Social situation and conditions for professional self-determination in boarding schools

Автор: Garmonova A.E.

Журнал: Форум молодых ученых @forum-nauka

Статья в выпуске: 1 (41), 2020 года.

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The article is devoted to the theoretical study of the social situation of boarding schools and how it affects the pupils’ professional self-determination. The process of personal and professional self-determination is quite important and difficult for any teenager. However, living in a boarding school, the pupil has supplementary difficulties.

Developmental psychology, professional self-determination, boarding school, teenagers

Короткий адрес: https://sciup.org/140287214

IDR: 140287214

Текст научной статьи Social situation and conditions for professional self-determination in boarding schools

There are some features of the social situation pupils’ development of boarding schools. These properties negatively affect the formation of a teenager's personality.

  • 1.    Communication with adults is not stable. Teachers often change. That’s why, contacts with them have a superficial monotonous character. A group approach is also applied to children. They have few opportunities to communicate with teachers in person, one - on-one.

  • 2.    The pupil is in the same institution, his communication with the outside world is limited. Also, it is not included in everyday life, because it is not accepted to teach children the household in boarding schools.

  • 3.    The teenager's daily routine is quite strict and mandatory. Often it is difficult to train the skills of making choices and taking responsibility.

  • 4.    Students sometimes do not have a stable pattern of professional development of a person. After all, they are not familiar with a large number of adult-professionals.

In General, the process of self-determination has a complex structure and occurs differently in boarding schools and mass schools. The difference lies in the peculiarities of forming the student's ideas about his future profession. In an ordinary school, the child forms an ideal image of the future profession at first, and then as it develops, it is replaced by more realistic ideas about it. In a boarding school a student's realistic image is formed early enough.

For example, a child from the ordinary school dreams to become a President, but later decides to study laws and work as a lawyer in the future. It is the most effective course of events at the moment. The orphan initially hopes to train as a cook after graduating from the culinary College, which is located next to the boarding school. This option is convenient because of its location, it does not require documentary, physical and psychological efforts.

This situation has a negative impact on the formation a teenager’s personality from the boarding school. After all, other people make choices for an orphan. It can be managers and teachers of an orphanage or the boarding school. A student from a mass school independently commits an act of conscious selfrestraint, rejecting the ideal image of the future profession.

Also a child from the ordinary school has a choice: to finish 9 classes or 11 classes, after all, most Russian schools provide full secondary education. For a student from the boarding school this choice is sometimes complicated by the absence of grades 10 and 11 in their educational institution. This fact also limits him or her in choosing the future.

In some cases, even secondary vocational education for a boarding school pupil contains few options. There is a tendency to enter into contracts between boarding schools and colleges located near them. At the same time, there may not be very many contracts. It turns out that the pupil, after graduating from school, chooses a College only from 3-4 places. Thus, a graduate of a boarding school becomes less competitive compared to children from regular schools. It has consequences in the form of high unemployment, low income problems, and the need to perform unskilled work.

What problems can psychologists and other specialists in working with children face when helping boarding school students in the process of their professional self-determination?

  • 1.    Teachers of boarding schools in the process of training set the pupils either too easy or simple tasks that do not require the inclusion of willpower, or resort to compulsions and strict requirements. This resonance complicates the child's adaptation to educational work.

  • 2.    In boarding schools, it is forbidden to teach children household skills, as well as to involve them in work. The child often does not know how to cook, clean, or make purchases. He has a very narrow vision of the world of professions.

  • 3.    It is difficult for boarding schools to conduct their own production activities. The fruits of their labor are taxed and sometimes cannot be used in everyday life due to certain laws. For example, grown vegetables on the territory of the boarding school cannot be used in the diet of pupils.

  • 4.    Now there is a global trend in a sharp increase in the number of jobs with an intellectual nature of work. Unfortunately, it is not very suitable in boarding schools.

  • 5.    Due to the complex documentary process, graduates cannot get a job in the chosen professional institution. Even if there are preferential places for them.

  • 6.    Graduates cannot be employed before the age of 18, although they graduate from the boarding school earlier and sometimes lose their unemployment benefits.

  • 7.    While studying in a professional institution, orphans receive a cash allowance and after graduation from one College can enroll in another. Thus, they receive money from the state up to 23 years. They also receive an allowance when they get the status of unemployed, which leads to a reluctance to get a job at all.

So, the social situation of the boarding school has its own specificities, which often complicates the professional self-determination of graduates of these institutions. Subsequently, children have difficulties not only in documentary terms, but also in the formation of important components of the psyche. This feature of growing up makes the boarding school students less competitive compared to other teenagers in the future. To solve this problem, it is necessary to set up a proper system children’s education and socialization, which will involve specialists from different fields and take measures to improve the students’ awareness about the up-to-date professions in the world with the necessary skills training.

Sources used:

  • 1.    Aron. I. S. The social situation of children without parental care // Scientific and methodological electronic magazine «Concept». – 2013. –V. 3. – P. 2631–2635.

  • 2.    Prihozhan A. M., Tolstykh N. N. Psychology of orphanhood. 2nd ed. — SPb.: Peter, 2005. - 400 p.

  • 3.    Tikhontseva N. G. Professional Self-Determination of Orphanage Pupils in Conditions of a Small Town. // Yaroslavl pedagogical Bulletin. -2012. -№1. URL: https://cyberleninka.ru/article/n/professionalnoe-samoopredelenie-vospitannikov-detskogo-doma-v-usloviyah-malogo-goroda (date of issue: 28.01.2020).

Список литературы Social situation and conditions for professional self-determination in boarding schools

  • Aron. I. S. The social situation of children without parental care // Scientific and methodological electronic magazine "Concept". - 2013. -V. 3. - P. 2631-2635.
  • Prihozhan A. M., Tolstykh N. N. Psychology of orphanhood. 2nd ed. - SPb.: Peter, 2005. - 400 p.
  • Tikhontseva N. G. Professional Self-Determination of Orphanage Pupils in Conditions of a Small Town. // Yaroslavl pedagogical Bulletin. -2012. -№1.
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