up. Nowhere is this gap more clearly visible than in early adolescence. Perhaps this is precisely what explains the lack of unity of opinion among psychologists on the issue of leading activity in this period. Since, according to B.D. Elkonin, the appropriation of forms of culture (education) and the development of adulthood (various forms of independence and responsibility) turn out to be essentially unrelated today growing up takes place outside the educational system, and education outside the system of growing up - then, apparently, there may be at least two leading activities. In any case, the question of leading activity in the period of early adolescence, which has always been debatable, remains open today.

In the transition from adolescence to adolescence, there is a change in attitude towards the future: if a teenager looks at the future from the position of the present, then the young man looks at the present from the position of the future. The choice of profession and type of educational institution inevitably differentiates the life paths of young men and women and lays the foundation for their socio-psychological and individual psychological differences. Educational activity becomes educational and professional, realizing the professional and personal aspirations of boys and girls.

The period of youth is a period of self-determination. Self-determination - social, personal, professional, spiritual and practical - is the main task of adolescence. The process of self-determination is based on the choice of the future field of activity. However, professional self-determination is associated with the tasks of social and personal self-determination, with the search for answers to the questions: “who to be?” and “what to be?”, with the definition of life prospects, with the design of the future.

A characteristic acquisition of early youth is the formation of life plans. A life plan as a set of intentions gradually becomes a life program, when the subject of reflection is not only the final result, but also the ways to achieve it. A life plan is a plan of potential actions. In the content of the plans, as I.S. Kon, there are a number of contradictions. In their expectations related to their future professional activities and family, young men and women are quite realistic. But in the field of education, social advancement and material well-being, their claims are often overstated. At the same time, a high level of aspirations is not supported by an equally high level of professional aspirations. For many young people, the desire to receive more is not combined with the psychological readiness for more intensive and skilled work. The professional plans of boys and girls are not correct enough. Realistically assessing the sequence of their future life achievements, they are overly optimistic in determining the possible timing of their implementation. At the same time, girls expect achievements in all spheres of life at an earlier age than boys. This shows their lack of readiness for real difficulties and problems of future independent life. The main contradiction in the life prospects of young men and women is the lack of independence and readiness for self-giving for the sake of the future realization of their life goals. The goals that future graduates set for themselves, while remaining untested for compliance with their real capabilities, often turn out to be false. The intended perspective can either be very specific (and then not flexible enough to be successful) or too general, making it difficult to achieve success with uncertainty.

1.2 VOCATIONAL ORIENTATION AS A COMPLEX PSYCHOLOGICAL PROBLEM

Professional orientation is a complex psychological problem. There are three main theoretical approaches to it.

The first approach comes from the ideaon which the methods and success of activities depend; the emphasis is, on the one hand, on the selection and selection of people most suitable for a particular job, and on the other hand, on the selection of work that best suits the individual qualities of a particular person.

The second approach comes from the idea, believing that every person can somehow develop the necessary qualities.

There is, however, a third possibilityorientation to the formation of an individual style of activity. This concept is based on the following premises:

"one. It is recognized that there are persistent, practically uncultivated personal (psychological) qualities that are essential for the success of an activity.

2. Different methods are possible, but equivalent in final

effect (labor productivity) options for adapting to the conditions of professional activity.

3. There are ample opportunities to overcome the weak expression of individual abilities through their exercise or compensation through other abilities or ways of working.
(reduced response speed can be compensated by increased attention to prepared events, foresight; a decrease in activity in a monotonous environment can be
compensate for the fact that a person artificially diversifies activities changes the order of actions or imagines that objects
change color, or spiritualizes them mentally, etc.).

4. The formation of abilities must be carried out taking into account the individual identity of the personality, i.e., the internal conditions of development, along with taking into account external conditions (subject and micro
social environment).

In choosing a profession, professional advice is very important. However, the overwhelming majority of high school students choose their profession more or less spontaneously.

A similar situation continued into the mid-1980s. According to

BUT. Sipacheva (1987), among Moscow schoolchildren who made the choice of their future profession by the time they graduated 8class, friends had the greatest influence on their choice, and the influenceparents, vocational guidance centers and schools were significantly smaller.

