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Socialization as a process of acquiring social qualities by an individual

Introduction

1. The concept of socialization

2. Social role

3. Mechanisms of socialization

4. Social status

Conclusion

Bibliography

Introduction

The individual and society interact in the process of socialization: the society transmits the socio-historical experience, norms, symbols, and the individual assimilates the norms, symbols and socio-historical experience that the society transmits. From early childhood, the child is surrounded by people who give him the skills and abilities to interact with society. The achievement of civilization is the assertion that people are born equal before God, as his likeness.

The term "socialization", despite its wide prevalence, does not have an unambiguous interpretation among various representatives of psychological science. In the system of domestic psychology, two more terms are used, which are sometimes proposed to be considered as a synonym for the word "socialization": "personal development" and "education". Moreover, sometimes a rather critical attitude is expressed towards the concept of socialization, connected not only with the use of words, but also with the essence of the matter. Without giving yet an exact definition of the concept of socialization, let's say that the intuitively guessed content of this concept is that it is the process of "entry of the individual into the social environment", "assimilation of social influences", "introducing him to the system of social ties", etc. . The process of socialization is a set of all social processes, thanks to which the individual learns a certain system of norms and values ​​that allow him to function as a full-fledged member of society. In this work, an attempt is made to study the problem of socialization as a process of acquiring social qualities by an individual. In this regard, it is necessary to analyze the following issues: the concept of socialization, its mechanisms, the differences between the socialization of adults and children, the concepts of social role and social status.

1. The concept of socialization

Personal socialization is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values ​​and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group. The norms of behavior, norms of morality, beliefs of a person are determined by those norms that are accepted in a given society. For example, in our society, spitting on someone is a symbol of contempt, while in the Masai tribe it is an expression of love and blessing. Or in Asian countries it is customary to expect a guest to burp after a meal as a sign that he is completely satisfied, but in our society it is uncivilized, that is, the rules of behavior, decency, moral standards are not the same in different societies and, accordingly, people's behavior brought up under the influence of different societies will vary. There are the following stages of socialization:

Primary socialization, or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).

The stage of individualization (there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "World and I" is characterized as an intermediate socialization, because it is still unstable in the outlook and character of a teenager.

Adolescence (18-25 years) is characterized as a stable-conceptual socialization, when stable personality traits are developed.

3. Stage of integration (there is a desire to find one's place in society, "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible:

* maintaining one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society;

* changing oneself, the desire to "become like everyone else" - conformism, external conciliation, adaptation.

4. The labor stage of socialization covers the entire period of a person's maturity, the entire period of his labor activity, when a person not only acquires social experience, but also reproduces it by actively influencing the environment through his activity.

5. The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of transferring it to new generations.

2. Social role

Every person living in a society is included in many different social groups (family, study group, group of friends, etc.).

Examples of social roles are also gender roles (male or female behavior), professional roles. By assimilating social roles, a person assimilates social standards of behavior, learns to evaluate himself from the outside and exercise self-control. However, since in real life a person is involved in many types of activities and relationships, is forced to perform different roles, the requirements for which may be contradictory, there is a need for some mechanism that would allow a person to maintain the integrity of his "I" in the conditions of multiple connections with the world (i.e., i.e. remain yourself, playing various roles). A personality (or rather, a formed substructure of orientation) is just that mechanism, a functional organ that allows you to integrate your "I" and your own life, to carry out a moral assessment of your actions, to find your place not only in a separate social group, but also in life in in general, to develop the meaning of one's existence, to abandon one in favor of the other

Thus, a developed personality can use role-playing behavior as a tool for adapting to certain social situations, at the same time not merging, not identifying with the role.

The main components of the social role constitute a hierarchical system in which three levels can be distinguished. The first is peripheral attributes, i.e. those whose presence or absence does not affect either the perception of the role by the environment or its effectiveness (for example, the civil status of a poet or doctor). The second level involves role attributes that affect both perception and effectiveness (for example, long hair for a hippie or poor health for an athlete). At the top of the three-level gradation are the attributes of the role, which are decisive for the formation of a person's identity.

The role concept of personality emerged in American social psychology in the 1930s. 20th century (C. Cooley, J. Mead) and became widespread in various sociological currents, primarily in structural-functional analysis. T. Parsons and his followers consider personality as a function of the multitude of social roles that are inherent in any individual in a particular society.

Charles Cooley believed that personality is formed on the basis of many interactions of people with the outside world. In the process of these interactions, people create their "mirror self". "Mirror Self" consists of three elements:

how we think others perceive us (I'm sure people notice my new hairstyle);

how we think they react to what they see (I'm sure they like my new hairstyle);

how we respond to the perceived reaction of others (Apparently, I will always comb my hair this way).

This theory places importance on our interpretation of the thoughts and feelings of others. American psychologist George Herbert Mead went further in his analysis of the process of development of our "I". Like Cooley, he believed that the "I" - a social product, formed on the basis of relationships with other people. In the beginning, as young children, we are unable to explain to ourselves the motives behind the behavior of others. Having learned to comprehend their behavior, children thus take the first step in life. Having learned to think about themselves, they can think about others; the child begins to acquire a sense of his "I".

According to Mead, the process of personality formation includes various stages. The first is imitation. At this stage, children copy the behavior of adults without understanding it. This is followed by a play stage, when children understand behavior as the performance of certain roles: a doctor, a fireman, a race car driver, etc.; in the course of the game they reproduce these roles.

3. Mechanisms of socialization

In domestic psychology, the position was established that the personality develops through the "appropriation" of its "comprehensive" essence: "the personality of a person is also" produced "- it is created by social relations into which the individual enters in his activity." Thus, in psychology, the problem of external determination arises, which determines the development and formation of the personality.

L. S. Vygotsky developed a theory showing how “through others we become ourselves”, “why everything internal in higher forms was necessarily external”, and proved that “the entire higher mental function necessarily passes through the external stage of development, because that function is originally social. This is the center of the whole problem of internal and external behavior."

In this regard, the question arises about the mechanisms of human production.

The mental mechanism for the production of a holistic person has social determinants and is a system of reactions and processes that add up and transform actions, states and personality structures.

The mechanism for appropriation by a single individual of a comprehensive human essence is identification (from late Latin identificftio - identification).

In psychology, identification is presented as a process of emotional and other self-identification of a person with another person, group, model.

We will distinguish between internalized identification, which ensures the very "appropriation" and "feeling" in the other, as well as extrariorized identification, which ensures the transfer of one's feelings and motives to the other. Only in interaction do these identification mechanisms enable the individual to develop, reflect and be adequate to social expectations.

The idea of ​​"appropriation" in itself would be mechanical (here one can cite as an example a position similar to sociological "learning"), if it were not presented in dialectical unity with the idea of ​​the inner essence of a person, his activity and the dependence of circumstances on "self-realization individual". In addition, a person as a social animal can only be isolated in society.

