Role and status characteristics of personality. Socio-psychological characteristics of the group

Frolova Svetlana Maratovna

Keywords

MINORS / SOCIO-ROLE CHARACTERISTICS/ SOCIAL ROLE / SOCIAL POSITION OF THE PERSONALITY OF A MINOR

annotation scientific article on state and law, legal sciences, author of scientific work - Frolova Svetlana Maratovna

Under consideration social role characteristic personalities minor criminal sentenced to corrective labor. Social role characteristic personalities minor criminal involves the study of social positions and roles of the individual. The considered characteristic of the personality allows you to see the personality of the offender in reality, which is due to the fulfillment of certain social roles.

Social and role personality characteristic of minor criminal condemned to corrective works

Social and role personality characteristic of minor criminal condemned to corrective works is considered in this article. It assumes research of social positions and roles of persons, their social and role fields. The social position represents a set of relations in the social system. The considered characteristic allows seeing the criminal's personality in reality, which follows from this person's performance of certain social roles. Analysis of the behavior of the minor, condemned to corrective works, from the moment of commission of crime is necessary as a mechanism, allowing to characterize the personality of most of the condemned. The minor, condemned to corrective works, simultaneously occupies a set of social positions: in a family s/he is a son (daughter), at his/her workplace a worker, in an educational institution a pupil. Only 53.6% of minors, condemned to corrective works in Tomsk, Kemerovo and Novosibirsk (2005-2010), studied in various educational institutions at the moment of commission of crime. In the poll among the minors condemned to corrective works, almost all of them (about 90%) have specified that they do not have a desire to study, which explains their skipping classes and poor study results. Teachers notice that, as a rule, this age category of the condemned has controversial relations with contemporaries, are often rude with teachers. The majority of the minors (75.5%) have negative characteristics from the workplace in many respects caused by infringement of labor discipline: negligent relation to labor functions performance, in particular, poor-quality performance of the duties, and being regularly late for work. 24.5% of the minors are positively characterized minors in the organization, at the enterprise; encouragement measures are applied to them according to the labor legislation. Among the measures of encouragements specified in Article 191 of the Labor Code of the Russian Federation employers basically make gratitude announcements. 98% of employers specified announcing gratitude as a way of encouragement of the worker; one employer mentioned "sending a letter of gratitude to the family of the minor" as an encouragement measure. Encouragement appears in the order of the employer. Not a single employer specified a simultaneous application of several kinds of encouragement concerning the minor worker. The poll of the minors has shown that the majority of them (75.47%) have a peculiar negative attitude to the duties in the family, namely, helping parents with the house, stating they do not have to do it.

The text of the scientific work on the topic "Social and role characteristics of the personality of a juvenile offender sentenced to corrective labor"

S.M. Frolova

SOCIAL AND ROLE CHARACTERISTICS OF THE PERSONALITY OF A MINOR CRIMINAL SENTENCED TO CORRECTIONAL LABOR

The socio-role characteristic of the personality of a juvenile offender sentenced to corrective labor is considered. The socio-role characteristic of the personality of a juvenile delinquent involves the study of social positions and roles of the individual. The considered characteristic of the personality allows us to see the personality of the criminal in reality, which is due to the performance of certain social roles by this personality. Key words: minors; social role characteristics; social role; the social position of the minor's personality.

A.I. Dolgova identifies several approaches to the definition of social roles. The first approach reveals the normative understanding of the social role, namely: the social role is revealed through a person's behavior, which depends on the positions he occupies in society. In fact, one should agree with this, since a person occupies a number of positions and performs a number of roles, each of which has its own content. The social position itself is a set of connections in social relations, and the role is the content of the requirements for the person holding this position. The role is defined as the free behavior of a person, due to his individual characteristics. The person lives the role as a freelance artist. The following approach characterizes the role as the content of the expectations of other people and social groups in relation to human behavior. In the scientific literature, the role is defined as a product of the interaction of social factors and the inner world of a person. In our study, we will proceed from the normative understanding of the role, according to which the social position implies a set of relations in the social system.

So, the social-role characteristic allows you to see the personality of the criminal in reality.

