Solovey Olga Alexandrovna
Lecturer, Mariinsky Pedagogical College named after Maria Alexandrovna, Kuzbass Regional Institute for the Development of Vocational Education, olgasolovey24@gmail.com, Kemerovo Region, Mariinsk
Kazin Еduard Mikhaylovich
Доктор биологических наук, Professor, Head of the Department of Physiology of man and animals and valeology, Kemerovo State University, kazin_valeol@mail.ru, Kemerovo
Galyinskyay Elena Nikolaevna
Social trainer, Mariinsky Teachers College, lelya.galynskaya@mail.ru, Mariinsk

Social-pedagogical approaches to the problem of professional self-determination of students in the interaction of secondary vocational and extracurricular education

The purpose of the published article is to consider the problem of students’ professional self-determination in the interaction of secondary vocational and extracurricular education. Based on well-known social-pedagogical ideas within the study of student’s socially-oriented and vocational-oriented behavior in secondary vocational education, it is pointed out that it is necessary to use such forms and methods that contribute to the improvement of the social-psychological, pedagogical and adaptive-resource capabilities of students. Methodology: the concept of psychological, pedagogical and medico-social professional self-determination (V. V. Abraukhova, N. D. Geizhan, E. I. Golovakha, V. I. Zhuravlev, Yu. E. Kalugin, E. A. Klimov, And V. Kuznetsova, B. V. Kulagin, P. S. Lerner, A. M. Novikov, S. N. Nikiforov, A. I. Rostunov, E. N. Savina, E. E. Smirnova, A. I. Sukharev, S. N. Chistyakov); introduction of personal, value, social, profile, professional self-determination (E. M. Borisova, M. I. Gubanova, E. M. Kazin, N. E. Kasatkina, E. A. Klimov, I. V. Kovalev, S. N. Chistyakov, P. A. Shavir, T. I. Shalavinoy). The Kemerovo Region is the founder of one of the scientific schools of vocational guidance (E. M. Kazin, N. N. Chistyakov, S. N. Chistyakova, N. E. Kasatkina). Main results: the article proposed a pedagogical model for the formation of students’ professional self-determination in the interaction of secondary vocational and extracurricular education of children; the necessity of the development and implementation of the program of the professional module “Social and professional self-determination of children in additional education” is substantiated. In conclusion, it is emphasized that social and pedagogical support in organizations of secondary vocational and extracurricular education of children is necessary, occuring a differentiated approach in the following areas: on the profile of organizations of extracurricular education of children (sports and health, humanitarian); on the typological and age characteristics of adolescents (younger and older); on the social-cultural status of the family (families at risk, dysfunctional families, antisocial families); with disabilities (in violation of the musculoskeletal system).
professional self-determination, health, vocational guidance behavior, interaction of secondary vocational and extracurricular education of children

1. Blinov, V. I., 2015. Maintenance of professional self-determination of students in the context of continuous education. Moscow: FIRO Publ. Available at: http://www.firo.ru/ (accessed: 25.05.2019). (In Russ.)
2. Dyachenko, N. N., 1988. Professional education of young students. Moscow: Higher School Publ., 114 p. (In Russ.)
3. Zakharov, N. N., 1988. Professional orientation of schoolchildren. Moscow: Enlightenment Publ., 269 p. (In Russ.)
4. Kazin, E. M., 2007. Health-Forming Education of High School Students in the Process of Professional Self-Determination and Specialized Education. Teacher of Kuzbass, Vol. 1, рр. 13–19. (In Russ.)
5. Korolev, D. Self-determination as a pedagogical concept [online]. Available at: https://pandia.ru/text/78/549/2751.php (accessed: 25.05.2019). (In Rus.)
6. Lupanova, N. A., 2011. Professional self-determination as a ped. Category. News of PSPU im. V. G. Belinsky, Vol. 24, pр. 702–711. (In Russ., abstract in Eng.)
7. Masharova, T. V., 2006. Social self-determination of students: opportunities and problems. Kirov: Vyatka State Technical University Publ., 70 р. (In Russ.)
8. Mudrik, A. V., 1977. A modern high school student: problems of self-determination. Moscow: Knowledge Publ., 64 p. (In Russ)
9. Retivykh, M. V., 2005, Professional self-determination of schoolchildren. Bryansk: Bryansk State University Publ., 183 p. (In Russ.)
10. Slaboslitskaya, M. V., 2001. Valuable enrichment of social experience as a factor of socialization. Bulletin OSU, No. 2, pр. 326–330. (In Russ., abstract in Eng.)
11. Chistyakova, S. N., 2012. Problems and Prospects for the Development of Domestic Career Guidance at the Present Stage. Public-Private Partnership as a Condition for Effective Career Guidance. Materials of the Regional Internet Conference, April 9–13. Samara, рр. 13–20. (In Russ.)
12. Sheremetova, G. P. Status of the problem of professional self-determination of a person [online]. Available at: https://superinf.ru/view_helpstud.php?id=2243 (accessed: 25.05.2019).(In Russ)
13. Gamezy, N., 1991. Resiliency and vulnerability to adverse developmental out-comes associated with poverty. American Behavioral Scientist, Vol. 34, рр. 416–430. (In Eng.)
14. Makhnach, A. V., Laktionova, A. I., 2005. Social and cultural roots of Russian youth resilience: interventions by state, society, family. Handbook for working with children and youth. Pathways to resilience across cultures and contexts. Thousands of Oaks. L.; New Delhi: Sage Publications Publ., рр. 371–386. (In Eng.)
15. Shaw, D. S., Winslow, E. B., Flanagan, C. A., 1999. prospective study of the effects of marital status and family relations on young children’s adjustment among African American and European American families. Child Development, Vol. 70, рр. 742–755. (In Eng.)
16. Ungar, V., 2005. A thicker description of resilience. The International Journ. of Narrative Therapy and Community Work, No. 3–4, рр. 89–96. (In Eng.)