People create circumstances and each other. The position that individuals both physically and spiritually create each other represents a person in his two hypostases: as an object and a subject of activity. Even in relation to himself, a person acts from a subject-objective position.

Separation is the mechanism for upholding by a separate individual of his natural and human essence. A private case of isolation that does not require special attention is alienation.

Isolation is an action (external and internal) according to the meaning of the verb "isolate". Separate - separate, stand out from the general whole; take a special position.

Alienation is an organic concept for the Russian language. At Vl. Dalia:

1) to alienate means to make alien, alien; remove, remove, remove; 2) to be alienated - to be alienated, to become, as it were, a stranger; 3) alienation - the action of isolation.

Identification and isolation are considered here as dialectically connected mechanisms, in their deep essence being in unity and opposition.

We consider identification as a mechanism for an individual to identify himself with another person or any object. Identification is the direct experience by the subject (of one degree or another) of his identity with the object of identification. In turn, we will consider isolation as a removal, the desire of an individual to stand out from among others, to close himself from the object of communication. Isolation is the direct experience by the subject of one degree or another of his detachment from the object of isolation.

Objectively, identification acts as a mechanism for the "appropriation" by the individual of his human essence, as a mechanism for the socialization of the personality, and isolation - as a mechanism for the individualization of the personality. Let us turn to the analysis of these provisions.

4. Social status

Each person in the social system occupies several positions. Each of these positions, which implies certain rights and obligations, is called a status. A person can have several statuses, but most often only one determines his position in society. This status is called the main, or integral. It often happens that the main, or integral, status is due to his position (for example, director, professor). Social status is reflected both in external behavior and appearance (clothing, jargon and other signs of social and professional affiliation), and in internal position (in attitudes, value orientations, motivations, etc.).

Distinguish between prescribed and acquired statuses. Prescribed - this means imposed by society, regardless of the efforts and merits of the individual. It is determined by ethnic origin, place of birth, family, etc. The acquired (achieved) status is determined by the efforts of the person himself (for example, a writer, scientist, director, etc.). There are also natural and professional-official statuses. The natural status of a person presupposes essential and relatively stable characteristics of a person (men and women, childhood, youth, maturity, old age, etc.). Professional and official status is the basic status of the individual, for an adult, it is most often the basis of an integral status. It fixes the social, economic, production and technical status (banker, engineer, lawyer, etc.).

Social status denotes the specific place that an individual occupies in a given social system. The totality of requirements imposed on the individual by society forms the content of the social role. A social role is a set of actions that a person holding a given status in the social system must perform. Each status usually includes a number of roles. The set of roles arising from a given status is called a role set.

The social role is divided into role expectations - what, according to the "rules of the game" are expected from a particular role, and role behavior - what a person actually performs within the framework of his role. Each time, taking on a particular role, a person more or less clearly represents the rights and obligations associated with it, approximately knows the scheme and sequence of actions, and builds his behavior in accordance with the expectations of others. The society at the same time makes sure that everything is done "as it should be." To do this, there is a whole system of social control: from public opinion to law enforcement agencies - and a corresponding system of social sanctions: from censure, condemnation to violent suppression.

Parsons tried to systematize and interpret social roles. He believed that any role can be described using five main characteristics:

Emotionality. Some roles (for example, nurse, doctor, or police officer) require emotional restraint in situations that are usually accompanied by a violent manifestation of feelings (we are talking about illness, suffering, death). Less restrained expression of feelings is expected from family members and friends.

Receipt method. Some roles are conditioned by prescribed statuses, such as child, youth, or adult citizen; they are determined by the age of the person playing the role. Other roles are being won; when we talk about a professor, we mean a role that is not achieved automatically, but as a result of the efforts of the individual.

Scale. Some roles are limited to strictly defined aspects of human interaction. For example, the roles of physician and patient are limited to matters that directly relate to the health of the patient. Between a small child and his mother or father, a larger relationship is established; Every parent is concerned about many aspects of a child's life.

Formalization. Some roles involve interacting with people in accordance with established rules. For example, a librarian is required to lend out books for a specified period and demand a fine for each day late from those who delay the books. In other roles, special treatment is allowed for those with whom you have developed a personal relationship. For example, we do not expect a brother or sister to pay us for a service rendered to them, although we could take payment from a stranger.

Motivation. Different roles are due to different motives. It is expected, say, that an enterprising person is absorbed in his own interests - his actions are determined by the desire to obtain maximum profit. But the priest is supposed to work primarily for the public good, not for personal gain. According to Parsons, any role includes some combination of these characteristics.

5. Role and intrapersonal conflicts

In different situations, a person performs different roles, but in some ways he always remains himself, that is, role behavior (P) is a kind of combination of roles (P) and individuality (I) of the performer's personality.

Each role leaves a certain imprint on the personality, on the self-consciousness of a person, since a person mobilizes the resources of his body and psyche to perform a particular role. Sometimes a personal conflict arises when a person is forced to play a role, ideas about which do not correspond to his idea of ​​himself, his individual "I".

The following types of intrapersonal conflicts are possible:

if the "role" is higher than the capabilities of the "I", then the person is threatened with overwork, the appearance of self-doubt;

if the "role" is below the capabilities of the "I", is unworthy, humiliating for a person, then the resolution of this conflict can take different forms: on the shoulder more difficult and interesting cases); b) not being able to change the situation, a person changes it "only for himself", refusing to perform a role that contradicts his "I"; c) the conflict between the role and the "I" is not resolved, but is eliminated from the sphere of consciousness, suppressed, as a result, the existence of a conflict between the "I" and the role is not clearly manifested in the actions, feelings, consciousness of a person, but the internal tension grows and "breaks through" to "scapegoats" (a person "brings evil" on his subordinates and loved ones); d) "rationalization" is the case when a person, forced to perform a role that does not correspond to his "I", assures himself and others that he does this solely of his own free will; e) "inadequate behavior" is manifested in the replacement of attraction to a role inaccessible to a person by the desire to play the opposite role: for example, a child who needs tenderness and affection, but does not hope to get the role of a loved one, begins to behave emphatically rude and impudent; f) a person who finds himself in a role inappropriate for his "I" turns his anger against himself, blames himself or considers himself a failure.

What motivates a person to master this or that social role? Firstly, external requirements, a kind of psychological pressure of people who are significant for a person, but still more significantly affect internal motives:

if the fulfillment of any desires of a person is possible through the mastery of a certain role, and for him those rights, those benefits that are available to the performance of a certain role are tempting;

if mastering a role allows a person to acquire socio-psychological security, makes it possible to have more pleasant social relations with other people, to receive their recognition, love, approval, respect, then a person is able to make every effort to master this social role. Thus, the actions of a person, his activity are primarily due to internal motivating forces, his motives, needs, desires.

personality social behavior society

6. Differences between the socialization of children and adults. Resocialization

The process of socialization never ends. The most intensive socialization is carried out in childhood and adolescence, but personality development continues in middle and old age. Dr. Orville G. Brim (1966) argued that the following differences exist between the socialization of children and adults:

Socialization of adults is expressed mainly in a change in their external behavior, while children's socialization corrects basic value orientations.

