Throughout adolescence - 15 - 20 years - a person achieves a high level of intellectual development, enriches mental experience, for the first time significantly considers his own individuality, his own inner world, a holistic self-image is formed, self-determination is carried out in professional and life plans, her own view of the future is consciously directed, which indicates her transition to the stage of adulthood.

Diverse as an individual demographic, socio-psychological group, inherent language and norms of behavior, special values, determination in the implementation of ideas, leisure, style, determination, is a sign of the psychological, social situation of development peculiar only to him.

In the period of adolescence, a person reaches the threshold of relative maturity; in this period, her first socialization, the unrestrained development and growth of the organism are completed.

Self-determining and asserting themselves in the worldview, striving for individual uniqueness, girls and boys show a higher level of communication and learning activity compared to adolescence, in their vision of the future they coordinate the distant and near perspectives, often experiencing an identity crisis.

In adolescence, characteristic mental development in most cases, it is associated with the specificity of the social situation of development, the basis of which is the setting by society of a vital, urgent task for young people - to accept, directly in this period, professional self-determination, and at the same time precisely in terms of a real choice.

During the period of this age, a change in the hierarchy of needs is actively carried out, the process of complication, the formation of personality. Adolescence is of particular importance in solving the problems of choosing a life path, self-realization and self-determination associated with choosing a profession.

cognitive changes

In high school, learning is associated with impressive complication and changes in content and structure. educational material, an increase in its volume, as a result, the level of requirements for students increases. Expect from them clarity, universality, independence in solving cognitive problems, flexibility, productivity of cognitive activity.

Orientation to the future, setting goals for personal and professional self-determination is reflected in the entire process of mental development, including the development of cognitive processes. Educational and professional activity becomes the main one.

High school students, in comparison with adolescents, significantly increase their interest in learning and school, as learning accumulates a direct life meaning associated with the future. In turn, there is a significant interest in various information sources - books, television, cinema. There is an increase in the need for individual acquisition of knowledge, a conscious attitude to learning and work is growing, cognitive interests are becoming broad, effective and sustainable. Personal selectivity and orientation of interests are connected with life plans.

During this period, there is an increase in the quality of the memory of schoolchildren - the amount of memory increases, the methods of memorization change. At the same time with involuntary memorization there is an extensive use of appropriate techniques random memorization material. High school students acquire metacognitive skills - self-regulation and self-control, which affect the effectiveness of their cognitive strategies.

Cognitive development in adolescence is characterized by formal-operational, formal-logical thinking. This is a theoretical, hypothetical-deductive, abstract thinking that has a connection with certain conditions. environment that currently exists.

During adolescence, a significant new formation of the intellectual sphere is theoretical thinking, the process of its development. High school students and junior students are more likely to be concerned about the question “why?” Mental activity is more independent and active, there is a critical attitude towards the content of acquired knowledge, teachers. The idea of ​​interest in the subject has changed - adolescents appreciate the passion for the subject, its descriptive and factual aspects, high school students are interested in unexplored, ambiguous, something that requires reasoning. In value is the non-standard form of presentation of the material, the erudition of the teacher.

Another characteristic of the intellectual sphere of this age is a pronounced desire to search for common principles and patterns that stand behind certain truths, a craving for generalizations. So, like high school students, no one gravitates towards "cosmic", global generalizations, does not like "big" theories. At the same time, in adolescence there is a combination of breadth of interests with the lack of a method and system in acquiring skills and knowledge - intellectual dilettantism.

The third feature is a well-known youthful predisposition to exaggerate one's own mental abilities and the strength of one's intellect, independence and level of knowledge, a craving for fictional, ostentatious intelligence. In almost every senior class there is a certain number of bored, indifferent schoolchildren - education for them is primitive and ordinary, the material supplied by the teacher is axiomatic, boring, long known to everyone, unnecessary and having nothing to do with intelligence, real science. High school students love to ask teachers tricky questions, and when they receive an answer, they shrug and shrug their shoulders.

During adolescence, there is also an increase in the indicator of individualization in abilities and interests, while the difference is often supplemented, compensated by negative behavioral reactions. Therefore, a high school teacher can easily single out a group of careless but capable students, a group of chronic C students, excellent intellectuals.

Intellectual development in this period is also the accumulation of skills and knowledge, a change in the structure and properties of the intellect, the formation of a special line of intellectual activity - a peculiarly individual system of psychological means used by a person, spontaneously or consciously, in order to better balance one's own individuality with external, subject conditions. activities.

The mastery of complex mental operations of synthesis and analysis, theoretical abstraction and generalization, bringing and argumentation improves. For girls and boys, systematicity, independent creative activity, installation of cause-and-effect relationships, criticality and stability of thinking are characteristic. A tendency is formed towards an absolute and holistic assessment of various phenomena of reality, towards a generalized understanding of the world. J. Piaget believed that the logic of adolescence is a thoughtful correlated system that differs from children's logic; it is the essence of adult logic and the source of elementary forms of scientific thinking.

