Socialization is the process of formation by an individual throughout his life social qualities(mastery of the language of communication, knowledge of communication norms, traditions, customs, assimilation of social roles), thanks to which a person becomes a capable participant in social life.

The process of socialization begins from infancy, the period of childhood and adolescence in the process of socialization plays the most important role, at this age basic knowledge about the norms of behavior in society is laid. Before preparing for adulthood was shorter than now: at the age of 14-15, the young man passed into the category of adults, and the girls at the age of 13 got married and educated independent family, but now a person continues his studies sometimes up to 25 years. Compared to our ape-like ancestors, the period of preparation for life has increased by at least 5 times. There is no need to talk about the end of socialization, since this process occurs throughout a person’s life, and ends in old age, but the most favorable time for socialization is still childhood and adolescence.

At present, the process of socialization is the subject of research by specialists in many industries. scientific knowledge. Psychologists, philosophers, sociologists, educators, social psychologists, etc. various aspects of this process, explore the mechanisms, stages and stages, factors of socialization.

There are various approaches to the definition of the concept of socialization, each of which reflects a particular theory of socialization of the individual. The development of the theory of socialization of the individual in foreign sociology and psychology were studied by G. Tarde, T. Parsons and others. In particular, G. Parsons based his theory on the principle of imitation, and social behavior. In the works of T. Parson, the process of socialization is explained somewhat differently. He believes that the individual, communicating with the values ​​that are significant to him, absorbs the common ones.

E. Giddens in his recently published book "Sociology" defines socialization as "social processes, in accordance with which children are attached to social norms and values; in this process, the formation of their personality takes place. Despite the fact that the processes of socialization are especially important for the individual in childhood they continue throughout his life. No person can exist without the influence of other people on him, and this affects the behavior of the individual at all stages of his development. life cycle» (See: Giddens E., 1999. S. 572).

Analyzing the above theories, the social psychologist A.N. Sukhov concludes that the theories of socialization are based on the classical formula of behaviorism and the theory of L.S. Vygotsky about the internalization of external experience, its cultural-historical concept (Sukhov A.: 2002, p. 40).

In traditional domestic sociology, socialization is seen as the self-development of the individual in the process of its interaction with various social groups, institutions, organizations, as a result of which an active life position of the individual is developed.

In the domestic social psychology There is a narrow and a broad interpretation of socialization. Such an approach to its understanding was proposed by B.D. Parygin. Socialization in the narrow sense is the process of entering the social environment. Adaptation to it, in a wide - historical process, phylogenesis. Along with the concept of “socialization”, they use quite similar meanings, for example, education and adaptation. In particular, Professor G. M. Andreeva believes that there are no differences between the concepts of “education” and “socialization” (Andreeva: 1988, p. 46). However, most scientists believe that the concept of “socialization” is wider than the concept of “education”.

The concepts of "socialization" and "adaptation" are closely related. Adaptation as a process of adaptation can be considered both as an integral part of socialization and as its mechanism. The process of socio-psychological adaptation, according to A.V. Mudrik, being a specific process of socialization, is divided into several stages: familiarization, role orientation, self-affirmation (Mudrik: 2000, p.59).

According to the established tradition, socialization has the following structure: content (adaptation to negative experience) and breadth (the number of spheres to which a person was able to adapt). The most frequently considered characteristics of socialization are factors, agents, mechanisms and means.

It is important to keep in mind that socialization is a process that continues throughout a person's life. In this regard, certain stages of socialization are usually distinguished: pre-labor (childhood, training), labor and post-labor. The socialization of a personality is a complex process of its interaction with the social environment, as a result of which the qualities of a person are formed as a true subject of social relations.

One of the main goals of socialization is adaptation, adaptation of a person to social reality, which is perhaps the most possible condition for the normal functioning of society. However, there may be extremes here that go beyond the normal process of socialization, ultimately associated with the place of the individual in the system of social relations, with its social activity. Such extremes can be called negative modes of adaptation. One of them is called "conformity" - a passive, devoid of personal content acceptance of the existing order of things, the prevailing opinions. Conformism is characterized by the absence of one's own position, unquestioning adherence to certain patterns, submission to authorities.

The asocial meaning of conformism lies in the fact that a person with conformal consciousness creates an alibi for himself in various life situations, explaining his actions or inactions by references to the force of circumstances, which is far from being indifferent to the social health of society.

Reasonable adaptation to social conditions, not causing damage to both the individual and others, should not only not be condemned, but in many cases supported. Otherwise, questions about social norms ah, discipline, organization, and even the integrity of society.

The question of the role of the environment in determining the behavior of an individual is connected with its social and moral responsibility. A person always has a choice and, therefore, there must be social responsibility. A rational structure of society presupposes the mutual balance of the individual in front of society and the responsibility of society to the individual.

Socialization(lat. solialis - public) is special process the inclusion of an individual in society, the result of the assimilation and active reproduction of social experience by him, carried out in communication and activity.

The concept of "socialization" was introduced in the 40s of the XX century. A. Dollard and J. Miller. In different scientific schools, it has received a different interpretation: as social learning (neobehaviorism), as a result of social interaction (symbolic interactionism), as a result of self-actualization (humanistic psychology).

In domestic social psychology, there is a narrow and broad interpretation of socialization. Such an approach to its understanding was proposed by B.D. Parygin. Socialization in the narrow sense is the process of entering the social environment, adapting to it, in the broad sense it is a historical process, phylogenesis.