Essential factors of professional self-determination age,in which the choice of a profession is carried out, the level of awareness of a young person and the level of his claims.

Choosing a profession, as we have seen is a complex and lengthy process. The problem is not so much in its overall duration, but in the sequence of stages. There are two dangers here. The first is the delay and postponing of professional self-determination by high school students due to the lack of any expressed and stable interests. This delay is often combined with general immaturity, infantile behavior and social orientation of a young man, which is quite understandable if we remember that professional self-determination is one of the main components of growing up and a stable image of the “I”, self-respect, etc.

Only 32 percent of eighth graders in Kyiv and 45 percent of tenth graders said two or three months before the end of the school year that they had already chosen a profession and considered their choice final (E.I. Golovakha, 1988). Many of them do not care about this uncertainty - everything is still ahead. Nevertheless, a clear professional self-determination is statistically associated with overall life satisfaction. Among eighth-graders who have already chosen a profession, 41 percent are completely satisfied with their lives, and among those who hesitate, 26 percent. A close connection also exists between the choice of a profession and the young man's confidence in the achievability of his life goals.

Attempts by parents (especially frequent in intelligent families) to speed up, force this process through direct psychological pressure (“Well, when will you decide in the end? I am at your age ...”), as a rule, give negative results, causing an increase in anxiety in children , and sometimes a negative refusal of any self-determination, unwillingness to choose anything at all, going into various kinds of hobbies, etc. Help here can only be organic timely expansion of the child’s horizons and interests throughout the study, familiarizing him with different types of activities and practical involvement in work.

The level of awareness of a high school student both about his future profession and about himself is very important. Our boys and girls know very little the range of professions from which they have to choose, and the specific features of each profession, which makes their choice largely random. Quite often, this lack of information persists even on the university bench. To the question: “Do you imagine the nature, content and conditions of your future professional activity?” From one quarter to three fifths of the respondents V.T. answered in the affirmative. Lisovsky (1974) of Leningrad students. The younger a person is at the moment of choosing a profession, the more likely it is that his choice is not independent and is made not on the basis of his own system of values, but on someone's prompt and on the basis of insufficient information.

There are also certain gender differences.. The awareness of young men about various modern professions is higher, and the very differentiation of professional interests begins earlier for them and manifests itself differently than for girls. Young men evaluate their opportunities more critically and are more demanding about their future profession; girls in this regard are more passive and easier to put up with failures, attaching more importance to the organization of personal, family life

The choice of a profession reflects a certain level of personal claims, including an assessment of one's objective capabilities and an assessment of one's abilities. In addition, it is influenced by the level of requirements that the subject himself often does not realize for the profession. In 1517-year-old boys and girls, the level of claims is often overestimated. This is normal and even beneficial, as it stimulates a young person to grow and overcome difficulties. It is much worse if the level of claims is underestimated and the young man does not particularly strive for anything, being content with what goes into his hands. But how to avoid injury due to the first failures in life, for example, when trying to enter university?

To some unqualified young people, it seems that an irreparable disaster has occurred; all their life plans collapsed, etc. But sociological studies show that those who are seriously oriented towards continuing education can and do realize their life plans a little later. However, not everyone adheres to the original orientations.

The older people are, the more their life paths branch out, and in parallel with this, life orientations change. Those who wanted to enter and entered the university, at first seem satisfied. But those who have chosen a profession not quite thought out often have difficulties in the future: one does not cope with their studies, the other is disappointed in the specialty, the third doubts the correctness of the choice of the university. To the question: “If you again began to choose a profession, would you repeat your choice?” a negative or vague answer was given by at least a third of the students surveyed; in some universities, the share of positive answers is less than half. Moreover, by the senior courses, the number of students who are not satisfied with their chosen specialty is not decreasing, but growing. This can be due to various reasons: the level of teaching at a particular university, the discovery of the shadow sides of the future specialty that the student did not see, etc. Sometimes dissatisfaction is simply a crisis point in development, which will pass when practical work begins. But new difficulties lie in wait for the young specialist at work. One does not cope with a high level of responsibility, the other, on the contrary, finds that job requirements are much lower than the level of education received by him, etc. In short, the “university” development option is by no means conflict-free.