There is an active development of special abilities, in most cases related to the chosen professional field - pedagogical, technical, mathematical. Ultimately, in adolescence, cognitive structures acquire the most complex structure and individual originality.

The variation of cognitive structures serves as a condition for the formation of the ability to reflect, introspection. Actions, feelings, thoughts of boys and girls are the subject of their mental analysis and consideration. Another significant side of introspection is associated with the ability to distinguish between inconsistencies between words, actions and thoughts, to use ideal circumstances and situations. There is an opportunity to create ideals - a person or morality, family, society, for attempts to implement them, to compare them with reality.

Often, without knowledge of the prerequisites, on limited factual material, young men and women tend to theorize the hypotheses put forward, to formulate extensive philosophical generalizations.

In the future, in youth, the intellectual sphere assumes a higher and higher quality development associated with the formation creativity, as well as the assimilation of information, the manifestation of mental initiative, the creation of something new - the ability to detect a problem, reformulate and pose a question, find original solutions.

Self-awareness is a process of becoming between the ages of 15 and 20

One of the significant psychological processes during adolescence is the formation of a stable image of "I", self-consciousness.

For a long time, psychologists were worried about why the development of self-consciousness takes place directly at this age. Based on the results of numerous studies, they concluded that the following circumstances predispose this phenomenon.

1. The intellect continues to develop. The emergence of abstract-logical thinking contributes to the manifestation of an acute desire for theorizing and abstraction. Young people spend hours talking and arguing on various topics, in fact, not knowing anything about them. They are strongly fascinated by this, since an abstract possibility is a phenomenon without limits, except for logical possibilities.
2. On the early stage youth is the discovery of the inner world. Young people immerse themselves in themselves, enjoy their own experiences, their view of the world changes, new feelings, sounds of music, the beauty of nature, sensations of their own bodies are learned. Adolescence is sensitive to internal, psychological problems, therefore, at this age, young people are interested not only in the eventful moment of the work, the external, but to a greater extent the psychological aspect.
3. The image of the perceived person changes over time. Its acceptance is carried out from the position of mental abilities, strong-willed qualities, outlook, attitude to work and other people, emotions. The ability to accurately and convincingly present the material, analyze and explain human behavior is strengthened.
4. The manifestation of dramatic experiences and anxiety in connection with the discovery of the inner world. Simultaneously with the realization of one's own uniqueness, dissimilarity with others, uniqueness, a feeling of loneliness or fear of loneliness arises. The “I” of young people is still unstable, indefinite, vague, therefore, there is a feeling of inner restlessness and emptiness, which, like the feeling of loneliness, must be got rid of. They fill this void through communication, which is selective at this age. However, despite the need for communication, the need for solitude remains, moreover, it is vital.
5. Youth is characterized by an exaggeration of its own uniqueness, but this passes, with age a person becomes more developed, finds more differences between peers and himself. In turn, this leads to the formation of the need for psychological intimacy, which allows a person to open up, penetrate into the inner world of other people, thanks to which he comes to realize his own dissimilarity to others, an understanding of unity with other people, understanding his own inner world.
6. There is a sense of stability over time. The development of time perspectives is due to mental development and a change in life perspective.

Of all the time dimensions for the child, the most important is "now" - he does not have a sense of the passage of time, all his significant experiences are carried out in the present, the past and future are vague for him. The perception of time in adolescence covers the past and present, the future is perceived as a continuation of the present. During adolescence, the time perspective expands both in depth, including the past and future, and in breadth, covering social and personal perspectives. The most significant dimension of time for young people is the future.

Due to these temporary changes, the need to achieve goals increases, the orientation of consciousness towards external control is replaced by internal self-control. There is an awareness of irreversibility, the fluidity of time and one's own existence. The thought of the inevitability of death in some causes a feeling of horror and fear, in others the desire for everyday activities and activities. There is an opinion that it is better for young people not to think about sad things. However, this is an erroneous opinion - it is the realization of the inevitability of death that pushes a person to seriously think about the meaning of life.

Personal development includes the formation of a stable image of "I" - a general idea of ​​\u200b\u200bthemselves. Young people are beginning to realize their own qualities and a set of self-assessments, to think about who they can become, what are their prospects and opportunities, what they have done and can do in life.

Appearance, both for girls and boys, is important - growth, skin condition - the appearance of acne, acne is perceived acutely. A significant problem is weight - often girls, less often boys, resort to different diets, which are strongly contraindicated in their youth, because they cause significant harm to the developing organism. Actively involved in sports, young men build up their muscles, and girls, striving to have a graceful figure, "adjust" it to the standard of beauty, which is heavily imposed by the media and advertising.