Through socialization, a person learns to live together with other people, to adapt in a particular society. This process involves the active participation of the person himself in the development of culture. human relations, in the formation of certain social norms, roles and functions, the acquisition of skills and abilities necessary for successful implementation activities. The concept of socialization refers to the qualities that a person acquires, and psychological mechanisms through which their desired changes are achieved. The process of socialization can occur both spontaneously and purposefully (as a result of education and self-education).

According to the established tradition, socialization has the following structure:

2) latitude, i.e. the number of areas to which the individual was able to adapt.

When considering the content of socialization importance has a definition of what is offered to the individual as a social and cultural "menu", which pictures of the world, attitudes, stereotypes, values ​​are formed in the individual in the process of socialization.

It must be borne in mind that socialization is not a passive process, but an active one, where attitudes that determine the selectivity of the individual as an object of socialization play an important role.

social attitude- a stable internal attitude of a person to someone or something, including thoughts, emotions, actions taken by him in relation to this object; perceived, preferred type of behavior.

Formation and change social attitudes can occur as a result of a purposeful influence on human behavior in a given situation.

The content of socialization also depends on such an important parameter as social institutions, economic, public, including the family, preschool institutions, schools, informal groups, official organizations, etc. The effectiveness of socialization is determined by their moral, cultural and economic condition. In the dispute about the significance of these institutions for the socialization of the individual (the power of influence social institutions on a person depends on their authority - reference) preference is usually given to the family. Indeed, it occupies a special place in the socialization of the individual, it cannot be replaced by anything. As a rule, children brought up outside the family suffer from lack of adaptation, disturbed emotional contacts, and group identity.

A person cannot assimilate all social experience immediately from the moment of birth. Socialization is a long process, extended in time and space, even permanent. At the same time, it has an individual aspect and is associated with certain cycles in the field of physical, anatomical and physiological, sensory, emotional, cognitive and social development personality. The stadial nature of socialization is explained by the ratio of human development and the specifics social situation in which he finds himself in different periods life.

Socialization can be seen as a typical and singular process. Typicality is defined social conditions and depends on class, racial, ethnic and cultural differences. Socialization as a typical process means the similarity of its course for representatives of typical social or age groups who have the same religion, culture, social status. Socialization, for example, of the unemployed is typical for them and differs from the socialization of successful businessmen. The same can be said about vagrants, the chronically ill, the disabled. The socialization of emigrants takes place in a completely special, but still typical way. She is associated with forced necessity adapt to someone else's language environment, culture.

Socialization as a single process arises due to the characteristics inherent in this person (abilities, external data, degree of conformity, sociability, individual level identity), i.e. the desire to develop one's abilities, to realize one's life path as unique, etc.

Introduction

Socialization is the process of a person entering communities, his acquaintance with a gradually expanding range of different communities, the development of a person's attitude to new communities, the adoption of certain attitudes characteristic of the community, the acquisition by a person of his role in communities and in society as a whole.

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, and the constitutions of states say that all people are equal before the law. profound change in the spiritual and material spheres of the development of society have led to a wide interest and social significance of the problem of socialization of the younger generation. The economic and social transformations taking place in all spheres of the life of our society have actualized the task of studying the mechanism of socialization of children in different age stages and analysis of the influence of changing social conditions on the socialization of the individual.

The purpose of this work is to consider the values ​​of culture and the essence of the socialization of the individual.

To achieve this goal, it is necessary to solve the following tasks:

Consider the concept, process, scientific concepts socialization of the individual;

Describe the objective and subjective factors of personality socialization. Functions of socialization;

Describe the stages of socialization of the individual.

Theoretical aspects of socialization

Personality socialization: concept, process, scientific concepts

In sociology, personality is considered as the result of the development of the individual, the most complete embodiment of all human qualities. An individual is a single representative of the human race, a specific bearer of all social and psychological traits of humanity: mind, will, needs, interests, etc.

The mechanism and process of personality formation is revealed in sociology on the basis of the concept of "socialization". Socialization is a process by which an individual learns the basic elements of culture: symbols, meanings, values, norms. Sociology: A textbook for universities / V. N. Lavrinenko, N. A. Nartov, O. A. Shabanova, G. S. Lukashova; Under. ed. prof. V. N. Lavrinenko. - M.: Culture and sport, UNITI, 2009. - p. 149.

On the basis of this assimilation in the course of socialization, the formation of social qualities, properties, deeds and skills takes place, thanks to which a person becomes a capable participant in social interaction. Socialization is the process of becoming a social "I".

The individual and society interact in the process of socialization: society transmits socio-historical experience, norms, symbols, and the individual assimilates them depending on their qualities.

The meaning of the process of socialization in its early stages is the search for its social place.

In sociology, two levels of socialization are distinguished: primary and secondary. At each of these levels, various agents and institutions of socialization operate. The agents of socialization are specific people responsible for the transfer of cultural experience. Socialization institutions are institutions that influence and guide the process of socialization.

Primary socialization occurs in the sphere of interpersonal relations in small groups. The immediate environment of the individual acts as the primary agents of socialization: parents, relatives and distant relatives, family friends, peers, doctors, coaches, etc. These people, communicating with the individual, influence the formation of his personality.

Secondary socialization occurs at the level of large social groups and institutions. Secondary agents are formal organizations, official institutions: representatives of the administration of the school, the army, the state, etc.

Each agent of socialization gives the individual something that the educator can teach in its development. Primary socialization agents are interchangeable and universal. Agents of secondary socialization act in a narrowly specialized way, because each institution is aimed at solving its own problems in accordance with its functions.

Freud singled out a number of psychological mechanisms of socialization: imitation, identification, feelings of shame and guilt. Kravchenko A. I. Fundamentals of sociology: Proc. allowance For secondary and special students. uch. manager - M.: Logos, 2012. - p. 233.