Adults can evaluate norms; children are only able to assimilate them.

Adult socialization often involves understanding that there are many "shades of gray" between black and white. Socialization in childhood is based on complete obedience to adults and the implementation of certain rules. And adults are forced to adjust to the demands of different roles at work, at home, at social events, etc. They are forced to prioritize in complex environments that require the use of categories such as "more good" or "less bad." Adults do not always agree with parents; children are not allowed to discuss the actions of their father and mother.

Adult socialization aims to help the individual acquire certain skills; socialization of children forms mainly the motivation of their behavior.

Psychologist R. Gould (1978) proposed a theory that differs significantly from the one we have considered. He believes that the socialization of adults is not a continuation of the socialization of children, it is a process of overcoming the psychological tendencies that developed in childhood. Although Gould shares Freud's view that childhood traumas have a decisive influence on the formation of personality, he believes that some of them can be overcome. Gould argues that successful adult socialization is associated with the gradual overcoming of childhood confidence in the omnipotence of authority figures and in the obligation of others to take care of your needs. As a result, more realistic beliefs are formed with a reasonable measure of distrust of authorities and the understanding that people combine both advantages and disadvantages. Having got rid of children's myths, people become more tolerant, generous and kinder. Ultimately, the individual acquires much greater freedom.

Resocialization. The principle according to which the development of the personality throughout life is ascending and is built on the basis of consolidating the past is not immutable. But the personality traits that were formed earlier are not unshakable. Resocialization is the assimilation of new values, roles, skills instead of the old, insufficiently assimilated or outdated ones. Resocialization covers many activities - from classes to improve reading skills to professional retraining of workers. Psychotherapy is also one of the forms of resocialization. Under its influence, people try to deal with their conflicts and change their behavior based on this understanding.

Conclusion

Personal socialization is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values ​​and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group.

In each of these groups, he occupies a certain position, has a certain status, certain expectations are placed on him. Thus, one and the same person must behave in one situation like a father, in another - like a friend, in a third - like a boss, that is, act in different roles.

A social role is a way of people's behavior corresponding to accepted norms, depending on their status or position in society, in the system of interpersonal relations.

The development of social roles is part of the process of socialization of the individual, an indispensable condition for "growing" a person into a society of his own kind. Socialization is the process and result of the assimilation and active reproduction of social experience by an individual, carried out in communication and activity.

In science, two mechanisms of socialization are distinguished - identification and isolation. The mechanism for appropriation by a single individual of a comprehensive human essence is identification (from late Latin identificftio - identification). Separation is the mechanism for upholding by a separate individual of his natural and human essence. A private case of isolation that does not require special attention is alienation.

Social status denotes the specific place that an individual occupies in a given social system. The totality of requirements imposed on the individual by society forms the content of the social role.

A person performs many different roles, and each time he needs to be somehow different in order to receive approval and recognition.

However, these roles should not be contradictory, incompatible. If the same person is presented with opposing social demands, a conflict of roles may arise. In this case, a contradictory personality is formed - either a person chooses only some requirements, ignoring all other requirements and roles, other groups of people; at the same time, a person moves away from people who underestimate him, and seeks to get closer to those who appreciate him.

There are the following differences between the socialization of children and adults: Socialization of adults is expressed mainly in a change in their external behavior, while children's socialization corrects basic value orientations. Adults can evaluate norms; children are only able to assimilate them. Adult socialization often involves understanding that there are many "shades of gray" between black and white. Adult socialization aims to help the individual acquire certain skills; socialization of children forms mainly the motivation of their behavior.

Resocialization is the assimilation of new values, roles, skills instead of the old, insufficiently assimilated or outdated ones.

Bibliography

1. Gippenreiter Yu.B. Introduction to general psychology. M., 2002.

2. Maklakov P. General psychology: Textbook. M., 2003.

3. Mukhina V. S. Developmental psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. M., 1999.

4. Nemov R. S. Psychology Book 1. M., 2001.

5. Psychological Dictionary, edited by V.P. Zinchenko, B.G. Meshcheryakova. M., 1998.

6. Rean A. A., Bordovskaya N. V., Rozum S. I. Psychology and Pedagogy. SPb., 2002.

7. Slobodchikov V.I., Isaev A.I. Human psychology. M., 2001.

8. Stolyarenko L.D. Fundamentals of psychology. Rostov-on-Don, 1999.

9. Khjell L., Ziegler D. Theories of personality. SPb., 1999.

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Question 12. Socialization: concept, content, mechanisms. Stages and institutions of socialization.

There is no single definition of C. In progress social development child can be divided into two aspects:

The process of social development involves gradual orientation of the child in the currently existing system of social roles in society . This orientation is possible due to the expansion of the child's social ties, as well as due to the formation of a personal system of personal meanings, behind which there is an orientation in the system of objective activities specified by society.

going on formation of structures of individual self-consciousness associated with the process of social self-determination and the formation of the social identity of the individual, the premise of which is the active inclusion of the child in various social communities.

Thus, the process of social development is conceived as an active interaction with the social environment. To characterize this entry of a person into the system of social relations, the concept is usually used. socialization.

In domestic social psychology, the most common understanding of socialization is as a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, into the system of social ties, on the other hand, as the process of active reproduction of this system by the individual in his activity. With such an understanding of socialization, not only the process of social orientation and the assimilation of social norms is fixed, but also the moment of active transformation and application of learned social roles, norms, values, methods of social self-determination in new social situations. Unlike the concept of socialization (a person's compliance with the social requirements for a given age), socialization includes a willingness to move into new situations of social development, i.e.:

ability to adequately perceive new social requirements;

selective attitude to social impacts;

low social rigidity;

the formation of personal prerequisites for fulfilling the tasks of the next stage of socialization.

2. The concept of socialization.

Socialization should be distinguished from:

Adaptation is a time-limited process of adaptation to new conditions;

Training, education - acquisition of new knowledge and skills;

Growing up is the sociopsychological development of a person in a narrow age range (approximately from 10 to 20 years).

Socialization is not limited to any of the processes listed above, and at the same time they are included in the process of socialization as elements.

In some cases, the process of resocialization is possible, which is characterized by the fact that the individual loses some values, the norms he has learned cease to be regulators of his behavior. Circumstances that cause resocialization may include the imprisonment of a person, in a psychiatric hospital, etc.

Education is a purposeful impact on the spiritual sphere and the behavior of individuals;

The concept of education has two meanings in our P:

In the narrow sense, the process of purposeful influence on a person by the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms.

In broad terms, the impact on a person of the entire system of social relations in order to assimilate social experience.

If we consider the concept of education in the narrow sense of the word, then C differs in its meaning, and if in a broad sense, then they are identical.

The ratio of socialization with social development-????