The properties of a person as an individual are recognized and formed earlier than personal ones, therefore the ratio of the moral and psychological components of the “I” and “bodily” differs in youth. Young people compare the appearance, the structure of their own body with the peculiarities of the development of their peers, worry about their own "inferiority", having discovered shortcomings in themselves. In most cases, in youth, the standard of beauty is unrealistic and overestimated, because these experiences are often groundless.

With age, concern own appearance disappears, the person acquires greater self-confidence. The moral and volitional qualities, relationships with others, mental abilities.

During adolescence, changes are made in the general perception of the image of the "I", which is reflected in the following circumstances.

1. Over time, the cognitive complexity, the separation of the elements of the image of "I" change.
2. Integral tendentiousness is activated, which determines the integrity of the image of "I", internal consistency.
3. Over time, the stability of the image of "I" changes. Describing themselves, adults are more consistent than children, adolescents, and young men.
4. Changes are being made in the clarity, concretization, degree of significance of the image of "I".

Mental processes associated with the determination of future professional activity

During adolescence, professional, personal self-determination is carried out. In accordance with the concept of I.S. Kona, professional self-determination is divided into a number of steps.

1. Child Game. Trying on the playing role of a representative of various professions, the child "loses" any elements of the behavior associated with them.
2. Teenage fantasy. Adolescent child imagines himself in the role of a profession that interests him.
3. Approximate choice of profession. When considering specialties, young people are guided at first by their own interests - “I am interested in mathematics. I will be a teacher of mathematics”, then with my abilities – “I am good at mastering a foreign language. I will become a translator”, and then a system of values ​​- “I want a creative job”.
4. Practical decision making. Specifically, the choice of a specialty is carried out, which includes the following components: the choice of a certain profession and the determination of the level of labor qualification, the duration and volume of training for it.

The choice of profession is determined by social and psychological conditions. To social conditions include the educational level of parents - the presence of higher education increases the likelihood that children will desire to study at a higher educational institution.

Components of psychological readiness for self-determination:

• development at a significant level of psychological structures - the foundations of civil and scientific worldview, theoretical thinking, developed reflection, self-awareness;
• the formation of needs that contribute to the meaningful fullness of the personality - the need for work, communication, to take the internal position of a member of society, time perspectives, value orientations, moral attitudes;
• the emergence of the prerequisites for individuality, which is facilitated by the awareness and development of one's own interests, abilities and a critical attitude towards them.

Professional self-determination is extremely difficult and is determined by several factors: age; the level of claims and the level of awareness.

For developmental psychology, social aspects are essential. For the most part, personal qualities are highly ambiguous and determined by social and environmental circumstances. Thus, to characterize the age, it is necessary to take into account both social and psychological data.

During adolescence, in the pattern of self-consciousness, the process of reflection intensifies in a sharp form - the desire for self-knowledge of one's own personality, for assessing one's abilities and capabilities - this condition is a required condition for self-realization. The subject of attention and careful study are their own thoughts, aspirations and desires, experiences. In youth, a strongly pronounced tendency towards personal self-affirmation is formed - the desire to show one's own originality, dissimilarity to others, to stand out from the general mass of elders and peers.

When choosing a specialty, the level of awareness of young people about themselves and their future profession is important. In most cases, young people are poorly informed about the labor market, the content, nature and conditions of work, professional, personal, business qualities that are required when working in any specialty - this leads to a negative impact on the correct choice.

An important significance in choosing a profession is acquired by the level of personal claims, which includes an assessment of abilities, objective capabilities - what a person can actually do.

Professional orientation is part of social self-determination, as a result, good choice professions will be when young people combine social and moral choice with reflections on the nature of their "I" and the meaning of life.

Features of the cognitive sphere, which are important in making decisions in the course of a professional career, are relativism, decentralism, openness of the individual to change. And also, the ability to plan, the absence of dogmatism and rigidity, the feeling of a doer, the concealment of information, integration and differentiation, creativity, a sense of alternativeness. These individual qualities, according to professional activity, find their manifestation in the following personality traits:

• the ability to analyze information from the professional sphere;
• the ability to analyze information about oneself, in the language of professional activity;
• the ability to build professional plans suitable for implementation.

An essential condition for professional planning for young people is the awareness and establishment of life values.

Thus, a professional project is a unity of affective and cognitive components, a unity of continuity and discontinuity in the course of personal development.

Conclusion

Youth is a stage in determining the path of life - studying at a university, starting a family, working in a chosen specialty, serving in the army - for young men. given age characterized by introspection and reflection. The adolescent period is characterized by increased emotional excitability. Also, with age, volitional regulation increases, there is a clear manifestation of an improvement in the general emotional background, the need to systematize and a tendency to introspection, generalization of one's own knowledge about oneself.

Demonstrates a desire for self-affirmation, there is a self-assessment of appearance. Self-respect is one of the most important psychological characteristics youth. Youth is a key stage in the formation of a worldview. The ideological search is the social orientation of the individual, the recognition of oneself as part of a social society, the determination of one's own future social position and ways to achieve it.

