Self-determination Of Adolescents Research Articles

The role of the child-adult community in the development of adolescents’ meaning of life

Importance. The search for the meaning of life is a relevant issue during adolescence. A childadult community plays an important role in the development of meaning of teenagers’ lives by providing support, participation in social events, role models, and opportunities for selfrealization. Interacting with adult members of the community contributes to the development of value orientations among adolescents, the establishment of individual personal and professional goals, and provides support in the search for meaning of life. The purpose of the study is to identify the specific role of the child-adult community in the development of adolescents’ meaning of life.Materials and Methods. Analysis of Russian and foreign literature, conducting a survey among adolescents, conducting interviews and observations, as well as statistical processing of the results are used.Results and Discussion. It has been established that in developing the meaning of life, child-adult communities play the role of creating a supportive and emotionally favourable environment, mentoring and role models, and so forth. However, not all of the roles are fulfilled by the community equally. To increase the effectiveness of the child-adult community in matters of meaningful selfdetermination of adolescents, a programme of activities aimed at compensating for the lack of community work is developed.Conclusion. The study will help educational and social institutions to develop effective strategies and programmes of pedagogical support for adolescents, which may become an object of future research.

Current Landscape of Interventions that Promote Self-determination in Adolescents with Intellectual and Developmental Disabilities in Secondary Transition: A Scoping Review

Current Landscape of Interventions that Promote Self-determination in Adolescents with Intellectual and Developmental Disabilities in Secondary Transition: A Scoping Review

THE MODERN TERM "GENDER" AND GENDER PROBLEMS OF DIRECTING ADOLESCENTS TO INDEPENDENT DECISION-MAKING

This article examines gender and its role in adolescent self-determination. The article also provides some conclusions about differences in decision-making according to age criteria between different genders.

Psychological features of personal qualities and professional relationships of adolescents

The article» the relationship of personal characteristics and professional orientation of adolescents « explores the relationship between the individual characteristics of the individual and the choice of the professional path in adolescents. The authors conducted the study by conducting a survey and testing of groups of adolescents of different ages and socio-economic status. The study used various psychological tools to assess personality traits, such as tests to determine personality type, motivation, and professional preferences. The results of the analysis showed that certain personal qualities, such as extraversion, addiction, a tendency to creativity and a degree of dedication, are associated with the professional focus of adolescents. The article highlights the importance of taking into account the individual characteristics of adolescents in the organization of Career Guidance work. The authors propose to use the results of the study to develop plans for individual professional self-determination of adolescents, as well as to identify ways of development and education that correspond to their personal qualities and interests. In general, this scientific article allows you to better understand the relationship between personal characteristics and professional orientation of adolescents, which can have a positive impact on the process of choosing a profession and achieving success in a future career.

Diet-Related Attitudes, Beliefs, and Well-Being in Adolescents with a Vegetarian Lifestyle.

Vegetarianism can meet healthy, ethical, or ecological values (such as equality and protection of animals or the environment). At the same time, it can represent a response to the need for self-determination in adolescence. Furthermore, some studies show vegetarians have greater depressive risk and a lower sense of body satisfaction. Considering the spread of non-meat diets in the Western world, researchers have investigated the benefits and risks to physical and psychological health. Despite this, few studies have been conducted on factors influencing adolescent's vegetarian diet-related attitudes. Through self-administered loosely structured interviews, this research investigated factors potentially associated with vegetarian choices in adolescence. It checked (a) gender differences in vegetarian choices; (b) religious, familial, ethical, or health factors implied in vegetarian choices; and (c) indicators of well-being among young vegetarians. The findings suggest that for our sample, non-vegetarians have lower scores on health-related questions than others, while for vegetarian adolescents, the benefits of vegetarianism mainly depend on their ethical stances, beliefs, and values. Conversely, it is unrelated to factors such as the desire to lose weight, dissatisfaction about one's body shape, or depressive feelings.