Imitation is a conscious attempt by a child to copy a certain model of behavior. Identification is a way of realizing belonging to a particular community. The main influence here is the immediate environment of the child.

Imitation and identification are positive mechanisms, since they are aimed at mastering certain type behavior. Shame and guilt are negative mechanisms because they suppress or prohibit certain patterns of behavior.

Feelings of shame and guilt are closely related and almost indistinguishable, but there are certain differences between them. Shame is usually associated with feeling exposed and shamed. This feeling is focused on the perception of the actions of the individual by other people. The feeling of guilt is associated with inner feelings, with a person's self-assessment of his actions. Punishment here is committed by itself, conscience acts as a controlling form.

The theory of the "mirror self" of the American C. Cooley, having fixed the impact on the formation of the personality of the environment, notes the selective nature of the behavior of individuals. Depending on the situation, the individual adapts to the situation, choosing for himself certain role(winner, victim, neutrality). According to the chosen role, the personality chooses the values ​​by which it is guided in the process of socialization.

If we proceed from the thesis accepted in general psychology that a person is not born, but becomes, then it is clear that socialization in its content is a process of becoming a person, which begins from the first minutes of a person’s life. There are three areas in which, first of all, this formation of the personality is carried out: activity, communication, self-consciousness. Each of these areas should be considered separately. The common characteristic of all these three spheres is the process of expansion, multiplication of the individual's social ties with the outside world.

As for activity, throughout the entire process of socialization, the individual deals with the expansion of the "catalog" of activities, i.e. the development of more and more new activities. In this case, three more extremely important processes take place. Firstly, it is an orientation in the system of connections present in each type of activity and between its various types. It is carried out through personal meanings, i.e. means identifying especially significant aspects of activity for each individual, and not just understanding them, but also mastering them. One could call the product of this orientation a personal choice of activity. As a result of this, a second process arises - centering around the main, chosen one, focusing attention on it and subordinating all other activities to it. Finally, the third process is the development by the individual in the course of the implementation of new roles and understanding of their significance.

The second area - communication - is considered in the context of socialization also from the side of its expansion and deepening, which goes without saying, since communication is inextricably linked with activity. The expansion of communication can be understood as the multiplication of a person's contacts with other people, the specifics of these contacts at each age limit. As for the deepening of communication, this is, first of all, the transition from monologue to dialogic communication, decentration, i.e. the ability to focus on a partner, a more accurate perception of him.

Finally, the third area of ​​socialization is the development of self-awareness of the individual. In the most general form, we can say that the process of socialization means the formation of the image of his “I” in a person. In numerous experimental studies, including longitudinal ones, it has been established that the image of the Self does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences.

The process of socialization can be understood only as a unity of changes in all three designated areas. They, taken as a whole, create for the individual an “expanding reality” in which he acts, learns and communicates, thereby mastering not only the nearest microenvironment, but the entire system of social relations. Along with this development, the individual brings his own experience, his own creativity; therefore, there is no other form of assimilation of reality, except for its active transformation.

As already noted, a person as a person is formed in the process of interaction with society, in the process of entering the social environment, i.e. in the process of socialization. Socialization is the process of assimilation and subsequent active reproduction of social experience, carried out in activity and communication. The process of socialization is a set of all social processes, thanks to which the individual acquires a certain system of norms and values ​​that allow him to function as a member of society. It should be emphasized that socialization is bilateral process, a person not only assimilates social experience, but also transforms it into his own values, attitudes, orientations, in which social experience is reproduced.

Along with the concept of socialization, there are concepts that are close in meaning, such as “personal development” and “education”. It is very difficult to clearly distinguish between these concepts. In the concept of "personal development" more emphasis is placed on the activity of the individual, the development of the psyche, although the inextricable connection of this process with the social environment is emphasized.

The term "education" is used in the literature in two meanings - in the narrow and broad sense of the word. In the narrow sense of the word, the term "education" means the process of purposeful influence on a person by the subject of the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms, etc. The emphasis here is on purposefulness, regularity of the process of influence. As a subject of influence, we understand a special institution, a person appointed to achieve the named goal. In the broad sense of the word, “education” refers to the impact on a person of the entire system of social relations in order to assimilate social experience, etc. The subject of the educational process in this case can be the whole society, and, as is often said in everyday speech, “the whole of life”. If we use the term "education" in the narrow sense of the word, then socialization differs in its meaning from the process described by the term "education". If this concept is used in the broad sense of the word, then the difference is eliminated.

There are three areas in which socialization is primarily carried out - these are activities, communication, self-consciousness. Each of these areas makes it possible to expand, multiply social connections individual with the outside world.

Throughout the process of socialization, the individual masters more and more new types of activities, which allows expanding the set of social roles performed, finding personal meaning in activities.

Communication in the context of socialization allows you to expand a person's contacts with other people and their specifics, for example, the ability to focus on a partner, a more accurate perception of him.

Concerning self-consciousness, it should be noted that socialization can be considered as the formation in a person of the image of his Self, which does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences.

The process of socialization can only be understood as a unity of changes in all three designated areas.

Stages of the socialization process. There are the following stages of socialization:

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

2. Stage of individualization(there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). AT adolescence the stage of individualization is characterized as an intermediate socialization, since. still unstable in the outlook and character of a teenager.

adolescence(18–25 years old) is characterized as stable-conceptual socialization, when sustainable properties personality.

3. Integration stage(there is a desire to find one's place in society, to "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:

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

5. Post-work the stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to new generations.

There are other approaches to the allocation of stages of socialization, in particular, from the point of view of psychoanalysis, socialization occurs only in childhood, and should be limited to the chronology of the corresponding period.