When choosing a profession, the ability to purposeful, conscious behavior, to a greater extent depends on the maturity of the individual. For professional self-determination, the social maturation of young people is conditioned by the situation of preparation for choosing a profession and involvement in socially useful work. Age limits social maturation - conscious self-determination is impossible before a certain age. Consequently, readiness for a conscious choice of a profession is determined by individuality and is formed in the course of personality development.

Bibliography

1. Helmut Remshidt, Adolescence and adolescence. Problems of personality formation / Per. with him. M.: Mir, 1994. -320 p.
2. ON THE. Trenkaeva, Social adaptation in adolescence: opportunities and prospects for study // Siberian Psychological Journal. Issue. No. 23. - Tomsk, 2006. - 63-66 p.
3. A.V. Mudrik, Human socialization: Proc. allowance for students. higher textbook establishments. M.: Academy, 2004. - 304 p.
4. E.A. Klimov, Psychology of professional self-determination. - Rostov - on - Don, 1996. - 203 p.
5. I.S. Kon, Psychology of early youth [Text] / I.S.Kon - M .: Education, 1989. - 212p.
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Adolescence is the period of life from adolescence to adulthood. The age limits of this period are rather conditional - from 15 years to 21-25 years. In this period of time, a person goes from an insecure, inconsistent and aspiring adolescent to a truly adult person. The main problem of youth is the problem of choosing life values, and central neoplasm this age becomes self-determination, including the internal position of an adult, awareness of oneself as a member of society, understanding of one's purpose. At the same time, youth may not give a person anything in terms of the development of reflection and spirituality, and, having lived through this period, an adult may forever remain in the psychological status of a teenager.

15 (or 14-16) years - transition period between adolescence and adolescence. This time falls on the 9th grade of the school, when the question of the future life is decided: to continue studying at school, go to college or work? In essence, society demands initial professional self-determination from a young man. He must understand his own abilities and inclinations, have an idea about the future profession and specific ways to achieve professional excellence in the chosen field. This is an extremely difficult task. It becomes even more complicated in the present historical period, when the stereotypes and values ​​developed by previous generations, including ideas about the importance of education and the prestige of a particular profession, are crumbling.

At this time, the importance of one's own values ​​is enhanced. In connection with the development of self-consciousness, the attitude towards oneself becomes more complicated. If earlier teenagers judged themselves categorically, rather straightforwardly, then young men now do it more subtly. Indefinite, ambivalent value judgments appear, such as: "I am not worse, but not better than others." "I have a bad character, but it suits me."

At this age, anxiety associated with self-esteem persists. Children are more likely to perceive relatively neutral situations as containing a threat to their self-image and experience intense anxiety because of this.

Often, youth is considered turbulent, combining it into one period with adolescence. The search for the meaning of life, your place in this world can become especially intense. New needs of an intellectual and social order arise, the satisfaction of which will become possible only in the future. Sometimes this is accompanied by intrapersonal conflicts and difficulties in relationships with others.

But not everyone has a stressful period. On the contrary, some high school students move smoothly and gradually to a turning point in their lives, and then are relatively easily included in a new system of relationships. They are not characterized by romantic impulses, usually associated with youth, they are pleased with a calm, orderly way of life. They are more interested in generally accepted values, are more guided by the assessment of others, rely on authority. They usually have a good relationship with parents, and teachers they practically do not cause trouble. However, with such a prosperous course of early adolescence, there are some disadvantages in personal development. Such young men are less independent, more passive, and sometimes more superficial in their affections and hobbies. In general, it is believed that the searches and doubts characteristic of adolescence lead to the full development of the personality. Those who have gone through them are usually more independent, creative, have a more flexible mindset that allows them to make independent decisions in difficult situations, in comparison with those for whom the process of personality formation was easy at that time.

There are other options for development. These can be quick, abrupt changes, which, thanks to a high level of self-regulation, are well controlled without causing sharp emotional breakdowns. Young men define their life goals early and persistently strive to achieve them. However, with high arbitrariness and self-discipline, they have less developed reflection and emotional sphere. Another variant of development is associated with a particularly painful search for one's own path. Such young men are not self-confident and do not understand themselves well. Insufficient development of reflection, lack of deep self-knowledge in this case is not compensated by high arbitrariness. Young men become impulsive, inconsistent in actions and relationships, not responsible enough. They often reject the values ​​of their parents, but instead are unable to offer anything of their own, having merged into adulthood, they continue to rush about and remain restless for a long time.

The dynamics of development in early adolescence depends on a number of conditions. First of all, these are the features of communication with important people that significantly affect the process of self-determination. Already in the transition period from adolescence to adolescence, young people have a special interest in communication with adults. This trend intensifies in high school.