Integrating COM-B and the person-based approach to develop an ACT based therapy programme to raise self-determination in adolescents with obesity

BackgroundThis paper details the development of the Adolescent Intrinsic Motivation ‘AIM2Change’ intervention to support weight-management in young people previously unable to make changes whilst attending a tier 3 weight management service for children and young people. AIM2Change is an acceptance and commitment therapy based intervention that will be delivered one-to-one online over a seven-week period.MethodsTo develop this intervention, we have triangulated results from a qualitative research study, patient and public involvement groups (PPI) and a COM-B (capability, opportunity, motivation, behaviour) analysis, in a method informed by the person-based approach.ResultsThe integrated development approach yielded a broad range of perspectives and facilitated the creation of a tailored intervention to meet the needs of the patient group whist remaining pragmatic and deliverable.ConclusionsThe next steps for this intervention will be in-depth co-development of the therapy sessions with service users, before implementing a proof of concept trial.

Professional Self-determination of Adolescents (on the Example of the Primary Branch of the Russian Movement of Children and Youth)

The article substantiates the significance of the activities of the adviser to the director for education and interaction with children’s public associations for the professional self-determination of adolescents. The socialization of adolescents is an important process in the development of a personality and consists of many aspects, such as socio-economic, political, cultural, professional, etc. Within the framework of this topic, the main aspect of the socialization of adolescents will be social and professional self-determination through the activities of a public organization of children and youth. In our opinion, this is one of the effective means that can help adolescents not only make a more informed choice that comes through understanding their capabilities and goals. The article determines with the help of what methods and forms the successful professional self-determination of adolescents in the public organization of children and youth will be carried out. The purpose of the article is a theoretical substantiation and experimental confirmation of the methods and forms of professional self-determination of adolescents on the example of the primary department of the Russian Movement of Children and Youth. The theoretical and methodological basis of the study was: the ideas about the relationship between the individual and the social L. S. Vygotsky, A. N. Leontiev, S. L. Rubinshtein; approaches to the socialization of teachers, psychologists, sociologists A. G. Asmolov, A. V. Petrovsky, A. V. Mudrik, Yu. B. Boltunov, A. I. Shcherbakov, S. G. Gellerstein, the concept of individuality A. Anastasi and L. Tyler; the theory of job satisfaction by Herzberg, the concept of “individual style of activity” by E. A. Klimov, the theory of professional suitability by K. M. Gurevich. In conclusion, the implemented measures for the preliminary selection of children according to their personality type and preferred professional activities in the directions of the primary department of the RDDM, as well as the systematization of career guidance work, are shown.

THE ROLE OF EXTRACURRICULAR EDUCATION INSTITUTION IN THE SOCIAL SELF-DETERMINATION OF ADOLESCENTS

The article reveals the peculiarities of the educational environment of extracurricular education institutions and finds out their approaches to the process of social self-determination of adolescents. The analysis of scientific and pedagogical literature was carried out and the essence of the concepts "self-determination" and "social self-determination" was characterized. Adolescence is considered as one of the most difficult and responsible periods in a child's life. Having analyzed the concept of "social self-determination" in detail, attention is focused on that aspect of it that is important in working with adolescent children. The need for purposeful pedagogical support and encouragement of personal development of adolescents for their further social self-determination is substantiated. It is noted that the problem of social self-determination is related to the formation of an individual's worldview, his/her stable beliefs, principles, ideals, and values; the ability to observe and critically evaluate the phenomena of the surrounding reality; readiness to make a conscious choice; striving for self-affirmation and self-realization. The process of social self-determination of an individual involves its socialization, which in adolescence is aimed at highlighting and realizing one's own "self" (uniqueness) in the system of social relations. Peculiarities of extracurricular education as such, which is based on the principle of free choice, contributes to the creation of conditions for the development of individuality, productive activity and creativity, ensures satisfaction of individual needs in creative self-realization; the diversity of its activities and spheres of communication contributes to the acquisition of experience in social relations. The analysis of the results of the study on the influence of the activities of extracurricular education institutions on the process of social self-determination of adolescents was carried out. It was found that when attending an extracurricular education institution, pupils seek to gain new knowledge, spend their free time interestingly, acquire competences and decide on a future profession. By engaging in activities that are as close as possible to social realities, teenagers get the opportunity to apply the acquired theoretical knowledge in practice, which contributes to their successful adaptation in extracurricular activities. It has been proven that extracurricular education contributes to the comprehensive development of the individual, forms favorable conditions for the creative activity of students, ensures their cooperation in the creative process and independent creativity, which forms the individual's desire for self-realization, contributes to the independent choice of his future life path and social self-determination.