In modern concepts, however, it is emphasized that the most intensive socialization is carried out in childhood and adolescence, but personality development continues in middle and old age. At the same time, the following differences are noted between the socialization of children and adults:

1. The socialization of adults is expressed mainly in changing their external behavior, while children's socialization corrects basic value orientations.

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

3. 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 fulfillment certain rules. And adults are forced to adapt 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”.

4. Socialization adult is aimed at helping a person to master certain skills; socialization of children forms mainly the motivation of their behavior.

There are other points of view, for example, the psychologist R. Gould proposed a theory that differs significantly from the one discussed above. 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.

In this context, it is logical to consider such a process as resocialization - the assimilation of new values, roles, skills instead of the old, insufficiently assimilated or outdated ones. Resocialization covers many activities - from classes to correct reading skills to professional retraining workers.

institutions of socialization. At all stages of socialization, the impact of society on the individual is carried out either directly or through a group, but the set of means of influence itself is reduced to norms, values ​​and signs. In other words, we can say that society and the group transmit to the developing individual a certain system of norms and values ​​through signs. 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 are called institutions of socialization.

At the first stages of socialization, the family, preschool institutions, school, technical school, university, etc. act as institutions.

The family is traditionally seen as the most important institution socialization. It is in the family that children acquire the first interaction skills, master the first social roles (including gender roles, the formation of masculinity and femininity traits), comprehend the first norms and values.

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. Compared to the family, the school is more dependent on society and the state. The school sets the primary ideas for a person as a citizen and, therefore, contributes (or hinders!) His entry into civil life. The school expands the child's opportunities in terms of his communication: here, in addition to communication with adults, there is a stable specific environment for communication with peers, which in itself acts as the most important institution of socialization.

As for the institutions of socialization at the labor stage, the most important of them is the labor collective, the norms and values ​​adopted in it, the style of leadership and decision-making, and the ways of building relationships.

The question of the social institutions of the post-labor stage is quite complex and little developed. Such institutions include, for example, public organizations whose members are predominantly pensioners.

Naturally, each of these institutions of socialization has a number of other functions; its activities cannot be reduced only to the function of transferring social experience.

Questions for self-control

1. What does psychology study?

3. How did the views on the subject of psychology change in the history of its formation as a science?

4. What explains the emergence in the twentieth century. several independent psychological schools?

5. What are the subject and methods of the psychoanalytic direction of Z. Freud?

6. What fundamental differences can be distinguished in the theory

K.G. Jung, in comparison with the theory of Z. Freud?

7. Why did behaviorists suggest excluding consciousness from the subject of psychology?

8. What are the basic principles of humanistic psychology?

9. Why is humanistic psychology considered as an alternative direction of psychology in relation to psychoanalysis and behaviorism?

10. Describe the main psychological schools national psychology.

11. Describe the main methods of psychology.

12. What are distinctive features testing as a method of psychological research of personality?

13. List the main characteristics and distinctive features of observation and experiment as the main methods of research in psychology.

14. What is the essence projective methods research?

15. Give comparative characteristic concepts of "individual", "personality", "individuality".

16. How do biological and social origin in the concept of "personality".

17. What personality characteristics can be distinguished?

18. What factors influence the formation of the "I-concept" of the individual?

19. What is the difference between the concepts of "socialization" and "education"?

20. Describe the stages of socialization.

References for section 1

1. Andreeva G.M. Social psychology: a textbook for universities. - 5th ed., Rev. and additional - M.: Aspect-Press, 2010. - 363 p.

2. Brushlinsky A.V. Selected psychological works. - M.: Institute of Psychology of the Russian Academy of Sciences, 2006. - 623 p.

3. Introduction to psychology / ed. ed. prof. A.V. Petrovsky. - M., 1996. - 496 p.

4. Gippenreiter Yu.B. Introduction to general psychology. Lecture course. - M., 2002. - 336 p.

5. Zhdan A.N. History of psychology: from antiquity to the present day: a textbook for students of psychological faculties. - M.: Academic project, 2008 - 576 p.

6. Nemov R.S. Psychology: textbook for students of higher pedagogical educational institutions. In 3 books. -5th ed. - M., 2006. -Kn.1: General foundations of psychology. – 687 p.

7. Stolyarenko L.D. Fundamentals of psychology. - Rostov-on-Don: Phoenix, 2010. - 672 p.

8. Khjell L., Ziegler D. Theories of personality. - St. Petersburg, 2006. - 607s.

SECTION 2. PSYCHOLOGY OF INTERPERSONAL INTERACTION

There is a well-known story of the Lykov family of Old Believers, who for a long time some lived in the remote taiga. Meeting people turned out to be a tragedy for them. One more example. Since 1913, a sect of Russian Old Believers has been living in one of the Uruguayan departments, isolated from the influence of civilization. There is no radio, no television, no telephone in the village, despite the fact that in those nearby settlements it's all there.

These cases are based on a violation of the fact that in psychological literature called socialization. Socialization — the process and result of the inclusion of the individual in social relations. It is carried out by assimilating social experience by an individual and reproducing it in his activity. In the process of socialization, an individual becomes a personality and acquires the knowledge, skills, and habits necessary for life among people, i.e. the ability to communicate and interact with other people.

There are a lot of "author's" definitions of the concept of socialization. For example, according to A.A. Reanu socialization is the process and result of the assimilation and subsequent active reproduction of social experience by the individual. K. Bronfenbrenner: socialization - the totality of all social processes, through which the individual learns a certain system of norms and values ​​that allow him to function as a member of society. T. Shibutani: Socialization is the process by which people learn to participate effectively in social groups. According to the most common definition, socialization is the accumulation by an individual throughout his life of social roles, norms and values ​​of the society to which he belongs.

