PROGRAM FOR PREVENTION OF MALADAPTIVE FACTORS IN VOCATIONAL SELF-DETERMINATION OF STUDENT YOUTH: STRUCTURE, CONTENT AND IMPLEMENTATION CONDITIONS

Abstract

The article presents the program for prevention of maladaptive factors in the vocational self-determination of student youth, entitled “My Path: From Meaning to Profession,” developed on the basis of previously obtained empirical findings and earlier substantiated theoretical provisions concerning the psychological factors of readiness for career choice. The program is designed for young people aged 15–18 who demonstrate signs of meaning-in-life uncertainty, reduced self-efficacy, lower internality, and a risk of problematic smartphone use. The criteria for participant selection are substantiated, and the general logic of the program, its structure, content modules, and implementation conditions in educational settings are defined. The program consists of 16 group sessions organized into four modules: “Knowing Myself,” “Seeking Meaning,” “Taking Responsibility,” and “Choosing a Path.” Its content is aimed at developing reflection, meaning-in-life orientations, future time perspective, internality, self-efficacy, digital hygiene skills, and conscious career choice. The logic of the program implements the principle of gradual transition from self-knowledge to meaning-making, from developing responsibility to specifying vocational intentions, which allows avoiding formal career information provision without the participants' internal readiness to reflect on their own future. The article presents the program's diagnostic battery, outlines the sequence of work with the target group, and identifies quantitative criteria for evaluating effectiveness. The possibilities of applying the program in the practice of school psychological services, career counseling, and pedagogical support are demonstrated. The theoretical foundation of the program integrates the ideas of V. Frankl's logotherapy on meaning formation as a primary motivational force, the cognitivebehavioral approach to correcting dysfunctional attributions, and A. Bandura's social cognitive theory on developing self-efficacy through mastery experiences