As E.I. Golovakh, the professional orientation of students should be organically linked with their life prospects and value orientations. Here are some practical recommendations:

Vocational guidance should not be limited directly to the professional field, but always be limited to
the most important life goals of youth.
To form a coherent and realistic life
perspectives need to acquaint boys and girls with specific
examples of successful and unsuccessful life paths associated with the choice of a particular profession. It is especially important to know the future
working conditions, occupying one of the leading positions in the system
youthful requirements for a future profession.
Take into account that for young men, when choosing a profession, it is more important
future wages, and for girls favorable
working conditions. Working professions attract young people primarily by the opportunity to achieve independence and autonomy more quickly. For those who choose them, the future salary is sometimes less important than for those who choose high-skilled knowledge professions.
Regardless of the level of knowledge of students, they need
in special career guidance information. School
the program does not provide this knowledge.
It is necessary to explain to high school students the direct dependence of future professional and life achievements on their readiness for dedication in work and independence in
realization of life goals.
In career guidance, it is important to take into account not only the rational aspects associated with the definition of life goals
and plans, but also emotional personality traits.

These questions do not have unambiguous solutions. Under the conditions of the scientific and technological revolution, initial professional training often becomes insufficient or depreciates for objective reasons, forcing a person, whether he wants it or not, to retrain or even change his occupation. Incomplete satisfaction with the profession in one case can be the cause of poor work, and in another facilitates professional mobility and change of forms of work. The life path of a modern person is not a monotonous movement along a track once laid and knurled, where everything is known in advance. It has sharp turns, and breaks in gradualness, and unpredictable new starts. This makes our life anxious and restless, but at the same time gives the individual new opportunities for self-realization.

1.3 STAGES OF PROFESSIONAL SELF-DETERMINATION

Professional self-determination today is a multi-dimensional and multi-stage process that can be viewed from different angles.

First, as a series of tasks that society puts before the emerging personality and which this personality must consistently solve over a certain period of time.

Thirdly, as a process of forming an individual lifestyle, part of which is professional activity. These three approaches emphasize different aspects of the matter (the first proceeds from the demands of society, the third from personality traits, the second offers ways to reconcile both), but at the same time they are complementary (the first is predominantly sociological, the second socio-psychological, the third differential- psychological).

In developmental psychology, professional self-determination is usually divided into a number of stages, the duration of which, of course, varies.

The first stage is child's play, “plays” individual elements of the behavior associated with them.

Second stage teenage fantasy, when a teenager sees himself in his dreams as a representative of a profession that is attractive to him.

The third stage, covering the entire adolescence and most of adolescence,preselection professions . Different activities are sorted and evaluated first in terms of intereststeenager ("I love historical novels, I'll be a historian"), then in terms of his abilities(“I’m good at math, can I do it?”) and, finally, in terms of his value system (“I want to help sick people, I will become a doctor”; “I want to earn a lot. What profession meets this requirement?”) .

Fourth Stage Practical Decision Making, . Generally speaking, the sequence of these two choices may be different. A girl can first determine the field of activity, and then the level of her qualifications, or vice versa first choose the level, and then the specialty. In fact, according to sociologists, the second way decisively prevails; the orientation towards entering a university is formed much earlier than the choice of a specific specialty matures.

CHAPTER II

TEMPERAMENT PSYCHOBIOLOGICAL BASIS OF PERSONALITY

INTERPRETATION OF THE CONCEPT "TEMPERAMENT"

Currently, there are two main indicators of the dynamics of mental processes and behavior: activity and emotionality. Activity It is expressed in varying degrees of desire to act actively, to manifest itself in a variety of activities, in varying speed and strength of the course of mental processes, in varying degrees of motor mobility, speed or slowness of reactions. The manifestation of activity in different people is different. Two extremes can be noted: on the one hand, great energy, passion and swiftness in mental activity, movements and speech, and on the other hand, passivity, inertia, slowness, lethargy of mental activity, movement and speech. The second indicator of dynamismemotionalityis expressed in varying degrees of emotional excitability, in the speed of occurrence and strength of human emotions, in emotional sensibility.