Socialization is a continuous process. There are three areas of socialization:

Activity. Three processes: orientation in the system of connections present in each type of activity and between its various types; centralization around the main, chosen one, focusing attention on it and subordinating all other activities to it; mastering by the personality in the course of the implementation of the activities of new roles and understanding their significance. it is an extension of the action directory. The goal setting process is important. The individual becomes the subject of activity.

Communication. This is an increase in the number of contacts and a transition to dialogical communication. It is important: how and under what circumstances the multiplication of communication links is carried out and what a person receives from this communication.

Self-awareness. Self-consciousness includes self-determination, self-realization and self-affirmation, self-esteem. Understanding the personality of oneself as a certain value and a question of identification. The development of self-awareness in the course of C is a controlled process, determined by the constant acquisition of social experience in the context of expanding the dialogue of activity and communication.

Socialization is the possession of social norms.

3. Mechanisms and stages of socialization.

C has two functions: the transfer of social experience and individualization. Mechanisms C:

Socio-psychological (suggestion, imitation, infection)

institutional.

Turning to Freudianism, we see that process C takes place in the early childhood of the individual. Piaget also includes youth in this process. And Erickson speaks of the infinity of process C. The activity approach of domestic social psychology uses not age, but labor activity of a person as a basis for distinguishing the stages of socialization. There are three stages: pre-labor, labor and post-labor.

Pre-labor the stage is divided into two periods: a) early socialization (from the birth of a child to entering school), b) the learning stage (all the time of schooling). As for education in universities and technical schools, here the issue receives a dual solution: on the one hand, this is also a period of study and cannot be strictly attributed to the labor period, on the other hand, the educational activities of these institutions are so different from the school educational process, and sometimes it is combined with labor, therefore it cannot be attributed to the pre-labor stage.

P.S. Propose to the commission to single out this stage as a separate one, you will pass for a smart one

Labor stage includes the entire period of a person's labor activity. Socialization in adulthood has recently received extensive attention. Two areas of research can be identified: the understanding of socialization as a continuous process is characteristic of sociologists; understanding the socialization of adults as a rethinking of childhood experience is typical for psychologists.

Post-labour stage is a fairly new problem for socialization research. One approach considers this stage as the curtailment of all social functions and desocialization. The other, on the contrary, considers this time to be quite active, in particular, in terms of reproducing one's own social experience when interacting with younger generations. Moreover, at this time one has to master new social roles, such as grandmother, grandfather, pensioner, etc. This approach is supported by the concept of E. Erickson, who designated the stage after 65 years as the period of "wisdom" and the final formation of identity.

One more variant of the classification of socialization mechanisms can be given based on the ontogenetic principle of their development in a child. In the process of socialization, the following parts can be distinguished: inculturation (transmission of cultural values), internalization of experience (the assimilation of social experience and the mechanisms of this assimilation), adaptation (the results of socialization are considered). These parts reflect the process of entry into society. The side of the reproduction of social experience can be considered as a process of constructing social reality. The division into parts is rather arbitrary, they are inextricably merged.

Enculturation according to Herskovitz, there is a process in which an individual masters the worldview and behavior inherent in a culture, as a result of which his cognitive, emotional and behavioral similarity with members of this culture and difference from members of other cultures are formed. There are two stages of inculturation: childhood (learning the language, norms and values ​​of culture) and maturity (applies only to individual "fragments" of culture - inventions, innovations).

The main mechanism of culture translation at the group level is intergenerational transmission. Three kinds:

vertical transmission- transmission from parents to children;

horizontal transmission- communicating with peers;

"indirect" (oblique) transmission- in specialized institutions of socialization (university, school) and in practice - with surrounding adults, in addition to parents (neighbors, aunts, uncles).

Internalization - a set of motivational and cognitive processes, with the help of which initially external social requirements become internal requirements of the individual. Two special cases of this process: learning patterns of behavior; assimilation of social meanings: symbols, values, attitudes.

Behavior models. Basic provisions:

1. the internalization of roles depends on the degree of objective and subjective significance of the model.

   the success of the internalization of models depends on the degree of consistency of the requirements of the immediate social environment.

   interindividual differences are rare or not considered at all.

   a popular object of research: sex-role and prosocial behavior.

Assimilation of meanings. General provisions:

1. The internalization of social influences is a multi-level process.

   this mode is irreversible.

   the indicator of assimilation is voluntary socially utilitarian behavior.

   the main success factor is the degree of awareness of internalized influences.

Various internalization mechanisms are considered. Learning theories - classical and operant conditioning, social learning theories - observed behavior and the conditions in which it unfolds, psychoanalysis - the mechanism of rationalization, cognitivists - the mechanism of internalization is the reduction of cognitive dissonance.

Adaptation - consideration of socialization in terms of its possible results. Research in this area is characterized by the following ideas:

Socialization is understood as a final process.

Socialization is understood as a purely quantitative process of changing a person under the influence of external circumstances.

Socialization acts as a reaction following changes in the social situation.

Construction of reality implies the presence of activity of the individual in the process of socialization. Two points are significant:

the reality of the social world and the reality of the inner world of the individual are realities that are constantly known, comprehended and interpreted, and in this sense - created;

a person’s ability to functionally-semantic interpretation of reality is associated with two features of his ideas about the world: the implicit representation of the “field of culture” in them and intentionality (we are always able to imagine the objects of the social world in a different way than they really are.

You can talk about the stages of development according to Kohlberg

Kohlberg singled out six stages of the moral development of a person, which replace one another in a strict sequence, similar to Piaget's cognitive stages. The transition from one stage to another occurs as a result of improving cognitive skills and the ability to empathize (empathy). Unlike Piaget, Kohlberg does not associate periods of the moral development of a person with a certain age. While most people reach at least the third stage, some remain morally immature for life.

The first two stages relate to children who have not yet mastered the concepts of good and bad. They seek to avoid punishment (the first stage) or to earn encouragement (the second stage). At the third stage, people are clearly aware of the opinions of others and strive to act in such a way as to win their approval. Although at this stage their own concepts of good and bad begin to form, people generally strive to adapt to others in order to earn social approval. At the fourth stage, people are aware of the interests of society and the rules of behavior in it. It is at this stage that moral consciousness is formed: the person to whom the cashier has given too much change returns it, because "it is right." According to Kohlberg, in the last two stages, people are able to perform highly moral acts regardless of generally accepted values.

At the fifth stage, people comprehend the possible contradictions between various moral beliefs. At this stage, they are able to generalize, to imagine what would happen if everyone acted a certain way. This is how the individual's own judgments about what is "good" and what is "bad" are formed. At the sixth stage, people form their own ethical sense, universal and consistent moral principles. Such people are devoid of egocentrism; they make the same demands on themselves as they would on any other person.

4. Institutions of socialization.

Those specific groups in which the individual is attached to the systems of norms and values ​​and which act as a kind of translators of social experience have received the name of socialization institutions. At the pre-labor stage of socialization, such institutions are: in the period of early childhood, the family and pre-school children's institutions, which play an increasing role in modern societies.