The Content of the Attitudes “I Am Now” and “I Am an Adult” in Adolescents with Different Characteristics of Personal Maturity

Introduction. In the modern world, there is an expansion of the spectrum of transition trajectories to adulthood in adolescents and young people as well as the increased importance of “subjective markers of adulthood”, which represent a set of qualities of a “mature personality”. There is no idea about the specifics of the growing up trajectories among modern adolescents, taking into account their psychological characteristics. The purpose of the article is to investigate the quantitative and qualitative indicators of the images “I am now” and “I am an adult” in adolescents with different levels of personal maturity. Materials and Methods. The survey involved 1 097 adolescents aged between 13 – 17. The method of contrast groups by the Self-assessment Scale of personal maturity allowed to identify subgroups of adolescents with high and low levels of personal maturity. The quantitative and qualitative characteristics of the attitudes “I am now” and “I am an adult” obtained by the modified “Who am I?” technique were compared in these subgroups. Results. Regardless of the characteristics of personal maturity, adolescents include more elements in the attitudes “I am now” than in “I am an adult”; the core of both attitudes includes mainly the characteristics of the socio-demographic, formalized and individualized Self. Differences between the subgroups of adolescents with HPM and LPM include: different age dynamics of the number of elements in the attitudes “I am now” and “I am an adult” (a consistent decrease in the number of elements in adolescents with HPM against an absence of significant changes in the sample of their peers with LPM), as well as a more significant contribution of the characteristics of social-role functioning in attitudes “I am now” and “I am an adult” in adolescents with HPM. Discussion and Conclusion. The research contributes to the understanding of the psychological characteristics of modern adolescents who are at the stage of transition to adulthood. The results will be useful for the practice of psychological and pedagogical support of growing up and psychological counseling on personal self-determination in adolescence.

A Qualitative Case Study on Art Education for Improving Self-Determination of Adolescents with Developmental Disabilities