TEMPERAMENT AS A PHYSIOLOGICAL FACTOR OF BEHAVIOR

Aristotle (382322 BC), in his explanations of temperament, puts the composition of the blood at the forefront, for example, the rate of clotting and density. Thus, the predisposition to anger is caused by the "tendency of the blood to coagulate" and the predominance of solid particles in it. A "cold-blooded" person is distinguished by liquid, colder blood and, accordingly, a calmer disposition.

A new hypothesis was formulated by the Swiss scientist Albrecht Haller (1757), who suggested that the mainthe role in the difference in temperaments is played by the density of tissues and the varying degree of their irritability. This was a qualitative shift in the analysis of the problem, and it is not for nothing that Haller's famous work "Fundamentals of Physiology" is evaluated as "the dividing line between modern physiology and everything that happened before."

And, finally, the main reason for individual differences in temperament, scientists saw in the nervous system.

According to the teachings of I.P. Pavlov, the individual characteristics of behavior, the dynamics of mental activity depend on individual differences in the activity of the nervous system. The basis of individual differences in the activity of the nervous system is considered to be various manifestations, connection and correlation of nervous processes excitation and inhibition.

I.P. Pavlov discovered three properties of the processes of excitation and inhibition: strength, balance and mobility.

The power of nervous processescharacterizes the working capacity, endurance of the nervous system and means the ability to endure either prolonged or short-term, but very strong excitation or inhibition. The opposite property weakness of nervous processes is characterized by the inability of nerve cells to withstand prolonged and concentrated excitation and inhibition. Under the action of very strong stimuli, nerve cells quickly pass into a state of protective inhibition. In a weak nervous system, nerve cells are characterized by low efficiency, their energy is quickly depleted. But on the other hand, a weak nervous system has great sensitivity: even to small stimuli, it gives an appropriate reaction.

Balance of nervous processesthere is a relationship between excitation and inhibition. In some people, these processes are mutually balanced, while in others there is no balance: the process of inhibition or excitation predominates.

Mobility nervous processesthis is the ability of nervous processes to quickly replace each other, the speed of their movement, the speed of the appearance of the nervous process in response to irritation, the speed of the formation of new conditional connections.

According to the strength of nervous processes, Pavlov distinguished strong and weak nervous system. Representatives of a strong nervous system, he, in turn, divided by balance intostrong balanced and strong unbalanced. He divided the strong balanced in mobility into mobile and inert . Pavlov considered the weakness of the nervous system to be such a defining, essential feature that overlaps all other differences. Therefore, he no longer divided representatives of the weak type further on the basis of balance and mobility of nervous processes. Thus, a classification of types of higher nervous activity was created.

1) strong, balanced, mobile type sanguine temperament;

2) strong, balanced, inert type phlegmatic temperament;

3) strong, unbalanced, with a predominance of excitement - choleric temperament;

4) weak type melancholic temperament.

2.3 CHARACTERISTICS OF TYPES OF TEMPERAMENT

Sanguine temperament.The representative of this type is a lively, inquisitive, mobile (but without sharp, jerky movements) student. As a rule, cheerful and cheerful. Emotionally stable, easily amenable to feelings, but they are usually not strong or deep. Quickly forgets grievances relatively easily experiences failures. He is very inclined to the team, easily establishes contacts, sociable, friendly, affable, quickly converges with people, easily establishes good relations. Features of sanguine temperament are noticeably manifested in the educational work of students. If the educational material is interesting, accessible to the student, causes an emotional response in him, then the student quickly learns new things, quickly remembers, and easily switches attention. If the educational material is not interesting and its study requires a long, intense, monotonous work that does not cause an emotional response in a sanguine student, then he does not learn new things well, gets distracted.

With proper upbringing, a sanguine person is distinguished by a highly developed sense of collectivism, responsiveness, an active attitude to educational work, work and social life. Under adverse conditions, when there is no systematic, purposeful education, a sanguine person may show a frivolous, carefree and careless attitude to business, scattered, inability and unwillingness to bring things to the end, a frivolous attitude to study, work, other people, overestimation of oneself and one's capabilities.