An analysis of the behavior of a minor sentenced to corrective labor until the moment the crime is committed is necessary as a mechanism to characterize the personality of the convict himself. A minor sentenced to corrective labor simultaneously occupies many social positions: in the family he is a son (daughter), in a labor collective - an employee, in an educational institution - a student.

Only 53.6% of juveniles sentenced to corrective labor in the Tomsk, Kemerovo and Novosibirsk regions from 2005 to 2010 studied at various educational institutions at the time of the crime. In relation to this group of minors, there are characteristics from the place of study, according to which about 70% of them are characterized negatively, the rest (30%) - positively.

When interviewing minors sentenced to the type of punishment under study, almost all of them (about 90%) indicated that they have no desire to learn, as a result of which they often miss classes without good reason, they study satisfactorily.

creatively, have tuition debts. Teachers note that minors have conflict relations with peers and teachers.

The lack of interest in learning among minors is also noted by M.A. Suturin, investigating the use of criminal punishment in the form of compulsory labor in relation to minors: “Juveniles sentenced to compulsory labor, who at the time of the crime were studying in educational institutions of secondary and primary vocational education, are characterized (for the most part) by a lack of interest in learning, which is formally expressed in low academic performance, in a large number of absenteeism, violations of discipline, etc.” .

With regard to conditionally convicted minors, 36.8% had a positive response at the place of study, 26.5% had a neutral one, and 30.6% had a negative one. “Most of the characteristics indicated the provision of assistance to convicts to family members and neighbors, the absence of violations of public order, the non-use of alcohol, his courtesy and friendliness.”

Consider the social role that a minor convict performs at work. By work, in this case, we understand the serving of the punishment we are studying in an organization, at an enterprise. The social role was considered by studying the characteristics from the place of work of the convict.

At the time of studying the materials of personal files in the penitentiary inspections in relation to minors sentenced to the type of punishment under study, there were no references from the place of work in relation to 21% of minors. As employees of the penitentiary system explained, after being registered with the penitentiary inspection, not all minors after a 30-day period from the date of receipt of the relevant court order with a copy of the sentence (determination, decision) are sent by the inspectors of the penitentiary system to serve the assigned type of punishment . This is due to the fact that either there are no enterprises, organizations included in the list of places for serving correctional labor, or if there are such enterprises, organizations included in the list, there are no vacancies for a minor convict, i.e. working conditions are not classified as "harmful". In this regard, in relation to this group of minors, there are no characteristics from the place of work.

In the characteristics from the place of work of a minor sentenced to corrective labor, it was noted: “is characterized from a satisfactory side”, “does not smoke”, “has some knowledge in the field of work, tries to cope with the assigned labor functions”, “conscientiously treats the performance of his labor duties." At the same time, even in such characteristics (positive in form) nothing was said about the attitude of these people to the work performed, about the relationship of the minor with the labor collective.

Negative characteristics from the place of work in relation to minors sentenced to the type of punishment in question were noted in 75.5% of cases.

Comparing the category of minors we are studying with those on probation, we should pay attention to the discrepancy in some characteristics. So, K.N. Taralenko, while studying the materials of criminal cases in relation to conditionally convicted minors, came to the conclusion that almost all of the category under consideration (93.0%) were characterized positively (“in most characteristics, the qualities of diligence, respect from the labor collective, as well as indicates the absence of disciplinary sanctions”); negative characteristics were noted in 3.5% of minors; the same percentage was present in relation to persons who had neutral characteristics.

A similar circumstance is also noted by M.A. Suturin in the study of criminal punishment in the form of compulsory work in relation to the considered age category of convicts. So, “... among the working convicts, a slightly larger part of minors was characterized by their main place of work as not very disciplined employees who do not show respect for work. There is a lack of interest in the result of this work, a purely pragmatic and utilitarian attitude to their profession and activities (the desire to maximize material or other consumer benefits). There are certain difficulties with establishing and maintaining positive contacts with the workforce. As for the negative characteristics in relation to minors sentenced to corrective labor, they are largely due to the presence of violations of labor discipline, including absenteeism, being late for work, as well as a negligent attitude towards the performance of their labor functions and duties. Among the violations of labor discipline committed by minors sentenced to corrective labor, negligent attitude to the performance of labor functions prevails, in particular, poor performance of their duties, as well as systematic lateness to work.