The development of the theory of personality socialization was carried out by such scientists as G. Tarde, T. Parsons, etc. socialization. In the works of T. Parsons, the process is explained somewhat differently. He believes that the individual, communicating with the values ​​that are significant to him, absorbs the common ones. If you take general scheme socialization, we can conclude that the theories are based on the classical formula of behaviorism "S - R" and the theory of L.S. Vygotsky about the internalization of external experience (the transformation of external actions with material objects into internal, mental, operating with symbols).

Social conditions of personality development. The concept of the social situation of personality development.

The formation and development of personality is determined by the totality of the conditions of social existence in a given historical era. Personality is always a product of its era and the life of the country. Depending on the socio-economic formation in modern conditions a certain holistic way of life is taking shape - a complex of interacting circumstances (economic, political, legal, ideological, socio-psychological, etc.). This complex includes the phenomena of production material life societies and spheres of needs, social institutions, the media and the people themselves, united in various societies. The interaction of a person with these circumstances of life is one or the other. social situation of personal development.

From the moment of birth, a person is formed in a certain social environment and, depending on the status or position of parents in this environment, their economic, legal and political position, occupation, education, etc. If there is a sharp violation, especially a decrease in the material and cultural standard of living of the family, then this directly affects the conditions for the formation of personality. The status of the family may be more or less stable. In this case, a life stereotype of this or that is created. a level that stabilizes the most common and important personality traits for subsequent evolution. With the beginning of independent social and labor activity, a person's own status is built, mainly associated with the status of the family from which he came.

Socialization is carried out through a series of conditions that can be called "factors". Such factors of socialization are: purposeful education, learning and random social impacts in activities and communication.

Education and training(in the narrow sense) - this is specially organized activity with the aim of transferring social experience to an individual (child) and forming in him certain, socially desirable stereotypes of behavior, qualities and personality traits.

Random Social Impacts take place in any social situation, i.e. when two or more individuals interact. For example, adults talking about their problems can have a strong effect on a child, but this can hardly be called an educational process.

The factors of socialization can be relationships in the family, kindergarten, school, work collective, university, friendly companies, as well as acquaintances and unfamiliar people, books, movies, TV and radio programs, etc.

The child is socialized not passively accepting various influences (including educational ones), but gradually moving from the position of an object of social influence to the position of an active subject. The child is active because he has needs, and if education takes these needs into account, this will contribute to the development of the child's activity .

If educators try to eliminate the child’s activity, forcing him to “sit quietly” while they carry out their “educational activity”, then by doing this they will be able to achieve the formation of not ideal and harmonious, but defective, deformed, passive personality. The child's activity will either be completely suppressed, and then the personality will be formed as socially unadapted, anxious, or (if there are certain individual features, such as strong type nervous system, etc.) activity will be realized through various compensatory outputs (for example, what is not allowed, the child will try to do secretly, etc.).

Socialization begins with the impact on the individual, since the child's parents are already socialized, and the child can initially influence them only as a biological being (for example, if the child wants to eat, he announces this by crying), then he becomes able to interact with adults and, further to reproduce his social experience in his activities.

To leading phenomena socialization should include the assimilation of behavioral stereotypes, existing social norms, customs, interests, value orientations, etc. Stereotypes of behavior are formed by signal heredity, i.e. through imitation of adults in early childhood. They are very stable and can be the basis of mental incompatibility (for example, in a family, ethnic group).

Main directions of socialization correspond to the key areas of human life: behavioral, emotional-sensory, cognitive, existential, moral, interpersonal. In other words, in the process of socialization, people learn how to behave, how to react emotionally to various situations, how to experience and show various feelings; how to know the surrounding natural and social world; how to organize your life; what moral and ethical guidelines to follow; how to participate effectively interpersonal communication and joint activities.

According to established tradition, socialization has the following structure :

2) latitude, i.e. the number of areas to which the individual was able to adapt.

The content of socialization is determined, on the one hand, by the totality of social influences (political programs and doctrines, means mass media, culture), on the other hand, the attitude of the individual to all this. Moreover, these relations depend not only on the characteristics of the personality itself, but also on the social situation in which it finds itself: material conditions or, for example, considerations related to a career. Therefore, a person can only outwardly demonstrate law-abidingness, loyalty to political and legal institutions, knowing that in the field of politics there are double standarts, and for deviations from the rules of the game, the prescribed norms will have to be paid. In other words, the content of socialization cannot be judged only by verbal behavior.

In addition, when considering the content of socialization big role plays and locus of control(lat. lokus - place). There are two extreme types this concept proposed American psychologist D. Rotter: internal and external. In the first case, a person is convinced that the results of his activity depend on personal qualities: competence, purposefulness, intellectual abilities, in the second he believes that his successes (failures) are due to the action external forces- help and pressure from the environment, etc.

Locus of control is a special personality characteristic, depending on which individuals are divided into those who are more sensitive to external influences, and those whose behavior is determined by the internal strategy. As a result, a person can perceive social problems as normal and be fully adapted to them, and vice versa. Therefore, the content of socialization should be assessed not from the standpoint of a person's adaptability to specific conditions (after all, one can get used to anything), but from the point of view of world standards, civilization and culture, the universal way of life and lifestyle.