Phlegmatic temperament.The representative of this type is slow, calm, unhurried. In activity shows solidity, thoughtfulness, perseverance. Inclined to order, familiar surroundings, does not like change in anything. As a rule, he brings the work begun to the end. All mental processes in a phlegmatic person proceed slowly. This slowness can interfere with his learning activities, especially where speed of action is required. In such cases, the phlegmatic may show helplessness, but he usually remembers for a long time, thoroughly and firmly.

choleric temperament.Representatives of this temperament are characterized by speed (sometimes feverish speed) of movements and actions, impulsiveness, excitability. Their mental processes proceed quickly and intensively. The imbalance inherent in the choleric is clearly expressed in his activities: he takes up the matter with enthusiasm and even passion, takes the initiative, works with enthusiasm. But his supply of nervous energy can be quickly depleted in the process of work, especially when the work is monotonous and requires perseverance and patience, and then cooling may set in, enthusiasm disappears, mood drops sharply. The predominance of excitation over inhibition, characteristic of this temperament, is clearly manifested in communication with people with whom the choleric person allows harshness, irascibility, irritability, emotional restraint, and on this basis sometimes creates conflict situations in the team.

The positive aspects of the choleric temperament are energy, activity, passion, initiative. Negative manifestations general incontinence, rudeness and harshness, irascibility, a tendency to affect often develop in adverse conditions of life and activity.

Melancholy temperament.In representatives of this temperament, mental processes proceed slowly, prolonged and strong stress causes them to slow down their activity, and then stop it. They get tired quickly, but in a familiar and calm environment they feel calm and work productively. Emotional states in people of the melancholic type arise slowly, but differ in depth, great strength and duration; melancholic people are easily vulnerable, they can hardly endure insults, grief, but outwardly these experiences are expressed weakly in them.

Representatives of the melancholic temperament are prone to isolation, avoid communication with unfamiliar people, are often embarrassed, and show great awkwardness in a new environment. In unfavorable conditions of life and activity, on the basis of a melancholic temperament, such traits as painful vulnerability, depression, gloom, suspiciousness, secrecy, and pessimism can develop. But in favorable conditions, with proper education, the most valuable qualities of a melancholic personality are revealed. His impressionability, subtle emotional sensitivity, acute susceptibility to the world around him allow him to achieve great success in art music, drawing, poetry. Melancholic people are often distinguished by softness, tact, delicacy, sensitivity and responsiveness: whoever is vulnerable himself usually subtly feels the pain that is caused to other people.

CHAPTER III

PRACTICAL PART

3.1 SELECTION OF PSYCHODIAGNOSTIC METHODS FOR STUDYING THE INFLUENCE OF THE TYPE OF TEMPERAMENT ON PROFESSIONAL SELF-DETERMINATION IN YOUTH

Tasks of practical research:

1. Determine the professional choice of boys and girls;

2. Determine the types of temperaments of the subjects;

3. Draw conclusions about the relationship between the type of temperament and professional

self-determination in adolescence.

Sample : 25 people (14 girls and 11 boys), 11th grade students aged 16 17 years.

To identify the professional self-determination of high school students, we usedJ. Holland's technique.

J. Holland identified the following professional types:

1. realistic typenot social, focused on the present, emotionally stable, engaged in a specific business, specific objects (types, tools, machines). Prefers activities that require motor dexterity, specificity. Developed mathematical abilities, non-verbal abilities. Recommended professions: mechanic, engineer, agronomist, electrician, confectioner, cook, etc.

2. intelligent type- not social, analytical, rational, independent, original. Theoretical values prevail, likes to decidetasks requiring abstract thinking, intellectual. Verbal and non-verbal abilities are harmoniously developed. Prefers scientific professions: botanist, astronomer, mathematician, physicist, programmer, proofreader.