With a favorable style of relationships in the family after adolescence, with its stage of emancipation from adults, emotional contacts with parents are usually restored, and at a higher, conscious level. With all their striving for independence, young men need life experience and the help of elders; the family remains the place where they feel most calm and confident. At this time, life prospects are discussed with parents, mainly professional ones. Young men can discuss life plans both with teachers and with their adult acquaintances, whose opinion is important to them. A high school student treats a close adult as an ideal. In different people, he appreciates their different qualities, they act for him as standards in different areas - in the field of human relations, moral standards, in different types of activity. To them, he, as it were, tries on his ideal "I" - what he wants to become and will be in adult life.

Relationships with adults, although becoming trusting, maintain a certain distance. In addition, in communicating with adults, they do not have to achieve deep self-disclosure, feel real psychological closeness. Those opinions and values ​​that they receive from adults are then filtered, can be selected and tested in communication with peers - communication "on an equal footing".

Communication with peers is also necessary for the formation of self-determination in early youth, but it has other functions. If a high school student resorts to confidential communication with an adult, mainly in problem situations, when he himself finds it difficult to make a decision related to his plans for the future, then communication with friends remains intimate, personal, confessional. He, just as in adolescence, introduces the other to his inner world - to his feelings, thoughts, interests, hobbies. FROM best friend or a friend discusses the cases of the greatest disappointments currently experienced, relationships with peers - members of the opposite sex (in addition to spending free time, which is also discussed with less close friends). The content of such communication is real life, not life prospects; the information passed on to a friend is quite confidential. Communication requires mutual understanding, inner closeness, frankness. It is based on the attitude to the other as to oneself, it reveals one's own real "I". It supports self-acceptance, self-respect. Youthful friendship is unique, it occupies an exceptional position among other attachments. However, the need for intimacy at this time is practically insatiable, it is extremely difficult to satisfy it. The requirements for friendship are increasing, its criteria are becoming more complicated. Youth is considered a privileged age of friendship, but high school students themselves consider true friendship rare.

The emotional tension of friendship is reduced when love appears. Youthful love involves a greater degree of intimacy than friendship, and it kind of includes friendship. After feigned, as a rule, hobbies in adolescence (although even then there may be very serious exceptions), the first real love may appear.

High school students, imagining what they will be like in their close adult life, expect a deep, vivid feeling to come. Youthful dreams of love reflect, first of all, the need for emotional warmth, understanding, and spiritual intimacy. At this time, the need for self-disclosure, human intimacy, and the sensuality associated with physical maturation often do not coincide. As I.S. Cohn, the boy doesn't love the woman he's attracted to, and he's not attracted to the woman he loves.

The opposition between love as a lofty feeling and biological sexual need is especially pronounced in boys. Falling in love, they can call friendship the nascent affection, and at the same time they experience strong, devoid of subtle psychological content, eroticism. Boys often exaggerate the physical aspects of sexuality, and some try to block it out. Usually in such cases asceticism or intellectualism serve as psychological protection. Instead of learning to control the manifestations of their sensuality, they strive to completely suppress them: ascetics - because sensuality is "dirty", and intellectuals - because it is "uninteresting". High school students, just like teenagers, tend to imitate each other and assert themselves in the eyes of their peers with the help of real or imaginary "victories". Not only in middle school, but also in high school, easy loves resemble epidemics: as soon as one couple appears, everyone else immediately falls in love. Moreover, many are addicted at the same time to the same most popular girl (or boy) in the class. The capacity for intimate youthful friendship and romantic love that arises during this period will affect future adult life. These deepest relationships will determine important aspects of personality development, moral self-determination, and who and how an adult will love.

Early youth is characterized by aspiration to the future. If at the age of 15 life did not change dramatically, and the older teenager remained at school, he thereby delayed the exit to adulthood for two years and, as a rule, the very choice of further nougat. In this relatively short period, it is necessary to create a life plan - to decide who to be (professional self-determination) and what to be (personal or moral self-determination). A life plan is not the same as a teenager's vague dreams about the future. A high school student should not only imagine his future in general terms, but be aware of ways to achieve his life goals. In the senior class, children focus on professional self-determination. It involves self-restraint, the rejection of teenage fantasies in which a child could become a representative of any, the most attractive profession. A high school student has to navigate in various professions, which is not at all easy, since the attitude to professions is based not on one's own, but on someone else's experience. This experience is usually abstract, not lived through, not suffered by the child. In addition, you need to correctly assess your objective capabilities - the level of training, health, material conditions of the family and, most importantly, your abilities and inclinations. Now, apparently, one of the most important is the material factor - the ability to earn a lot in the future. How prestigious the chosen profession or university the child is going to enter will turn out to depend on his level of aspirations. There is a clear trend that manifests itself throughout the senior classes: the closer the school graduation, the more often the revisions of one's life plans, the lower the level of claims. This may be the result of a reasonable rejection of groundless hopes, but it may also be a manifestation of cowardice, fear of taking a decisive step. Self-determination, both professional and personal, becomes the central neoplasm of early adolescence. This is a new internal position, including awareness of oneself as a member of society, acceptance of one's place in it. Self-determination is associated with a new perception of time - the correlation of the past and the future, the perception of the present from the point of view of the future. In childhood, time was not consciously perceived and experienced, now the time perspective is realized: “I” embraces the past that belongs to it and rushes into the future. But the perception of time is contradictory. The feeling of the irreversibility of time is often combined with the notion that time has stopped. A high school student feels either very young, even very small, or, on the contrary, very old and experienced everything. Only gradually is a connection established between “me as a child” and “the adult that I will become”, the continuity of the present and the future, which is important for personal development.