The content of socialization also depends on such an important parameter as social institutions , economic, public, including the family, preschool institutions, schools, informal groups, official organizations, etc. The effectiveness of socialization is determined by their moral, cultural and economic state. In a dispute about the significance of these institutions for the socialization of the individual (the strength of the influence of social institutions on the individual depends on their significance - reference), preference is usually given to the family. Indeed, it occupies a special place in the socialization of the individual; there is nothing to replace it with. As a rule, children brought up outside the family suffer from lack of adaptation, disturbed emotional contacts, and group identity.

So, institutions of socialization are: family, pre-school institutions, school, informal associations, university, production teams, etc. Such institutions are communities of people in which the process of human socialization takes place.

There are several socio-psychological mechanisms of socialization:

1) identification is the identification of an individual with some people or groups, which makes it possible to assimilate various norms, attitudes and forms of behavior that are characteristic of others. An example of identification is gender-role typification - the process of acquiring by an individual mental characteristics and behavior characteristic of representatives of a certain sex;

2) imitation is a conscious or unconscious reproduction by an individual of a model of behavior, the experience of other people (in particular, manners, movements, actions, etc.);

3) suggestion - the process of unconscious reproduction by the individual of the internal experience, thoughts, feelings and mental states of those people with whom he communicates;

4) social facilitation(inhibition) (facilitation - relief, inhibition - suppression) - an increase in the speed or productivity of the individual's activity due to the actualization in his mind of the image (perception, ideas, etc.) of another person (or group of people) acting as a rival or an observer of the actions of a given individual (increasing the productivity of an activity, its speed and quality, when it is performed either simply in the presence of other people, or in a competitive situation);

5) conformity - awareness of differences of opinion with other people and external agreement with them, implemented in behavior.

1) imitation - the conscious desire of the child to copy a certain model of behavior;

2) identification - the assimilation by children of parental behavior, attitudes and values ​​as their own;

3) shame - the experience of exposure and shame associated with the reaction of other people;

4) guilt - the experience of exposure and shame associated with the punishment of oneself, regardless of other people.

The first two mechanisms are positive; shame and guilt are negative mechanisms that prohibit or suppress certain behaviors.

A person cannot assimilate all social experience immediately from the moment of birth. Socialization is a long process, extended in time and space, even permanent. At the same time, it has an individual aspect and is associated with certain cycles in the field of physical, anatomical, physiological, sensory, emotional, cognitive and social development of the individual. The stadial nature of socialization is explained by the ratio of a person's development and the specifics of the social situation in which he finds himself at different periods of his life.

There are various approaches to identifying the stages of socialization. Sociological focuses on the process of assimilation by a person of repertoires of social roles, values ​​and norms, culture, gaining a position in a particular community. An example of a sociological approach is the point of view of G.M. Andreeva, who divides socialization into three stages: pre-labor, labor post-labor.

Pre-labor the stage of socialization covers the entire period of a person's life before the start of labor activity.

In turn, this stage is divided into two more or less independent periods:

a) early socialization, covering the time from the birth of a child to his entry into school, i.e. the period that in developmental psychology is called the period of early childhood;

b) the stage of learning, including the entire period of adolescence in broad sense this term. This stage includes, of course, all the time of schooling. Regarding the period of study at a university or technical school, there are different points of view. If the attitude towards labor activity is taken as a criterion for distinguishing stages, then a university, technical school and other forms of education cannot be attributed to the next stage.

On the other hand, the specificity of education in educational institutions of this kind is quite significant compared to high school, in particular in the light of the increasingly consistent implementation of the principle of combining learning with labor, and therefore it is difficult to consider these periods in a person's life in the same way as the time of schooling. One way or another, in the literature, the issue receives twofold coverage, although with any solution, the problem itself is very important both in theoretical and practical terms: students are one of the important social groups in society, and the problems of socialization of this group are extremely relevant.

Labor the stage of socialization covers the period of human maturity, although the demographic boundaries of the "mature" age are conditional; fixing such a stage is not difficult - this is the entire period of a person's labor activity. Contrary to the idea that socialization ends with the completion of education, most researchers put forward the idea of ​​continuing socialization during the period of work. Moreover, the emphasis on the fact that a person not only assimilates social experience, but also reproduces it, gives special importance to this stage.

Recognition of the labor stage of socialization follows logically from the recognition of the leading importance of labor activity for the development of the individual. It is difficult to agree that labor as a condition for the deployment of the essential forces of a person stops the process of assimilation of social experience; it is even more difficult to accept the thesis that the reproduction of social experience stops at the stage of labor activity. Of course, youth is the most important time in the formation of personality, but work in adulthood cannot be discounted when identifying the factors of this process.

Post-labour the stage of socialization is even more complex issue. Certain justification, of course, can be the fact that this problem is even newer than the problem of socialization at the labor stage. Its formulation is caused by the objective requirements of society for social psychology, which are generated by the very course of community development. The problems of old age are becoming relevant for a number of sciences in modern societies.

An increase in life expectancy - on the one hand, a certain social politics States - on the other hand (meaning the pension system) lead to the fact that in the structure of the population, old age begins to occupy a significant place. First of all, it increases specific gravity. To a large extent, the labor potential of those persons who make up such social group like pensioners. It is no coincidence that disciplines such as gerontology (the study of aging of living organisms, including humans) and geriatrics (a section of clinical medicine that studies the characteristics of diseases in elderly and senile people and develops methods for their treatment and prevention) are now experiencing a period of rapid development. .

In social psychology, this problem is present as a problem of the post-labor stage of socialization. The main positions in the discussion are polar opposites: one of them believes that the very concept of socialization is simply meaningless when applied to that period of a person's life when all his social functions are curtailed. From this point of view, the indicated period cannot be described at all in terms of “acquisition of social experience” or even in terms of its reproduction.