3. Social type - has social skills, needs contacts. His character traits: the desire to teach and educate, the psychological attitude towards a person, humanity, femininity. A representative of this type tries to stay away from intellectual problems: he is often dependent on the opinion of a group of people. Solve problems based on emotions, feelings, ability to communicate. Has good verbal abilities. Recommended activities: education and treatment (teacher, doctor).

4. artistic type- based on emotions, imagination, intuition, has an unusual outlook on life. Independent in decisions, original. Highly values motor and verbal abilities. Representatives of this type are characterized by a high ideal of life with the assertion of their"I". He is not social in the sense that he does not adhere to the conventions of society. Prefers acting-stage, musical, visual activity.

5. enterprising typechooses goals that allow you to show energy, loves adventure. A representative of this type is dominant, loves recognition, loves to lead. He does not like practical work, as well as activities that require intellectual effort, perseverance. Well solves problems related to leadership, status and power, aggressive and enterprising, has good verbal abilities. The following activities are preferred: manager, producer, cameraman, manager, director.

6. conventional type- prefers strictly structured activities. The character is stereotyped, concrete, practical. Does not show criticality, originality, is conservative, dependent, rigid (does not like a change of activity). Organizational abilities are poorly developed, a complex of mathematical abilities prevails. Professions related to office and accounting are preferred.

To determine the types of temperament of boys and girls was usedG. Eysenck's test questionnaire.

To determine the type of temperament, G. Eysenck suggested using the following coordinate system:

neuroticism

melancholic choleric

introversion extraversion

Phlegmatic sanguine

Stability

W kala "introversion extroversion" shows the degree to which a person's consciousness and attention is turned to what is happening around him.

The scale "stability neuroticism" shows the degree of stability and adaptability of the human nervous system to external factors.

In accordance with the degree of severity of extraversion and neuroticism, the type of human temperament is determined.

3.2 CONDUCT AND ANALYSIS OF THE RESULTS OF THE STUDY

Professional Type of	temperament type
Professional Type of		Choleric	sanguine	Phlegmatic person	melancholic
Realistic
Intellectual
Social
Artistic
Enterprising
Conventional

CONCLUSION

Analysis of the problem of professional self-determination in adolescence allows us to come to the following conclusions.

The youth period isperiod of self-determination. Social, personal, professional, spiritual and practical self-determination is the main task of adolescence. The process of self-determination is based on the choice of the future field of activity. Professional self-determination is associated with the tasks of social and personal self-determination, with the definition of life prospects, with the design of the future.
Characteristic Acquisition of Early Youthformation of life plans. A life plan as a set of intentions gradually becomes a life program, when the subject of reflection is not only the final result, but also the ways to achieve it.
There are three main theoretical approaches to solving the problem of vocational guidance: the first approach comes from the ideastability and practical immutability of individual qualitieson which the methods and success of activities depend; second of the ideadirected formation of abilities, believing that it is possible to develop the necessary qualities in each person one way or another; third from the idea orientation to the formation of an individual style of activity.
Professional self-determination is divided into a number of stages: child Game , during which the child takes on various professional roles and“plays” individual elements of the behavior associated with them;teenage fantasy, when a teenager sees himself in his dreams as a representative of a profession that is attractive to him;preselection professions , capturing the entire teenage and most of adolescence; practical decision making, The actual choice of a profession includes two main components:qualification level determinationfuture work, the volume and duration of the necessary preparation for it;choice of a specific specialty.
Based on the results of practical research, it can be concluded thatthe type of temperament does not affect professional self-determination in adolescence.

BIBLIOGRAPHY

Karelin A. Big encyclopedia of psychological tests. Moscow: Eksmo Publishing House, 2005
Kon I.S. Psychology of early youth. M.: Enlightenment, 1989
Kon I.S. Psychology of a high school student. M.: Enlightenment, 1980
Krutetsky V.A. Psychology. M.: Enlightenment, 1986
Libin A.V. Differential psychology: at the intersection of European, Russian and American traditions. M.: Meaning, 2000
Petrovsky A.V. General psychology. M.: Enlightenment, 1986

Attachment 1

Answer form according to the method of J. Holland

Instruction: Let's assume that after proper training you will be able to do any job. From the pairs of professions offered below, you need to choose one that suits you best (based on your abilities and capabilities). There is a code in brackets next to the name of the profession. In the answer sheet, opposite the code of the chosen profession, put a “+” sign. Count the number of pluses in each line.