최근 장애인의 문화권에 대한 관심이 증가하면서 함께 강조되고 있는 자기결정력은 발달장애 청소년이 가정과 학교 그리고 지역사회에서 질적인 삶을 영위하기 위해 반드시 획득해야 할 중요한 요소이다. 본 연구는 미술이 발달장애 청소년이 스스로 창작과정을 선택하고 작품을 통해 자신의 목소리를 드러낼 수 있는 기회를 제공한다는 전제에서 출발한다. 이에 자기결정력 모델을 적용한 미술교육 프로그램에 참여하는 발달장애 청소년의 행동과 경험을 심층적으로 분석하는 데 본 연구의 목적이 있다. 이에 질적 사례연구 방법론을 사용하여 자기결정력 모델을 적용한 미술교육 프로그램을 개발하고, 이를 발달장애 청소년 6명에게 적용하여 참여자의 경험을 심층적으로 분석하였다. 자료 분석 결과 미술활동을 통한 발달장애 청소년의 자기결정력의 변화에 관한 4개의 주제가 도출되었다. 첫째, 외부간섭 없이 자신이 선호하는 것과 흥미를 바탕으로 미적 호기심, 표현의 확장을 경험하였다. 둘째, 목표 달성을 위한 목표설정과 계획을 실행하며 목표설정, 자기 주도성, 수용적 태도로 표현되었다. 셋째, 과제 수행과정에서 자신의 강점을 바탕으로 자기만족, 문제해결 능력이 나타났다. 넷째, 자신의 관심과 경험을 바탕으로 표현하는 과정에서 자신의 삶과 연결, 능동적 참여가 이루어짐을 볼 수 있었다. 본 연구는 발달장애 청소년의 자기결정력 향상 미술교육 프로그램을 구조화할 수 있는 핵심 요소를 도출하였다는 점에서 기초 연구로서 의의가 있다.Self-determination, which has recently been emphasized with the growing interest in the culture of the disabled, is an important factor that young people with developmental disabilities must acquire in order to lead a qualitative life at home, school, and community. This study starts with the premise that art provides an opportunity for adolescents with developmental disabilities to choose their own creative process and reveal their voices through art works. Therefore, the purpose of this study is to analyze in-depth the behavior and experiences of adolescents with developmental disabilities participating in art education programs applying the self-determination model. This art education program applying a self-determination model was developed using a qualitative case study methodology and the participants' experiences were analyzed in-depth by applying it to six adolescents with developmental disabilities. As a result of data analysis, four topics were derived on the change in self-determination of adolescents with developmental disabilities through art activities. First, they experienced the expansion of aesthetic curiosity and expression based on his preferences and interests without external interference. Second, goal setting and plan for achieving goals were implemented and expressed as goal setting, self-directed, and receptive attitude. Third, self-satisfaction and problem-solving skills were shown based on their strengths in the task performance process. Fourth, it could be seen that in the process of expressing based on one's interest and experience, connection with one's life and active participation took place. This study is meaningful as a basic study in that it derived key elements that can structure art education programs to improve self-determination of adolescents with developmental disabilities.

Self-Determination assessment and evaluation in Romanian adolescents: preliminary psychometric properties of the ARC’s self-Determination scale

ABSTRACT Research in self-determination has expanded in recent years, especially in the special education field. Instruments to measure self-determination in students with disabilities are not available in the Romanian language, and this issue has led to the development of the current study, a cultural adaptation , and validation of The ARC’s Self-Determination Scale which provides a strong psychometric measure of self-determination. Based on the Functional Model of Self-determination, this scale is designed to measure the four components of self-determination construct and global self-determination in students with disabilities. This pilot test study aims to explain the cultural adaptation and validation process of The ARC’s Self-Determination Scale for use in the Romanian research context and the educational approach. The participants’ sample for the validation process of the scale comprised 275 young students with learning disabilities, and mild and moderate intellectual disabilities, the participants were ranging ages from 11 and 19 years old (M = 14.93; SD = 1.47). Through the structuraequation modeling approach, the estimation of the latent model fit provided evidence of internal validity of the scale, demonstrating the adequacy to measure self-determination in adolescents with mild and moderate intellectual disabilities. The values of internal consistency coefficients and validity characteristics are discussed. .

Using Novel Implementation Tools for Evidence-based Intervention Delivery (UNITED) across public service systems for three evidence-based autism interventions in under-resourced communities: study protocol