Striving for the future only has a beneficial effect on the formation of personality when there is satisfaction with the present. Under favorable conditions for development, a high school student strives for the future, not because he feels bad in the present, but because the future will be even better. Awareness of the time perspective and the construction of life plans require self-confidence, in one's strengths and capabilities.

After 15 years, self-esteem increases again, not only compensating for the “losses” of adolescence, but also surpassing the level of self-esteem of younger students. In Russian schools, an interesting dynamics in the development of self-esteem has been revealed. Typically youthful features are characteristic of tenth-graders' self-assessment - it is relatively stable, high, relatively conflict-free, and adequate. Children at this particular time are distinguished by an optimistic view of themselves, their capabilities and are not too anxious. All this, of course, is connected with the formation of the "I-concept" and the need for self-determination.

In the senior class, the situation becomes more tense. Life choices, which were quite abstract last year, are becoming a reality. Some high school students still maintain an “optimistic” self-esteem. It is not too high, it harmoniously correlates desires, claims and assessment of one's own capabilities. For others, self-esteem is high and global - it covers all aspects of life; mixes the desired and the realistically achievable. Another group of children, on the contrary, is distinguished by self-doubt, experiencing that gap between claims and possibilities, which they are clearly aware of. Their self-esteem is low, conflict. In connection with changes in self-esteem, anxiety increases by the end of schooling. Self-esteem of a particular high school student depends not only on the general situation, but also on individual value orientations that determine the evaluative component of the "I-concept", which includes not only intellectual qualities, but also sociability, the ability to maintain friendly relations.

Despite some fluctuations in the levels of self-esteem and anxiety and a variety of options for personal development, we can talk about the general stabilization of the personality during this period, which began with the formation of the "I-concept" at the border of adolescence and senior school age. High school students are more self-accepting than teenagers, their self-esteem is generally higher. Self-regulation is intensively developing, control over one's behavior, the manifestation of emotions is increasing. The mood in early youth becomes more stable and conscious. Children at 16-17 years old, regardless of temperament, look more restrained, balanced than at 11-15. At this time, the moral stability of the individual begins to develop. In his behavior, a high school student is increasingly guided by his own views, beliefs, which are formed on the basis of acquired knowledge and his own, albeit not very large, life experience. Knowledge about the surrounding world and moral standards are combined in his mind into a single picture. Thanks to this, moral self-regulation becomes more complete and meaningful. Self-determination, stabilization of the personality in early youth are associated with the development of a worldview. High school students write: "A difficult age (i.e., adolescence) denotes, rather, a period of physical change, while the crisis of adolescence means a series of moral or philosophical problems."

intellectual development, accompanied by the accumulation and systematization of knowledge about the world, and interest in the individual, reflection, in early youth turn out to be the basis on which worldview views are built. The very process of cognition of the surrounding world has its own specifics in different age periods. A teenager goes to the knowledge of reality largely "on his own", through his experiences. A high school student, on the contrary, cognizing the environment, returns to himself and asks worldview questions: “What do I mean in this world?” "What place do I occupy in it?" "What are my options?" "What am I?" He is looking for clear, definite answers and is categorical in his views, not flexible enough. No wonder they talk about youthful maximalism. It should be borne in mind that worldview problems are not solved once in a lifetime, once and for all. The subsequent turns of life will lead to a revision of youthful positions. An adult will return to these "eternal" questions, abandoning his previous decisions or strengthening his opinion, but at a different, higher level. Of course, not all high school students develop a worldview - a system of clear, stable beliefs. In this regard, it is useful to recall the position of E. Erickson about the need for a worldview choice in youth. The absence of this choice, the confusion of values ​​does not allow the individual to find his place in the world of human relations and does not contribute to his mental health.

Another point related to self-determination is the change in learning motivation. high school students, leading activity which are usually called educational and professional begin to consider education as a necessary base, a prerequisite for future professional activity. They are mainly interested in the subjects that they will need in the future, they again begin to worry about academic performance (if they decide to continue their education). Hence the lack of attention to "unnecessary" academic disciplines, often the humanities, and the rejection of the emphatically dismissive attitude to grades that was accepted among adolescents. The cognitive development of young men is not so much in the accumulation of knowledge and skills, but in the formation of an individual style of mental activity.

In general, adolescence is a period of stabilization of the personality. At this time, a system of stable views on the world and one's place in it is formed - a worldview. Known associated with this youthful maximalism in assessments, passion in defending their point of view. The central new formation of the period is self-determination, professional and personal.