The extreme expression of this point of view is the idea of ​​"desocialization" following the completion of the process of socialization. The other position, on the contrary, actively insists on a completely new approach to understanding psychological essence old age. In favor of this position, quite numerous experimental studies of the continuing social activity elderly people, in particular, old age is considered as an age that makes a significant contribution to the reproduction of social experience. The question is only about activity type change personality during this period.

An indirect recognition of the fact that socialization continues in old age is the concept of E. Erickson about the presence of eight human ages (infancy, early childhood, playing age, school age, adolescence and adolescence, youth, middle age, maturity). Only the last of the ages - "maturity" (the period after 65 years) can, according to Erickson, be designated by the motto "wisdom", which corresponds to the final formation of identity (Burns, 1976.). If we accept this position, then it should be recognized that the post-labor stage of socialization does exist.

The sociological approach is opposed to the psychoanalytic one, from the standpoint of which the stages of socialization are linked to the manifestation of biological drives, instincts and subconscious motives of a person. Socialization is seen as a process that coincides chronologically with the period of early childhood.

However, the real approach to considering the stages of socialization is a compromise, which takes into account both sociological and psychoanalytic views on this matter.

As a result, we can distinguish:

primary,

Marginal

sustainable socialization, and

A stage due to the need to adapt to a new situation, for example, in connection with a person's retirement and other circumstances.

primary stage socialization of the child, according to the statements of Z. Freud, breaks up into oral (from birth to 2 years), when the world of the child is centered around the mouth; anal (from 2 to 3 years), during which the child is taught hygiene skills. According to Z. Freud, this stage largely determines the later development of a person; phallic (from 4 to 5 years). At this stage, children first develop sympathy for parents of the opposite sex. Freud called the conflicts associated with these feelings the oedipal complex (in boys) and the Electra complex (in girls). Children who successfully overcome this stage begin to identify with their parents.

Z. Freud argued that the main personal characteristics formed at these stages. At the same time, taking into account the role of the unconscious in the process of socialization of the individual, we must not forget that the processes of cognition and mastery of social roles in the child are of decisive importance here. gaming activity, his exercises in self-identification, the system of expectations that arises and consolidates in him and the nature of their satisfaction, the requirements for him from his parents, the nature of their treatment of him. As a confirmation of these factors, one can give an example of a family where twin girls were born. One of them, who was born five minutes earlier, then began to play the role of an older sister with all the ensuing consequences. Strict requirements were imposed on her, including the care of her younger sister. The "eldest" has become the antipode of the "younger", formed a strong-willed, and the youngest - an infantile person.

Marginal (intermediate, pseudo-stable) socialization- socialization of a teenager. This is a transitional age from childhood to adolescence, associated mainly with the self-affirmation of the individual, group identity.

sustainable socialization coincides with the achievement of a certain status and the fulfillment a wide range social and interpersonal roles. This stage is associated with a stable position of a person in society or any community. It testifies to the socio-psychological adaptation of the personality, its social identity.

And finally, the last stage of socialization is associated with loss of status, a number of roles after the person's retirement. At this time, he is maladapted and, as a rule, painfully reacts to the position in which he finds himself. Often, difficult experiences are caused by the loss of loved ones and the meaning of one's existence, the irreversible processes of aging of the body, a feeling of loneliness and uselessness. But such state of mind in many ways can be compensated by love for grandchildren, which gives a person vitality, creates a sense of usefulness and repetition of life.

Socialization can be seen as a typical and singular process. Typicality determined by social conditions and depends on class, racial, ethnic and cultural differences. Socialization as a typical process means the similarity of its course for representatives of typical social or age groups who have the same religion, culture, social status. Socialization, for example, of the unemployed is typical for them and differs from the socialization of successful businessmen. The same can be said about vagrants, the chronically ill, the disabled. Quite in a special, but still typical way, the socialization of emigrants takes place. It is connected with the forced need to adapt to a foreign language environment, culture. The socialization of national minorities is peculiar.

Socialization as a single process arises due to the characteristics inherent in a given person (abilities, external data, degree of conformity, sociability, individual level of identity), i.e. the desire to develop one's abilities, to realize one's life path as unique, etc.

A person can outwardly demonstrate his socialization, in connection with which the question arises about the external and internal criteria for this process. Criteria for the socialization of the individual are: the content of the formed attitudes, stereotypes, values, pictures of the world; adaptability of the personality, its normotypic behavior, lifestyle; social identity(group and universal). The main criterion for the socialization of a personality is the degree of its independence, confidence, independence, emancipation, initiative. The main goal of the socialization of the individual is to satisfy the "need for self-realization" (A. Maslow) and to develop the ability to successfully achieve this goal. Otherwise, the process of socialization loses its humanistic meaning and becomes a tool psychological abuse directed not at personal growth, but on the unification, stratification, leveling of the "I".

However, if we rely on the opinion of E. Fromm, then the actualization of the "I", the disclosure of the potentials of the individual, its capabilities are possible only with real democracy. AT totalitarian state everything is completely different. In these conditions possible forms of socialization like masochism, sadism, destruction, conformism.

Masochism - the desire for submission, moral humiliation.

Socialization in the form of sadism is carried out by placing other people in a position dependent on oneself and acquiring unlimited power over them, exploiting, intimidating others.

Destruction- one of the ways of socialization, which consists in delivering a person from a sense of his own impotence through the destruction of the world around him. According to E. Fromm, the destruction of the world for man is the last, desperate attempt in their confrontation.

conformism(from Lat conformis - similar) in its extreme expression means the rejection of one's own "I", the transformation of a person into a robot, the substitution of a true personality with a pseudo-personality (absence own positions, uncritical adherence to any pattern that has the greatest force pressure).