The data of our study to a certain extent coincided with the data obtained by M.A. Suturi-nym in the study of another type of punishment, also associated with the performance of labor functions, is not

adult convicts - compulsory works.

As for the positively characterized minors in the organization, at the enterprise (24.5% of them), the administration of the organization where they are serving the assigned type of punishment applied incentive measures in accordance with labor legislation. Among those mentioned in Art. 191 of the Labor Code of the Russian Federation, employers mainly use measures of encouragement in relation to minors who conscientiously fulfill their labor duties, declarations of gratitude. Thus, when interviewing employers about measures to encourage minors sentenced to corrective labor, 98% of employers pointed to the declaration of gratitude as a form of employee encouragement; one employer pointed to "a thank you letter to the family of a minor" as a measure of encouragement. The incentive is announced in the order (instruction) of the employer. When interviewing employers, none of them indicated the simultaneous use of several types of incentives in relation to a minor employee.

Also of interest is the consideration of the fulfillment of the social role of a minor sentenced to corrective labor in the family.

A survey of minors showed that most of them (almost 75.47%) have a negative attitude towards their duties in the family, they believe that they do not have such a duty. In most of the characteristics at the place of residence in relation to minors, the presence of conflict relations with neighbors was also noted, which, of course, forms a “portrait” of a minor at his place of residence.

In the characteristics given to juvenile convicts, it was noted: “during his stay he has proven himself on the positive side”, “never conflicted with neighbors and does not conflict”, “always friendly, responsive, helps everyone, whoever asks for anything, if necessary” . These are positive data characterizing minors. There are also negative characteristics: “constantly drinks at the entrance”, “smokes”, “constantly conflicts with neighbors”, etc.

In most of the materials of criminal cases studied by us, minors sentenced to corrective labor were characterized negatively by their place of residence (80%).

An analysis of the characteristics from the place of residence showed that the majority of minors had complex, conflicting relationships, "cold relationships" with family members, parents were not interested in either the minor or his environment. At the same time, the basis of conflict relations in the family is the lifestyle of either the parents (as a rule, immoral behavior, drinking alcohol, fights between the stepfather and mother), or the minor himself (non-attendance at an educational institution, systematic skipping classes, smoking). Here we are talking about formally complete families, i.e. those where there is one parent

tel and, as a rule, stepfather, as well as single-parent families, where only one parent, usually the mother, is engaged in raising a minor.

In confirmation of the foregoing, we can cite the answers of the interviewed minors sentenced to corrective labor to the following questions. So, to the first question, “Are your parents interested in your affairs?” of the minors surveyed, the majority (64.15%) gave a negative answer, the rest (35.85%) answered positively.

To the second question, “Are your parents interested in your environment?” The answers were distributed as follows:

Yes, they completely control it (11.32%);

Yes, but there is no permanent control (28.3%);

No, they are not interested at all (49.06%);

Parents are not familiar with my surroundings at all (11.32%).

Some of the juveniles sentenced to corrective labor were trained and successfully completed special courses (for example, courses for salespeople, computer courses, courses in algebra, computer science).

So, a minor B., studying at school No. 25 in Tomsk, in addition to classes, attended special courses in algebra and computer science.

It should be noted that 62.3% of conditionally convicted juveniles at the place of residence were characterized positively, 12.3% had neutral characteristics, 12.3% received a negative characteristic from their parents.

Thus, when conducting a comparative analysis of the social and role characteristics of minors sentenced to corrective labor, conditionally convicted and sentenced to compulsory work, insignificant differences are observed.

LITERATURE

1. Criminology / ed. A.I. Debt. 4th ed., revised. and additional M. : NORMA, 2010. 1070 p.

2. Suturin M.A. Compulsory work in relation to minors: dis. ... cand. legal Sciences. Tomsk, 2011. 203 p.

3. Taralenko K.N. Recidivism delinquency of juveniles convicted on probation and its prevention: Cand. ... cand. legal Sciences.

Tomsk, 2003. 204 p.

4. Archive of the Oktyabrsky District Court of Tomsk. D. 1-485/10.

Considering personality as a socially typical characteristic of an individual, the totality of his social connections and interactions, sociologists note that, performing different functions in society, people occupy different positions in the social structure of society. From here, social status- this is what place in society occupied by a particular person. This is a certain position in the social structure of the community, associated with other positions through a system of rights and obligations. For example, the status of a doctor gives an individual right engage in medical practice, but at the same time obliges physician to perform their functions and roles appropriately.