Crisis of adolescence resembles crises of 1 year (speech regulation of behavior) and 7 years (normative regulation). At the age of 17 it happens value-semantic self-regulation of behavior. If a person learns to explain, and, consequently, regulate his actions, then the need to explain his behavior leads to the subordination of these actions to new legislative schemes.

At young man there is a philosophical intoxication of consciousness, he is thrown into doubts, thoughts that interfere with his active active position. Sometimes such a state turns into value relativism (the relativity of all values).

Questions for self-control:

What cognitive changes occur in adolescence?

Describe the characteristics of the communication of young men

How is the process of becoming self-awareness in youth

Describe the educational and professional activities of young men as the leading

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Youth is considered as a psychological age of transition to independence, a period of self-determination, the acquisition of mental, ideological and civic maturity, the formation of a worldview, moral consciousness and self-awareness.

Allocate early youth (from 15 to 18 years) and late youth (from 18 to 23 years).

In adolescence, the process of physical maturation of the individual is completed. Many critical social events occur at this age: obtaining a passport, criminal liability the possibility of marriage. At this age, the task of choosing a profession arises, many begin their labor activity.

In youth, there is an expansion of the time horizon - the future becomes the main dimension; the personality rushes into the future, the life path and the choice of profession are determined.

In the 9th and 11th grades, the student finds himself in a situation of "choice" - completion or continuation of education.

The social situation of development in early youth is the “threshold” of independent life.

early youth (senior school age) is characterized by extreme uneven development both on the interpersonal and intra-individual level.

The transition from early to late youth is marked by a change in developmental emphasis: the period of preliminary self-determination ends and the transition to self-realization takes place.

The crisis of 17 years occurs at the turn of the usual school life and a new adult life. If a teenager leaves school at the age of 15, then the crisis shifts to this age.

Leading activity in youth- educational-professional and professional self-determination. At this age, there is a selective attitude to school subjects, attending preparatory courses for entering a university.

In high school, psychological readiness for self-determination is formed, which includes:
- the formation of theoretical thinking, the foundations of the scientific and civil worldview, self-awareness and developed reflection;
- the development of needs (to take the position of an adult, the need for communication, work, moral attitudes, holistic orientations);
- the formation of the prerequisites for individuality as a result of the development and awareness of one's needs and interests.

Thinking in youth- formal-logical and formal-operational. This is abstract, theoretical, hypothetical-deductive thinking, not associated with specific environmental conditions.

Interest in school and learning among high school students is noticeably increasing, since learning acquires a direct life meaning associated with the future. There is a growing need for self-acquisition of knowledge.

The amount of memory increases, rational methods of arbitrary memorization of material are applied. Possession of complex intellectual operations of analysis and synthesis, theoretical generalization and abstraction, argumentation and proof is improved, critical thinking develops.

Special abilities are developed, often associated with the professional field (mathematical, technical, etc.). The individual's own thoughts, feelings, and actions become the subject of his mental consideration and analysis, and the ability to distinguish contradictions between thoughts, words, and actions arises. There is an opportunity to create ideals (family, society, morality).

Boys and girls tend to formulate broad philosophical generalizations, to theorize and put forward hypotheses.

Preliminary self-determination, building life plans for the future is the central psychological neoplasm of adolescence.

E. Erickson considered the search for self-determination as a search for personal identity. He believed that identity crisis includes a number of confrontations:
- time perspective or a vague sense of time;
- self-confidence or shyness;
- experimenting with different roles or fixation on one role;
- sexual polarization or bisexual orientation;
- leader/follower relationship or uncertainty of authority;
- ideological conviction or confusion of the value system.

Much research has been devoted to the development and quality of the self-concept. Negative self-concept (low self-esteem and low level claims, weak self-confidence) has a negative impact and leads to social passivity, loneliness, degradation, aggressiveness and crime.

The desire to know oneself as a person leads to reflection, to in-depth introspection. Self-knowledge and knowledge of others leads to the formulation of self-improvement tasks.

In youth, value orientations are developed, a worldview is formed as a system of generalized ideas about the world as a whole, other people, and about oneself.

In youth, the sphere of feelings actively develops, in general, optimistic well-being, increased vitality are characteristic. The emotional sphere is much richer in content and subtler in shades of experiences, the internal receptivity and the ability to empathize increase.

Assessments of the environment are often categorical and straightforward.

Communication between boys and girls with adults, with parents suggests a growing democratization of relationships, the influence of parents on many important issues remains predominant.

The content of communication with adults includes the problems of finding the meaning of life, self-knowledge, life plans and ways to implement them, professional interests, relationships between people. Effective interaction with close adults is possible only in conditions of cooperation based on mutual understanding and mutual support. Trust in communication is the most important basis for a new harmony in parent-child relationships.