BackgroundThere are a growing number of evidence-based interventions (EBIs) for autistic individuals, but few are successfully implemented with fidelity in under-resourced communities and with families from traditionally disenfranchised groups. Implementation science offers tools to increase EBI use in communities, but most implementation strategies are designed specific to a single EBI. It is not feasible to develop a new implementation strategy each time a new EBI is introduced in the community. Therefore, to test the effectiveness and generalizability of implementation strategies we are developing and testing a multifaceted implementation strategy with three EBIs concurrently. The goal of this protocol paper is to describe the randomized field trial of an implementation strategy for use across autism EBIs, diverse settings and participants, with the goal of increasing rapid uptake of effective practices to reach our most vulnerable children.MethodsWe developed a multifaceted implementation strategy called Using Novel Implementation Tools for Evidence-based intervention Delivery (UNITED) to facilitate the implementation and sustainment of three EBIs in under-resourced settings. We will compare fidelity to, and effectiveness of, each intervention [Mind the Gap (MTG), Remaking Recess (RR), Self-Determined Learning Model of Instruction (SDLMI)] with and without UNITED in a randomized field trial. Randomization will be stratified using a minimization allocation method. We will train community practitioners using remote delivery of modules specific to the intervention, and active coaching via Zoom for at least 6 sessions and up to 12 as dictated by each EBI. Our primary outcome is fidelity to each EBI, and our secondary outcome is at the child or family level (family empowerment for MTG, child peer social engagement for RR, and adolescent self-determination for SDLMI, respectively). We will measure progress through the implementation phases using the Stages of Implementation Completion and cost-effectiveness of UNITED.DiscussionThe results of this study will provide rigorous data on the effectiveness and generalizability of one relatively light-touch implementation strategy in increasing use of autism EBIs and associated outcomes in diverse under resourced public service settings for underrepresented autistic youth.Trial registrationMind the Gap: Clinicaltrials.gov Identifier: NCT04972825 (Date registered July 22, 2021); Remaking Recess: Clinicaltrials.gov Identifier: NCT04972838 (Date registered July 22, 2021); Self-Determined Learning Model of Instruction: Clinicaltrials.gov Identifier: NCT04972851 (Date registered July 22, 2021).

The Relationship of Character Accentuations and Professional Self-Determination of Adolescents

A study was conducted to identify high-risk groups among adolescents, with a level of accentuations, characterized by a high probability of adaptive disorders in the professional sphere, which contribute to the development or intensification of intrapsychic conflict, frustration and emotional tension, mental stress. The questionnaires of K. Leonhard and N. Shmishek “Character Accentuationsˮ, “Orientationˮ (I. L. Solomin) and “Professional Readinessˮ by A. P. Chernyakovskaya. The relationship between the accentuations of the character of adolescents and their professional self-determination was determined using a correlation analysis – the r-Spearman criterion was used. Adolescents were tested, students of grades 10 and 11 in the amount of 60 people aged 15–17 years (including 22 boys and 38 girls). It is concluded that adolescents with dysthymic, anxious-fearful, exalted, affective-labile and stuck character accentuations are more vulnerable in the context of professional self-determination, more successful adolescents with hyperthymic, pedantic, demonstrative, excitable and emotive character accentuations.

Identity status as a factor of professional self-determination in adolescence

IntroductionThe process of professional self-determination in adolescence is a key developmental task, the successful resolution of which determines the psychological health and well-being. Professional self-determination includes 1) the formation of a professional identity on the base of exploration the possibilities of professional choice, 2) making a decision for professional futureObjectives1) to study the features of a personal professional perspective in adolescence; 2) to reveal status of identity in the field of professional self-determination; 3) to study the relationship between the status of identity and the personal professional perspective.MethodsThe modified Personal Professional Perspective technique (N.S.Pryazhnikov) and the interview to determine status identity in the professional field (D.Marsia) were used. The study involved 144 respondents aged 15 to 17 years.ResultsThe heterochronicity of the formation of the components of the personal professional perspective (PPP) among adolescents is revealed. The connection of the high status of identity in the professional sphere with the formation of PPP has been proved. The formation of all components of the PPP among adolescents with the status of a moratorium and status of achieved identity is higher than in group with diffusion status (U criterion, p = 0.00).ConclusionsThe high status of identity in the professional sphere (moratorium and achieved identity) is associated with a high level of formation of a personal professional perspective.DisclosureNo significant relationships.

Dignity of Risk in Adolescent Development: A Neuropsychological Perspective.