Family considered traditionally as the most important institution of socialization in a number of concepts. It is in the family that children acquire the first interaction skills, master the first social roles, comprehend the first norms and values. The role of the family as an institution of socialization depends on the type of society, on its traditions and cultural norms.

Concerning preschool children's institutions, then their analysis has not yet received citizenship rights in social psychology. The “justification” for this is the assertion that social psychology deals with groups where a developed personality functions, and therefore the whole field of groups associated specifically with the formation of personality simply falls out of analysis.

In the second period of the early stage of socialization, the main institution is school. The school provides the student with a systematic education, which is itself the most important element of socialization, but in addition, the school is obliged to prepare a person for life in society and in a broader sense. Here, observance of those norms and rules that prevail in other social institutions is mandatory, here an idea is formed about the sanctions adopted in society - punishments and rewards, i.e. the whole system of social requirements is transferred to the child. Compared to the family, the school is more dependent on society and the state, although this dependence is different in totalitarian and democratic societies. But one way or another, the school sets the primary ideas for a person as a citizen and, consequently, contributes (or hinders) his entry into civilian life. The peer group at school is the first group freely chosen by the child, in contrast to the family and teacher group. Its special value for the child is that he gains independence from the control of adults, sometimes even the possibility of counteracting it. I. S. Kon names three psychological functions of the peer group: they represent a specific channel of information, which is especially important in the field of gender problems; they embody a special type of activity and interpersonal relations (in a group game, for example, such skills of social interaction are developed when the status in it must still be earned, which contributes to the development of competitive activity); finally, they offer a special kind of emotional contact - the love and respect of equals, which provides a sense of well-being. An active process of communication in a peer group contributes to the inclusion of communication in the process of social cognition.

Depending on whether the period of higher education is included in the second stage of socialization, the question of such a social institution as university. So far, there are no studies of higher educational institutions in this context, although the very problem of students occupies an increasingly significant place in the system of various social sciences.

As for the institutions of socialization at the labor stage, the most important of them is labor collective. In social psychology, the vast majority of studies have been carried out precisely on the material of labor collectives, although it must be admitted that revealing their role precisely as institutions of socialization is still not enough.

Just as controversial as the question of the existence of a post-labor stage of socialization is the question of its institutions. It is possible, of course, on the basis of everyday observations, to name various public organizations as such institutions, the members of which are predominantly pensioners, but this is not an elaboration of the problem. If the recognition of the concept of socialization is natural for older ages, then the question of the institutions of this stage must also be investigated.

mass media can be considered as a channel for the formation mass consciousness. Along with such social functions as ensuring social control and management, integrating society, realizing the social activity of citizens, shaping public opinion and spreading culture, specific socio-psychological functions are also distinguished in the media. According to N. N. Bogomolova, the main ones are the functions of the social orientation of a person and a group, the formation of social identity, contact with another person, his self-affirmation. Orientation of a person or group in the social world is carried out by creating public opinion and constructing strategies for behavior in various situations. That is, the media allows both to form ideas about the social world and to choose strategies for behavior in it. The role of the media in the process of social cognition also lies in the fact that they often offer already ready image of a social phenomenon. It is also worth noting that the media play a big role in spreading social stereotypes.

Other institutions are the church. In the traditions of psychology, the question of the role of religion, in particular religious consciousness, in shaping a person's ideas about the world around him has been repeatedly raised. Although any religion contains a system of views on man, nature, and society, the analysis of religious consciousness is of particular interest from the point of view of how social problems are comprehended in it.

Ethnocultural variability of the process of socialization

and in the process of cultural transmission. American cultural anthropologists led by G. Barry identify several agents of socialization that differ in the nature of their influence on the child:

Guardians who care for the child, satisfying his physical and emotional needs;

Disciplinators distributing punishments;

Educators who purposefully teach the child, transferring the appropriate knowledge and skills to him;

Companions participating in joint activities with the child on more or less equal terms;

Cohabitants living in the same house with the child

It goes without saying that there has never been and cannot be a “general hierarchy of the degree of influence and social significance of socializers” independent of culture.

Depending on the culture in society, there is a different hierarchy, distribution of roles, different values, as well as different ways of education and transfer of experience. And blah blah blah. Remember even different types of swaddling children).

Comparison criteria

Rigidity, softness, kind of power, separation. Weaning

Permissibility of intimate relationships

swaddling method

How much an adult interferes in the game, the isolation of children's play culture

Acceptable form of expressiveness

Political socialization

The level of political culture is determined in the process of political formation of the individual. In almost any society, individuals and groups are attached to a certain system of values, acceptable forms of political behavior. In Western political science, based on the nature of political values ​​and norms that prescribe certain patterns of political behavior to individuals, the following are distinguished: types of political socialization .

harmonic type political socialization, which implies the presence of a culturally homogeneous environment, mature democratic traditions and civil society, which provide a respectful dialogue between the individual and the authorities.

pluralistic type, which is characterized by the mediating nature of the interaction of the individual with the authorities (prevails in the countries of mainland Western Europe). The presence of a significant number of heterogeneous subcultures implies the initial political socialization of the individual within the boundaries of the ideals and values ​​of his cultural and ethnic group.

conflict type characteristic of non-Western societies. The high level of poverty of the majority of the population, the rigid adherence of the individual to the local values ​​of the clan, clan, tribe make it difficult to reach agreement between the bearers of different cultures and the authorities.

hegemonic type, suggesting that a person enters politics solely on the basis of the values ​​of a class (for example, the bourgeoisie or the proletariat), a certain religion (for example, Islam) or political ideology (for example, communism, liberalism, fascism, etc.).

It must be borne in mind that political socialization performs a number of important functions:

1) determines the political goals and values ​​that the individual aspires to and wants to achieve through political participation;

2) forms ideas about acceptable ways of political behavior, about the appropriateness of certain actions in a particular situation;

3) determines the attitude of the individual to the environment and the political system;

4) develops a certain attitude towards political symbols;

5) forms the ability to cognize the world around;

6) forms beliefs and attitudes that are the "code" of political life.

There are different types of political socialization: direct and indirect (primary and secondary). Direct socialization is the direct acquisition of political knowledge and attitudes. Indirect socialization is a kind of "projection" of character traits, early childhood experience, the immediate environment of the individual on the political attitudes that are being formed.

A little about the information environment. A modern person has been immersed in the information environment since childhood - he lives among television, radio, books, magazines, computer games, etc. He turns to information channels not only when studying and performing professional duties, but also when calling a doctor, raising children. Of great importance is the information culture of the individual when choosing a profession, work, leisure. Thus, information plays an increasingly important role in the life cycle of a person, pervades all his activities. An information lifestyle is being formed. There is an idea about the information infrastructure, the information environment.

The information environment is the world of information around a person and the world of his information activity. As close in meaning in the literature there are the concepts of "information field", "information space".