Profession code	Choice (fix with plus)	The sum of pluses

ENGINEER (1) SOCIOLOGIST (2)

CONFECTIONER (1) PRIEST (3)

COOK (1) STATISTICS (4)

PHOTOGRAPHER (1) TRADE ADMINISTRATOR (5)

MECHANIC (1) DESIGNER (6)

FILOSOV (2) DOCTOR (3)

ECOLOGIST (2) ACCOUNTANT (4)

PROGRAMMER (2) LAWYER (5)

CYNOLOGIST (2) LITERARY TRANSLATOR (6)

INSURANCE AGENT (3) ARCHIVIST (4)

COACH (3) TELEPORTER (5)

INVESTIGATOR (3) ARTIST (6)

NOTARY (4) BROKER (5)

OPERATOR (4) MANNEQUIN (6)

Photojournalist (5) RESTORER (6)

LANDSCAPER (1) RESEARCH BIOLOGIST (2)

DRIVER (1) FLIGHT ATTENDANT (3)

METROLOGIST (1) CARTOGRAPHER (4)

RADIO FITTER (1) WOOD ARTIST (6)

GEOLOGIST (2) INTERPRETER-GUIDE (3)

JOURNALIST (5) DIRECTOR (6)

BIBLIOGRAPHER (2) AUDITOR (4)

PHARMACIST (2) LEGAL ADVISER (3)

GENETICIST (2) ARCHITECT (6)

SELLER (3) POST OPERATOR (4)

SOCIAL WORKER (3) ENTREPRENEUR (5)

UNIVERSITY TEACHER (3) PERFORMING MUSICIAN (6)

ECONOMIST (4) MANAGER (5)

CORRECTOR (4) CONDUCTOR (6)

CUSTOMS INSPECTOR (5) MODEL ARTIST (6)

PHONE OPERATOR (1) BIRD OBSERVER (2)

AGRONOMIST (1) TOPOGRAPH (4)

FORESTER (1) DIRECTOR (5)

CLOTHING MASTER (1) CHOREOGRAPH (6)

HISTORIAN (2) TRAFFIC INSPECTOR (4)

ANTHROPOLOGIST (2) TOUR GUIDE (3)

VIROLOGIST (2) ACTOR (6)

WAITER (3) MERCHANT (5)

CHIEF ACCOUNTANT (4) CID INSPECTOR (5)

HAIRDRESSER-MODELER (6) PSYCHOLOGIST (3)

BEEKEEPER (1) KOMMERSANT (5)

JUDGE (3) SPEAKER (4)