Although the notion of "dignity of risk" has primarily been used in reference to adolescents with disabilities, this concept can be applied to all adolescents, as parents and guardians are challenged by how to balance adolescents' need for self-determination with the need for safety and supervision. In the context of maturing cognitive and emotional neural circuits, normative adolescent development involves temporal shifts in social and environmental factors that are inherently associated with both higher risk-taking and opportunities for growth and new learning. The challenge for parents of balancing risk and opportunity is influenced by social, cultural, and environmental factors, previous experience, personality, and the perceived capability of the adolescent. When perceived capability is lower, the challenge becomes even more acute, such as when an adolescent has a developmental, physical, or psychiatric disability that impacts cognitive, emotional, or adaptive functioning. This article reviews the literature on normative brain development from the perspective of balancing risk and self-determination in adolescence and discusses the implications for families and clinicians across a range of ability and disability. Potential approaches to fostering self-determination are discussed.

Особенности процесса профессионального самоопределения у детей с нарушением слуха

This paper describes the results of a study of the process of professional self-determination of adolescents with hearing impairment. The authors dealing with this problem in the current century (Yu.S. Pyashkur, V.V. Tuarmensky and others) identified a number of features of the personal development of pupils of special educational institutions of adolescence and youth. Thus, communicative competence plays a significant role in the professional self-determination of adolescents with hearing impairments. The hypothesis about the special role of communicative competence in the process of professional self-determination of deaf adolescents was tested in the course of a study of students in a boarding school for children with hearing impairment aged 14–18 (N=23). The features of the professional inclinations of these students were revealed, a comparative analysis was carried out between the groups of adolescents and high school students. Based on the data obtained, a conclusion was made about the communicative orientation of activity as one of the most important targets for the professional self-determination of hearing-impaired adolescents. On the basis of the data obtained, a conclusion was made about the communicative competence of activity as one of the most important targets for professional self-determination of hearing-impaired adolescents.

Ответственность как фактор развития семейного самоопределения в юношеском возрасте

Background. National policies and laws determine the speci_cs of family relationship and marriage in di`erent countries. Traditional norms and values that determine the marital and family behavior of young people are weakening with the rapid change in political and economic situation and with the digitalization of society. In this regard it is urgent to study the socio-psychological factors that determine the process of family self-determination in the youth of digital generation. Objective. ae study aims to analyze structural and meaningful characteristics of family self-determination depending on the degree of responsibility among students in adolescence. Sample. ae study involved 326 students of Astrakhan State University aged from 17 to 19 years. aese included 47 (14.4%) male and 279 (85.6%) female students of humanities programmes. Methods. Empirical research was conducted with the use of psychodiagnostic techniques: a modi_ed version of the semantic di`erential methodology by I.L. Solomin, the “Test of life orientations” by D.A. Leontiev, the questionnaire “ae level of the ratio of “value” to “accessibility” in various spheres of life” by E.B. Fantalova, the projective technique “Incomplete sentences”, the questionnaire “Role expectations and claims in marriage” by A.N. Volkova, multidimensional functional diagnostics of responsibility by V.P. Pryadein. Regression analysis made it possible to assess the impact of responsibility on indicators of family self-determination. Results. It is shown that responsibility determines the development of cognitive, value-emotional, regulatory-behavioral, motivational and rebexive components of family self-determination in adolescence. Responsibility has been found to have the greatest impact on the meaningfulness of life (determination coeccient R2 = 0.203) as well as on role claims in the sphere of social activity (R2 = 0.179). Conclusion. Responsibility is a signi_cant micro-level factor determining the process of family self-determination in adolescence. ae development of responsibility among students will allow to form a holistic image “Me as a family person”, to cultivate the values of marriage and family relations and life orientations, to integrate ideas on the time perspective, to reduce the number of extramarital births as a result of the actualization of parenthood as an important marriage motive. Practical application of the results. ae materials of the conducted research can be used in the development and implementation of educational programmes at institutions of higher education. aey can also be used to promote psychological and pedagogical conditions for self-determination in the sphere of marital and family relations through the development of responsibility among modern students.