With a certain convention, we can talk about the internal and external information environment or the environment (microenvironment) inside the room in which a person is located (office, exhibition complex, library) and the information environment outside them (macroenvironment). The external information environment leaves its mark on the internal environment. (For example: the invention of the Internet led to changes in the internal information resources of the library. Today, libraries open Internet rooms that provide users with new modern information documents and databases.)

The internal information environment is information resources and everything related to the information activities of the employee and user in the information service (in our case, in the library). Its role in socialization can be thought out independently)))

Socialization in a changing world (I don't know where you can find something normal about this)

social instability - it is not just the equivalent of rapid and radical social changes, but their possible mismatch, i.e. a change in the direction and pace of changes, a discrepancy in the measure of their radicalness in various spheres of society (economy, politics, culture, forms of human relations). It is the combination of these circumstances that leads to social instability. The problem is further complicated by the fact that social instability, although it has some common features, when it occurs at certain periods of development in different countries, takes a specific form in each case: it is combined with the special conditions of the historical development of each country, its traditions, national mentality. In particular, instability is superimposed on the image of society that existed in the mass consciousness before the period of radical transformations. It depends on whether the period of crisis was preceded by a period of stable development with strict regulation of stereotypes and values, or, on the contrary, a period of fairly dynamic development. All this is directly related to how the process of social cognition will develop in the emerging situation.

Special emphasis on the importance of this in a situation of instability makes A. Tashfel: the fundamental characteristic of the human environment in modern society is social change. Therefore, it is always a problem for a person interaction of social change and behavior choice. But the choice of behavior is determined by the understanding of one's environment. Consequently, there is no other adequate choice of behavior, except for the ability to equally adequately assess the essence of the changes taking place in society.

The desire for the fullness of being is characteristic of all people, because duality and constant dissatisfaction "got" to everyone. At the same time, each person solves his “human” problem in his own way. This defines the uniqueness of each person. Therefore, human existence is characterized by infinite diversity. personalities.

Personality - it is the integrity of innate (biological) and acquired (social) properties that characterize an individual and make him an individual.

An individual (a specific person) can enter into interactions, relationships with other people in different ways. He can love them, hate them, be indifferent to them. It can compete or cooperate. He can build a social system based on equality or dictatorship, freedom or violence. In all these relations, human energy is realized, the conductor of which is the "quality" of the individual. The “quality” of a personality is understood as the degree of clarification by a person (individual) of the norms of culture achieved by society. Cultural models and social institutions do not simply "affect" the individual. An interaction takes place, during which the entire personality of an ordinary individual is “stamped” according to the model of relations accepted in the family, social groups, organization, etc. In this process, the role of the socio-economic and political structures of society is so great that from the analysis of one person one can derive an idea (at least in general terms) about the entire social structure in which he operates.

The outside world can be perceived in two ways: reproductive and creative. Reproductive perception is like photographing. Creative perception can be compared to the revitalization and recreation of new elements of the environment (through the spontaneous activity of the mind and feelings). Each person perceives the external environment both reproductively and creatively. At the same time, it is impossible for one or another type of perception to have an advantage. This will be a deviation from the norm. With the advantage of reproductive perception, a person sees mainly what is on the surface, without penetrating into the depths, into the essence of what is happening. He sees the details but does not see the whole. He is not unimaginative. But it only transfers to the future the results of listing and combining already known, existing facts. Such a person is socially impoverished.

With the advantage of creative perception, a person perceives not those real factors that are visible to everyone. He builds his own reality in his inner world, which is a symbol and reflection of his inner world. Such a person cannot function socially.

A normal human being is able to relate to the external environment at the same time taking it for granted, and comprehending it, and reviving it, and enriching it with his own energy. The result of this interaction opposite abilities of perception of the external environment is not so much material things, works of art, science, literature, but the man himself. This implies that a person must give life to intellectual and emotional possibilities, his "full Self". Considering that many environmental factors often interfere with this process, a person dies before he has time to fully open up, that is, to be fully born. For the full disclosure of the essence of the human Self, both in itself and in the external environment, such elements of interaction as care, responsibility, respect, knowledge.

The process and result of the assimilation and active reproduction by an individual of a certain system of knowledge, norms and values ​​(social experience), carried out in communication and activity and allowing him to function as a full member of society is called socialization. That is, the process during which an individual acquires certain personal qualities that determine his social position, place in society. A person goes through several types of socialization during his life.

This process begins in the family where the socialization of childhood or 1) primary socialization .

Primary socialization takes place in the family, to which the child adapts, and where he acquires social qualities. These qualities will allow him to adapt to social life. Despite the fact that people are constantly born and die, socialization enables society to reproduce itself. This is a condition for the preservation and development of social culture.

In addition to the primary, there are also 2) secondary and 3) preparatory and 4) repeated types of socialization.

Secondary socialization involves the process of subsequent introduction of the individual socialized by the family into other sectors of society (kindergarten, school, professional group, army, etc.).

preparatory socialization- this is the acceptance by the individual of the values ​​of the group to which he would like to belong. This facilitates the transition from one stage of the life cycle to another (applicant-sudent, single-married, single, married, etc.).

Re-socialization (re-socialization i) is possible in adults in case of significant life changes. It is available in two forms:

1. In the form of assimilation of new values, roles, skills instead of the former, insufficiently assimilated, obsolete, lost (rural resident - urban, resident of Russia - resident of another country, employed - unemployed, healthy - disabled)

2. In the form of a deviation from the systems of values, norms, roles accepted in society (for example, crimes).

Thus, not only society shapes the personality, but to a certain extent, the very nature of a person shapes the social conditions of his life. Consequently, the social process can be understood only on the basis of knowledge of the true essence of man, his physiological and mental properties, studying the interaction between the nature of man and the external conditions of his life.

Erich Fromm: “The problem of human existence is quite unique: man came out of nature - and yet remains in it; he is part "divine", part animal, he is both infinite and limited. The need to resolve the contradiction of one's existence again and again, to find ever higher forms of unity with nature, one's brothers and oneself. This is the source of all spiritual forces that move a person, the source of all his passions, affects and aspirations.

To the extent that man is also an animal, the need to satisfy hunger, thirst, sex, etc. are mandatory. But to the extent that he is humanized, the satisfaction of these instinctive needs is insufficient not only for happiness, but even for his mental health. In this unique position of man lies the Archimedean point of his development. Understanding the human psyche should be based on an analysis of the needs of a person arising from the conditions of his existence.

Needs arising from the very essence of man:

Involvement (as opposed to narcissism);

Overcoming and creativity (as opposed to destructiveness);

Brotherhood (as opposed to incest);

Identity and individuality (as opposed to herd conformism);

Reason (as opposed to the irrational).

While the tedlo tells a man what to eat and what to avoid, his conscience is called upon to tell him which needs are worth cultivating and satisfying, and which ones should be allowed to wither and wither. But hunger and appetite are functions of the body that are inherent in a person from birth, while conscience is inherent in him potentially and needs guidance from the outside.