As a result of strict socialization in a totalitarian society, a “one-dimensional” (“mass”) person (“organization person”), an “outside (automatically) oriented personality” is formed. The author of this concept is G. Marcuse. A one-dimensional person is characterized by: an uncritical attitude to reality, to behavioral and propaganda stereotypes, lack of individuality, susceptibility to manipulation, conservatism, a distorted vision of the world (purely consumer orientation, unification of the “I” (bringing the “I” to a single system, uniformity)).

2. The concept of asocialization, desocialization and resocialization of the individual.

The concept of "socialization" means participation, connection with society, while the prefix "a" in the concept of "asocialization" means the antisocial nature of such a connection. If the essence of the process of socialization in general is reduced to the assimilation by the individual of social norms, values ​​and roles approved by society and aimed at its stabilization and normal functioning, then the term "asocialization" means the process of assimilation by a person of antisocial, antisocial norms, values, negative roles, attitudes, stereotypes of behavior that lead to the destabilization of society.

Along with the concept of "asocialization" of the individual, the term " social maladaptation».

Social maladaptation is a process of loss of social significant qualities that impede the successful adaptation of the individual to the conditions of the social environment. Social maladaptation is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, venereal diseases, illegal actions, violations of morality. Social maladjustment in adolescence leads to the formation of poorly educated people who do not have the skills to work, create a family, be good parents. They easily cross the border of moral and legal norms. Respectively, social maladaptation manifests itself in antisocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, social attitudes.

Very close is the concept "desocialization”, which means that at a certain stage of normal socialization of a person, some deformation occurs when it falls under the influence (spontaneous or purposeful) of a negative microenvironment - a yard company of peers, a criminal group, etc. As a result, the personality is destroying the old positive norms and values, in return for which new antisocial patterns of behavior are assimilated. Thus, the term "desocialization" is close in content to the concept of "asocialization", but reflects a different facet of this process.

Lag in socialization means untimely, belated assimilation by the personality of those positive norms, patterns of behavior that are prescribed by society for each stage of socialization. These two concepts are related as follows. Lagging behind in socialization, while not being antisocial, can still lead (and often does) to the assimilation of negative norms by the personality or to thoughtless submission of such a lagging personality in socialization to the will of other antisocial elements.

Asocialization personality occurs in the same chronological periods (childhood, adolescence, youth) as socialization, while desocialization can be carried out in adulthood. In fact, in this case, it is more often partial desocialization when a person breaks one or more positive ties with society, the state, while others remain positive. For example, a person middle age who embarked on the path of theft of state property under the influence of a group of hidden criminals, at the same time may remain good father family, to be cultured, polite, to perform all other social roles normally.

What is socio-psychological mechanism of asocialization (desocialization) of personality ? At an early stage of asocialization, the main mechanism is imitation, when children or adolescents, unconsciously or partially aware, adopt negative patterns of behavior, a certain subculture from adults leading an asocial lifestyle. At the same time, their main motive is the desire to be an adult, to receive approval in this negative microenvironment. The latter stimulates the consolidation of such patterns of behavior and, on the contrary, condemns the generally accepted norms of behavior.

In other words, social control over a person is carried out here, during which either positive sanctions (praise, approval, support, etc.) are applied to it, provided that the behavior of this person is “normal” from the point of view of the environment, or negative ones (condemnation, disapproval , threats of beating, etc.) in case of deviation from the implementation of the rules of conduct established in this environment. For example, kindness, mercy, industriousness can be ridiculed and, conversely, cruelty, contempt for work, etc., can be approved.

The process of asocialization of the personality, although it is carried out mainly spontaneously, unconsciously, nevertheless, like socialization, it can occur purposefully. After all, parents and leaders of criminal groups can teach adolescents (and, in the case of desocialization, adults) criminal behavior quite consciously, by gradually involving them in criminal activity, using the same mechanism of rewards and punishments.

In relation to a person who has embarked on a criminal path of behavior, society, represented by socialization institutions, bodies social control carries out resocialization, i.e. the process of social recovery of the individual, the assimilation by it again (in the case of desocialization) or for the first time (in the case of asocialization or lagging behind in socialization) social norms and values, patterns of behavior that are positive from the point of view of society. The prefix "re" means the destruction of the negative, antisocial norms and values ​​learned by the individual and the instillation of positive norms and values ​​approved by society.

The problem of resocialization goes to the problem of inclusion in the normal process of socialization of convicts and other categories of people: patients, drug addicts, people who have experienced stress during accidents, military operations, natural disasters. Therefore, at present, along with the concept of "social adaptation" in social psychology, the term "social rehabilitation" is used.. In many ways, these terms are synonymous with each other; in any case, they constitute the main content of social work. But between them there are also differences - primarily in the object of social work.

Social adaptation necessary for both healthy and sick people. As for social rehabilitation, then people who are characterized by post-traumatic syndrome, in particular the military, who returned from the combat zone, persons who underwent natural natural disasters, refugees from the so-called "hot spots", released from places of deprivation of liberty, disabled people, etc. These persons need not only social assistance, but also in psychotherapy, psycho-correction (auto-training, etc.). without withdrawal emotional tension(rehabilitation) social adaptation is impossible. AT this case important not only recovery social functions but also the normalization of mental states.

In the West, various foundations, relief societies, the church, the Salvation Army, etc. have accumulated experience in social rehabilitation.

similar in content social work is also being deployed in Russia, as evidenced by the creation rehabilitation centers. This circumstance makes it necessary to accelerate the development of a humanistic psychology oriented towards the needs of social practice.