Annex 2

Form of questions of G. Eysenck's methodology

Do you often feel cravings for new experiences in order to get distracted, to experience strong impressions?
Do you often feel that you need friends who can understand you, encourage you, express sympathy?
Do you consider yourself a carefree person?
Is it very difficult for you to give up your intentions?
Do you think things over slowly and prefer to wait before acting?
Do you always keep your promises, even if it is not profitable for you?
Do you often have ups and downs in your mood?
Do you usually act and speak quickly and do not spend a lot of time thinking?
Have you ever had the feeling that you are unhappy, although there was no serious reason for this?
Is it true that you are ready to decide on everything on a bet?
Do you feel embarrassed when you want to meet someone of the opposite sex that you like?
Do you ever lose your temper when you get angry?
Do you often act thoughtlessly, on the spur of the moment?
Do you often worry about the thought that you shouldn't be doing or saying something?
Do you prefer reading books to meeting people?
Is it true that you are easily offended?
Do you like to be in company often?
Do you sometimes have thoughts that you would not like to share with other people?
Is it true that sometimes you are so full of energy that everything is on fire in your hands, and sometimes you feel very lethargic?
Do you try to limit your circle of acquaintances to a small number of your closest friends?
Do you dream a lot?
When they yell at you, do you respond in kind?
Do you often feel guilty?
Are all your habits good and desirable?
Are you able to give free rein to your own feelings and have fun with might and main in a noisy company?
Is it possible to say that your nerves are often tense to the limit?
Do they consider you a lively and cheerful person?
After a job is done, do you often go back to it in your mind and think about what you could do better?
Is it true that you are usually silent and reserved when you are around people?
Do you ever spread rumors?
Does it happen that you can not sleep because different thoughts climb into your head?
Is it true that it is often more pleasant and easier for you to read about what interests you in a book, although it is faster and easier to learn about it from friends?
Do you have a strong heartbeat?
Do you like work that requires close attention?
Do you have seizures?
Is it true that you always say only good things about people you know, even when you are sure that they will not know about it?
Is it true that it is unpleasant for you to be in a company where they constantly make fun of each other?
Is it true that you are irritable?
Do you like work that requires quick action?
Is it true that you are often haunted by thoughts of various troubles and “horrors” that could happen, although everything ended well?
Is it true that you are slow in your movements?
Have you ever been late for a date or class?
Do you often have nightmares?
Is it true that you are such a talker that you never miss an opportunity to talk to a stranger?
Do you suffer from any pain?
Would you be upset if you could not see your friends for a long time?
Can you call yourself a nervous person?
Are there any among your acquaintances that you clearly do not like?
Are you easily offended by criticism of your shortcomings or your work?
Could you say that you are a confident person?
Is it difficult to get real pleasure from an event in which there are many participants?
Are you bothered by the feeling that you are somehow inferior to others?
Would you be able to spice up a boring company?
Do you sometimes talk about things you don't understand at all?
Are you worried about your health?
Do you like to play pranks on others?
Do you suffer from insomnia?

The key to G. Eysenck's technique

Extraversion

Answers "yes" to questions: 1, 3, 8, 10, 13, 17, 22, 27, 39, 44, 46, 49, 53, 56.

Answers "no" to questions: 5, 15, 20, 29, 32, 34, 37, 41, 51.

neuroticism

Answers “yes” to questions: 2, 4, 7, 9, 11, 14, 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50, 52 , 55, 57.

Sincerity

Answers "yes" to questions: 6, 24, 36.

Answers "no" to questions: 12, 18, 30, 42, 48, 54.

1 3 sincere;

4 6 situational;

7 9 deceitful.

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	Attitude	Manifestation of character
1	To people	Sociability, frankness, sensitivity, kindness, isolation, shyness, malice, openness, arrogance, lust for power, selfishness, stinginess, deceit, rudeness, cowardice.
2	Go to activity	Conscientiousness, diligence, initiative, negligence, conservatism, irresponsibility, laziness, honesty.
3	To public and private property	Accuracy, thrift, frugality, carelessness, avarice, dishonesty, a tendency to steal.
4	To yourself	Self-criticism, exactingness, pride, self-confidence, vanity.

	Kind of feeling	Character
	visual	Color, size, design, arrangement of objects in space
	Auditory	Speech, sounds, noises
	Vibrating	Vibrations of an elastic medium
	Olfactory	Smells
	Flavoring	Sour, sweet, bitter, salty
	Dermal	Touch, temperature, pain
	Static	Body position in space
	Kinetic	Coordination and control of movements
	organic	General well-being, hunger, thirst, internal pain

	Type of memory	Needed in professions
	Free	In all
	involuntary	In all
	short-term	Cashier, typist, stenographer, operator, dispatcher
	Operational	Dispatcher, investigator, equipment adjuster, vehicle driver
	long-term	Teacher, educator, doctor, journalist, poet, diplomat
	Tactile (tactile)	Watchmaker, surgeon, electrician, sculptor, acrobat
	auditory	Musician, reader, mechanic, tractor driver
	visual	Pilot, driver, fashion designer, director, photographer
	emotional	Artist, writer, composer
	Motor	Athlete, turner, pilot, driver
	verbal	Teacher, linguist, engineer, translator
	figurative	Artist, writer, actor, architect

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Temperament and character of professional self-determination. Lesson summary "The meaning of temperament in professional self-determination"

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