Lesson 2. Socialization of the individual.

MAIN CONTENT OF THE LESSON

The concept of socialization.

Pay attention to the following aspects of the concept of "socialization":

Socialization is the process of personality formation, development of socially significant qualities of a person;

Socialization is the process of mastering various social roles by an individual;

The socialization of the individual is possible only in society, in the process of its social interactions;

Various social institutions, social groups participate in the socialization of the individual;

The success of socialization is determined both by the personal qualities of the individual and the characteristics of his environment, the socio-economic and political situation in society;

Socialization occurs throughout a person's life.

The main stages of socialization.

a brief description of

Primary socialization (adaptation)

Child from birth to adolescence ( lasting on average from 10-12 to 15-16 years for girls and from 12-14 to 17-18 years for boys) assimilates social experience uncritically, adapts, adapts, imitates parents and other representatives of their immediate environment.

Individualization (there is a desire to distinguish oneself from others, a critical attitude to the accepted norms of social behavior)

In adolescence, the stage of individualization, self-determination is characterized as an intermediate socialization, since the outlook and character of the teenager is still unstable. Adolescence (18-25) is characterized as a stable conceptual socialization, when stable personality traits are developed.

Integration (there is a desire to find one's place in society, to fit into it)

Integration proceeds successfully if the individuality of a person is accepted by a group, society. If it is not accepted, the following outcomes are possible:

maintaining one's dissimilarity and the emergence of aggressive interactions (relationships) with specific people, groups and society as a whole;

a real change in oneself in order to "become like everyone else";

conformism, external conciliation, adaptation.

Labor stage of socialization

Covers the entire period of a person's maturity, his labor activity; a person not only assimilates social experience, but also reproduces it through active influence on his social environment, social environment.

Post-labor stage of socialization

Considers old age as an age that makes a certain contribution to the reproduction of social experience, to the process of passing it on to new generations.

In the course of socialization, a person learns the social experience of previous generations, without which a full life in society is difficult. Social experience includes a system of knowledge, norms, values, patterns of behavior in typical situations (social roles), etc.

Social status and social role

Each person occupies a certain position in society. It depends on his age, marital status, income, profession, political activity, cultural interests. The position of a person in society is related to his social status. Social status is the place (position) of a person in society, which determines the range of his rights and obligations. For example, as citizens of Russia, we have the right to participate in the management of state affairs, but at the same time we are obliged to comply with laws, pay established taxes and fees, etc. Some statuses are acquired from birth or are assigned regardless of the will and desire of a person (for example, the status of a son / daughter, men/women, ethnicity), and to achieve others, certain efforts must be made (husband/wife, doctor/teacher, etc.).

The social role reflects the ideas about a person and the requirements of society for him in accordance with his social status. It includes many rules, patterns and stereotypes of behavior, the development of which takes time. The main (basic) social roles include the roles of a citizen, owner, family man, consumer, worker. The performance of a particular social role is individual.

The environment surrounding a person can influence the development of a person both purposefully (by organizing the process of education and upbringing) and unintentionally. It is also expedient to analyze this thesis on the examples of students' personal social experience.

Agents (institutions) of socialization

Agents (institutions) of socialization are people and institutions that ensure the transfer of cultural values ​​to new generations and the assimilation of social roles by individuals.

Primary socialization, during which the child learns elementary methods of self-care in everyday life, the skills of communicating with others, is carried out primarily by the family. In the future, the socialization includes the education system, the media (media), etc.

Scheme "Institutions of socialization"

Scheme "Socialization (stages, agents)"

Working with diagrams:

For each of the given agents, institutions of socialization, we determine, based on the personal social experience of students, its role in the socialization of the individual.

Basic questions:

What social roles can be mastered by this agent, the institution of socialization?

What social qualities are formed in an individual when interacting with this agent, the institution of socialization?

What norms of behavior are established by this agent, the institution of socialization?

REINFORCEMENT OF LEARNED

Answer the questions:

What process is called socialization?

What is social status?

What are the types of social statuses?

What is the meaning of the term "social role"?

What social roles of a person are classified as basic (basic)?

What does the term “agent (institution) of socialization” mean? what agents of socialization do you know?

Analyze judgments about the socialization of the individual. Put a + sign in the corresponding column of the table.

JOB TRAINING

1. Analyze the judgments about the socialization of the individual. Put a + sign in the corresponding column of the table.

conformism(from lat. - take proper shape )

Adaptability; passive acceptance of the existing order of things, prevailing opinions, etc.

Conceptual

having a serious independent concept

Concept

1) A system of interconnected and one of the other views on certain phenomena.
2) General , the main idea of ​​smth.

Socialization (from lat. public )

The process of mastering social roles and cultural norms by a person.

social role

The social function performed by a person and the patterns of behavior corresponding to it. The social role is focused on social status.

The social status of the individual (from lat. position, condition )

The position of a person in society, occupied by him in accordance with age, gender, origin, profession, marital status, etc. Distinguish between inborn (gender, nationality, race) and achieved (obtained through one's own efforts) social status of the individual.

Test on the topic of personality socialization

I. MARK THE CORRECT ANSWERS

1. Stages of personality development in the process of socialization

adaptation

individualization

social development

integration

2. Which of the following does not apply to the mechanisms of socialization:

Imitation, imitation

gender identity

Individualization

Conformity

3. The main features of a social group

Presence of integral psychological characteristics
Group cohesion

The existence of the main parameters of the group as a whole
The ability of individuals to coordinate action.
Group pressure action

4. According to their social status, social groups are divided into:

to formal,

informal,

positive

negative

5. By importance, social groups are divided:
to reference
large

membership groups

small

6. According to the immediacy of relationships, social groups are divided:

for real

unorganized

nominal

7. In relation to society, groups are:

poorly organized
positive
negative

8. A social being included in social relations and being an agent of social development

individual

personality

individuality

9. A social function that is embodied at the level of public consciousness in expectations, norms and sanctions and is realized in the social experience of a particular person

social role

social development

social control

10. According to the method of assimilation, social roles are divided into:

prescribed and acquired

latent and active

interpersonal and social

11. The totality of all social and psychological processes through which a person learns a system of knowledge, norms, values ​​that allow him to function as a full-fledged member of society is:

adaptation

integration

socialization

12. How many stages of development does a person go through in the process of socialization:

two

three

four

13. Ways of conscious and unconscious assimilation and reproduction of social experience:

adaptation

socialization mechanisms

social development

14. Social groups that make up the immediate environment of the individual and act as carriers of various norms and values, setting the system of external regulation of human behavior

objects of socialization

socialization institutions

socialization mechanisms

15. The process and result of human social development:

professionalism

socialization

integration

16. A field of knowledge in which not only real, but also potential victims of adverse conditions of socialization are studied

social victimology

psychology of mass communication

psychology of family relations

17. Which of the following refers to the objective factors contributing to the transformation of a person into a victim of adverse conditions of socialization

financial situation

production team

peer group

18. Formation of the social quality of the individual as a result of his socialization and education.

social development of personality

personality adaptation

individualization of personality

19. The process in which, at a certain stage of normal socialization of a person, under the influence of a negative microenvironment, some deformation occurs

asocialization

desocialization

resocialization

20. The psychological age of a person is determined

according to the degree of development of the main physiological systems of the body

as an individual masters the culture of a given society

according to the degree of formation of the main structures of the psyche

21. According to the degree of manifestation, there are:

negative social roles

latent social roles

active social roles

22. Social groups are divided by importance

into large groups, small groups and microgroups
on reference and membership groups

into positive and negative

23. Relatively stable human experiences that have a motivational basis and are associated with the satisfaction of needs

emotions

emotional states

feelings

24. The totality of subordinate positions of group members in the system of interpersonal relations:

sociometric group structure

the ability of individuals to act in concert

group composition

25. What style of leadership is expressed in the voluntary refusal of the manager from managerial functions, removal from leadership, transfer of management functions to group members?