Ответственность как фактор развития семейного самоопределения в юношеском возрасте

Background. National policies and laws determine the speci_cs of family relationship and marriage in di`erent countries. Traditional norms and values that determine the marital and family behavior of young people are weakening with the rapid change in political and economic situation and with the digitalization of society. In this regard it is urgent to study the socio-psychological factors that determine the process of family self-determination in the youth of digital generation. Objective. ae study aims to analyze structural and meaningful characteristics of family self-determination depending on the degree of responsibility among students in adolescence. Sample. ae study involved 326 students of Astrakhan State University aged from 17 to 19 years. aese included 47 (14.4%) male and 279 (85.6%) female students of humanities programmes. Methods. Empirical research was conducted with the use of psychodiagnostic techniques: a modi_ed version of the semantic di`erential methodology by I.L. Solomin, the “Test of life orientations” by D.A. Leontiev, the questionnaire “ae level of the ratio of “value” to “accessibility” in various spheres of life” by E.B. Fantalova, the projective technique “Incomplete sentences”, the questionnaire “Role expectations and claims in marriage” by A.N. Volkova, multidimensional functional diagnostics of responsibility by V.P. Pryadein. Regression analysis made it possible to assess the impact of responsibility on indicators of family self-determination. Results. It is shown that responsibility determines the development of cognitive, value-emotional, regulatory-behavioral, motivational and rebexive components of family self-determination in adolescence. Responsibility has been found to have the greatest impact on the meaningfulness of life (determination coeccient R2 = 0.203) as well as on role claims in the sphere of social activity (R2 = 0.179). Conclusion. Responsibility is a signi_cant micro-level factor determining the process of family self-determination in adolescence. ae development of responsibility among students will allow to form a holistic image “Me as a family person”, to cultivate the values of marriage and family relations and life orientations, to integrate ideas on the time perspective, to reduce the number of extramarital births as a result of the actualization of parenthood as an important marriage motive. Practical application of the results. ae materials of the conducted research can be used in the development and implementation of educational programmes at institutions of higher education. aey can also be used to promote psychological and pedagogical conditions for self-determination in the sphere of marital and family relations through the development of responsibility among modern students.

Теоретичні засади особистісного самовизначення у майбутніх фахівців авіаційної галузі

The article considers the personal self-determination of the future aviation specialist as a process of conscious estimation of the subject's own inner essential quality. The central point of self-determination of personal development is the awareness of the need for self-knowledge, self-change, self-development and self-realization. The process of personal self-determination of future professionals is determined by the system of their value orientations. The use of active forms of influence on the development of positive self-esteem and self-acceptance of cadets/students optimizes the process of personal self-determination, and further professional self-realization. Peculiarities of personal self-determination at a young age in the conditions of educational process of the higher Flight educational institution of Ukraine are caused by internal determinants of personality development: the nature and style of the cadet/student's self-assessment, the level of readiness for personal and professional self-realization in real social and professional environment, acquiring the meaning of "Self", the presence of positive "Self-concept", the level of personality flexibility development, the life plan presence. The process of personal self-determination of a student depends on the nature and style of his self-assessment. Positive self-esteem in its emotional and value aspect ("self-interest", "autosympathy", "self-acceptance", "self-understanding", "expectation of a positive attitude of others") has a primary impact on the process of self-determination during higher aviation education. Formation of stable socially significant value orientations in young men and women and achievement of a high level of their structure; taking into account socio-cultural, age and individual characteristics of personality development, helped to increase the effectiveness of the process of personal self-determination in adolescence. The use of active forms of influence on the development of positive self-esteem and self-acceptance of students optimizes the process of personal self-determination. Key words: self-determination, self-realization, self-development, future aviation specialist, values and life position

Experiencing psychological trauma as a source of value self-determination of adolescents

Th e value self-determination of adolescents is a process of self-organization, balancing on the edge of chaos fi lled with attractors. Pedagogical support of value self-determination is a resonance excitation of the system in a state of chaos (psychological trauma). Pedagogical infl uence at the point of bifurcation causes the “attraction” of positive attractors, the formation of new value structures.