Communication with peers continues to play a big role in the lives of young men. At this age, there is an increase in the need for communication, an expansion of its circle, as well as a deepening and individualization of communication. Friendships are more selective, closer and deeper. However, inherent in age, exactingness and criticality in relation to another, uncompromisingness, self-centeredness, give rise to difficulties and tension in relationships.

In early youth, the need for solitude is stronger than in previous age stages. In solitude, roles are played that are not available to them in real life.

The manifestation of love in adolescence usually takes the form of sympathy, passion, falling in love, or the form of friendship-love. In all its manifestations, first love is an important test in youth, which largely affects the development of a person.

When thinking about what youth is, romantic songs, poems of poets, dates under the moon, high hopes and unlimited possibilities immediately come to mind. However, this is just the outer shell. Youth is a rather interesting and difficult period for psychologists to study.

What is youth: definition

Adolescence is a stage in the physical maturation of a person, as well as personality development, which lies between childhood and adulthood. From the point of view of psychology, this is a transition from the dependence inherent in a child to the independence and responsibility inherent in mature people. From the point of view of physiology, physical and puberty is completed at this moment. Such a concept as "youth" or "youth" is also characterized by achievement. Age limits are determined by the interval from 14 to 18 years, if we are talking about domestic psychology. Foreign experts believe that youth begins at the age of 16.

Approaches to the problem of youth

Given the need to acquire a profession, young age is accompanied by continuous learning. At the same time, it becomes more profound and conscious than in more early age. It is characterized by the following features:

• broad and deep perception of educational material, aimed at the formation of future professional knowledge;
• in addition to the passive perception of information, the individual resorts to an active and independent search for it.

Social motives of adolescence

Childhood, youth, maturity - each of the periods of a person's life is characterized by certain motives that determine his activity. Young people are full of aspirations and hopes for the future. In this regard, they are guided by the following factors:

• conviction in the need for continuous development, which is achieved through continuing education;
• professional self-determination, caused by the need to prepare for further independent life;
• social motivation caused by the desire to benefit others.

Factors in choosing a future profession

Given that a young man in his youth must choose future kind activities, psychologists pay great attention to motives. So, the main factors of choice are the following:

• social - prestige and the opportunity to take a worthy place in society;
• personal - the presence of qualities and traits of character necessary for a particular profession;
• material - the opportunity to provide yourself and your family with a decent existence.

Main problems

A mass of life-giving problems characterizes such a period as youth. The years of a young person's life are made up of many key questions, the main of which are the following:

• a preliminary choice of a future profession, which consists of a life position, abilities and a priority area of ​​​​knowledge;
• adherence to the values ​​that determine the public consciousness, as well as interpersonal relationships;
• the growth of social activity, which does not consist in a banal interest, but in the desire to take a direct part in events;
• formation of a worldview on fundamental issues;
• expansion of the sphere of interests, as well as vital needs, which leads to the need for more material resources;
• social orientation of the individual, which implies the search for one's place in society;
• search for an answer to the question of the meaning of life and the purpose of a person in it.

Formation of the personality of a young man

At a certain moment, a young person embarks on the path of becoming self-awareness, which is inextricably linked with the formation of the so-called "I". It takes place along the following lines:

• developing a different attitude towards emotional sphere(feelings become not just a reaction to external events, but personal characteristics);
• awareness of the irreversible passage of time (this fact makes a young person think more seriously about his future and drawing up an individual life plan);
• the formation of a holistic view of not only one's body and internal structure, but also moral, volitional and intellectual qualities.

interpersonal relationships

During adolescence, a young person begins to reconsider relationships with others, in particular with peers. So, they are divided into two categories - friends and comrades. The former are the closest, those that have earned devotion and respect. With all the rest of their peers, young people build comradely relations that imply polite treatment, mutual respect and mutual assistance.

The tactics of communication and building relationships with peers are built largely on the basis of future well-being (both psychological and physical). The most interesting and "useful" people remain in the social circle. The rest find themselves in a kind of emotional isolation. However, often youthful friendship is idealized and illusory.

Also, for a young age, the emergence of such a deep feeling as love is characteristic. This is connected not only with the completion of puberty, but also with the desire to have loved one with whom you can share problems and joyful events. A beloved person is a kind of ideal both in terms of personal and in terms of external qualities.

Youth in the modern world

What is a dynamic category that is not permanent. Over time, with the development of society, it changes significantly. So, in connection with the rapidly growing acceleration, youth comes much earlier. But social maturity comes a little later. This is to some extent related to the fact that modern parents take care of children much longer.

As at any other time, young people seek to work in order to provide for themselves in cash. Nonetheless modern trend is such that young men do not want to do "dirty work", which brings small incomes and determines a low social status. There is a tendency to desire to get everything at once.

conclusions

Youth is the most great time In human life. It is associated not only with romantic feelings and dreams, but also with great possibilities in terms of organizing their future. Research and recommendations from psychologists help guide young people in the right direction and push them to make the right decisions.