democratic

conniving

26. Indicate the mother disciplines of social psychology

sociology

psychology

pedagogy

27. Special knowledge about society, politics, economics, culture that allows a person to navigate in any social situation is

empathy

professionalism

28. The influence of society on attitudes, ideas, values, ideals and human behavior is:

socio-psychological competence

social control

integration with society

29. Social role is:

Fixing a certain position that a particular person occupies in the system of social relations

A normatively approved pattern of behavior expected of everyone in the position

The social function of the individual, corresponding to the accepted representation of people, depending on their status or position in society.

II. FILL IN THE MISSING

30. Customs that have developed historically, are passed down from generation to generation, are determined by the mentality people is………(traditions)

31. Special customs that have moral significance and are associated with the understanding of good and evil in a given social group - This ……….(morality)

32. Ways of conscious or unconscious assimilation and reproduction of social experience - This …. (mechanisms of socialization)

33. The fact of belonging to the human race is fixed in the concept ……( individual)

34. A unique combination of psychological characteristics of a person is his ……. (individuality)

35. Basic methods of social psychology:

Observation

Experiment

Poll

……….. (testing)

36. A set of characteristics of group members that are important from the point of view of its analysis as a whole (the size of the group, its age or gender composition, nationality or social status of group members) – This … (tocomposition)

37. Social groups that make up the immediate environment of the individual and act as carriers of various norms and values, setting the system of external regulation of the individual's behavior are called …. (institutions of socialization)

III. MAKE SURE.

38. Socio-psychological competence is divided into:

worldly

professional

acquired

39. Social psychology studies:

personality in a group, society, society

social groups in society

social psyche or mass phenomena of the psyche

individual personality traits

40 . The process of assimilation by a person of antisocial, antisocial norms, values, negative roles:

asocialization

desocialization

resocialization

Bibliography.

Social science. I will pass the exam! Method of preparation. Zaitseva E.V. – Enlightenment, 2016.

Dictionary of terms in social science. Brandt M.Yu. – Ed.: Exam, 2014.

A person is formed as a person and a subject of activity in the process of socialization. Socialization is understood as the process of assimilation by an individual of social norms and the development of social roles accepted in a given society. This process begins in infancy and ends in the extreme old age of a person, i.e. lasts a lifetime, because during the course of life a person has to master many social roles, change views, habits, tastes, rules of behavior, etc. Socialization explains how a person turns from a biological being into a social being.

Socialization should be distinguished from adaptation (a time-limited process of getting used to new conditions), upbringing (targeted impact on the spiritual sphere and behavior of individuals), training (acquisition of new knowledge), maturation (sociopsychological development of a person in a certain age range).

Socialization is a process that cannot be artificially controlled or manipulated. If there are many examples of accelerated learning, then there are no examples of accelerated socialization. It is a cumulative process in which social skills and knowledge are accumulated.

According to the degree of completion, the process of socialization can be divided into two large stages - the beginning socialization, which captures the first half of a person's life, and the ending one, which refers to the second half of life. Beginning socialization is mainly the area of ​​assigned statuses, the ending one is the area of ​​achieved ones.

Gaining independence first political (obtaining a passport and the right to vote, as well as being elected), then economic (getting a job that can fully support a person) and social (marrying and creating your own family, separating from parents and becoming a parent) means a qualitative the boundary between the two stages of socialization - beginning (early) and ending (late).

In addition to the stages or phases of the process of socialization, it is also necessary to single out the concept of "content of socialization". Interaction with their own kind in the process of socialization, when one social group teaches the “rules of life” to another, is called the formation of a social “I”. At the socio-psychological level, the formation of the social "I" occurs through the internalization of cultural norms and social values. Internalization- the transformation of external norms into internal rules of conduct. Thus, the content of socialization is not only the acquisition of social and economic independence, but also the formation of personality.

Types of socialization

Socialization is divided into primary and secondary. Primary and secondary socialization in the scientific literature is associated with:

1. with the first and second half of life;

2. with formal and informal institutions.

These are two different approaches to the interpretation of these concepts. In the first case, it is said that primary socialization is the teaching of social norms in the first half of life, that is, in childhood and adolescence, and secondary socialization captures maturity and old age, that is, the second half of life. This way of dividing the process of socialization is called formal-chronological.

Other scientists believe that primary socialization, like secondary socialization, continues throughout life, and they are not divided into halves of life. The criterion here is normative and substantive, namely: primary socialization proceeds under the influence of informal agents (parents and peers), and the secondary - under the influence of the norms and values ​​of formal agents, or institutions of socialization, that is, schools, industries, the army, the police, etc. .

The second point of view can be more convincing because the terms “primary” and “secondary” are traditionally used in world sociology. At the beginning of the 20th century, the outstanding American sociologist C. Cooley, one of the founders of the theory of socialization, introduced the terms "primary group" (familiar people) and "secondary group" (strangers, representatives of formal institutions).

Primary groups are small contact communities where people know each other, where there are informal, trusting relationships between them (family, neighborhood community). Secondary groups are large social multitudes of people between whom there are only formal relations.

Primary group - family, group of peers. Secondary group - army, school, institute, court, etc.

Thus, primary socialization takes place in primary groups, and secondary - in secondary groups. Primary social groups are the sphere of personal relations, that is, informal ones. Secondary social groups are the sphere of social, business relations, that is, formal contacts.

Formal contacts or relationships are called, the content, order, time and regulations of which are regulated by some document. An example is the army. Informal - interactions between two or more people, the content, order and intensity of which are not regulated by any document, but are determined by the participants in the interaction itself. An example is a family.

Both groups - primary and secondary - as well as both types of relationships (informal and formal), are vital for a person. However, the time devoted to them and the degree of their influence are distributed differently in different segments of life. For full-fledged socialization, an individual needs experience of communication in those and other environments. This is the principle of the diversity of socialization: the more heterogeneous the experience of communication and interaction of an individual, the more fully the process of socialization proceeds.