Status is a local characteristic of a person, and a closely related concept social role refers to the behavior expected of people of a certain status in accordance with the accepted norms in a given society. A social role is a set of actions that a person holding a given status in the social system must perform. The most expected quality from a doctor (besides his medical education) is mercy. The "star" of show business "should" behave extravagantly. The professor is respectable, and the bride is modest, etc.

Modern society makes people bearers of different social statuses at the same time: one and the same person and the son of his parents, and husband, and father, and doctor, and master of sports, etc. The statuses that make up this set can be contradictory (status incosistence), for example, a manager at work and the son of an overbearing mother, a high-class specialist and a low salary, forcing him to earn extra money. The set of all statuses owned by a person is called a status set..

Within the status set is usually allocated main status, with which a person identifies himself and with which others identify him. As a rule, the main thing for a man is the status associated with his professional activities, and for a woman, traditionally, the position in the house (wife, mother, housewife). But in general, there is no rigid attachment to the profession, religion, race. The main status is relative and the one that determines the style and way of life becomes dominant.

Status combines such characteristics that relate personally to a person with his individual characteristics and to the social group to which he belongs. . personal status- the position of the individual in a small group with predominantly interpersonal relationships. This place is determined by a set of personal qualities of a person, evaluated by members of this group (colleagues in the medical department, friends, relatives, classmates). In a group, you can be a leader or a loser, be known as lazy or over-obligatory, an expert on spelling rules or a computer authority, etc.

group status reflects the position of a person in society, depending on his belonging to a large group, those. transfers the social characteristics of the community to a specific person. Such typification supports social stereotypes and expectations regarding status holders. When, when we get to know each other, immediately after the name they say “chief physician of the hospital”, we understand that we have a representative of a prestigious professional group of doctors, who occupies a rather high position among them. A German is punctual, a Frenchman is cheerful and cheerful, a northerner is calm and thorough, etc. These characteristics are automatically attributed to any carrier of this status.

There are also assigned and achieved status. An ascribed or ascriptive, inborn status is a status originally given from birth. Innate status includes gender, race, ethnicity (nationality).

Achieved status , is acquired as a result of personal efforts and with the free choice of the person himself: the status of a student, deputy, surgeon, doctor of science, honored artist, donor, banker. Sometimes the type of status is difficult to differentiate, for example, it is difficult to determine to which status the position of a political refugee belongs. In this case, one speaks of mixed status.

All the above statuses are basic. In addition to them, there are also non-basic, characterized by episodic and multiplicity. These are, for example, the status of a passenger, pedestrian, buyer, patient, striker, fan, etc. These are statuses without clear rights and obligations, short-term, unformalized, defining only the details of our behavior.

In understanding the problems of social statuses, one thing is obvious: never a single person exists outside of statuses. If he leaves one status group, he immediately finds himself in another. A person evaluates the world and interacts with other people through the prism of his status. The doctor differentiates his environment into sick and healthy; the rich respect the rich and dislike the poor; the poor despise the rich and ridicule their values and way of life, and so on.

In an established society, status is a stable characteristic of a member of society. It forms stereotypes of people's perception of a certain social position, creates a system of expectations regarding the behavior, lifestyle and motives of actions of status holders. Therefore, the concept of status includes social prestige– assessment of the position taken by a person on the part of members of society, the degree of respect for a particular profession, position, occupation in public opinion.

So, status is not just a certain social position, not only a set of certain rights and obligations, but also assessments, expectations, identifications (identifications) associated with the social position of the subject.

Economic, political, professional, religious, consanguineous statuses predetermine the social relations of people. The model of behavior due to one or another status is the social role of a person. The society assigned to each status a certain pattern, a standard of behavior. For example, the different statuses of a doctor and a patient also imply different stereotypes of behavior: it is hard to imagine that a doctor will suddenly begin to complain to a patient about his illnesses, and the patient will suddenly begin to take an anamnesis.

There is an intermediate link between statuses and roles - social expectations(expectations). Each person who has this or that status must, as it were, play it back, realize it, and preferably in such a way that it meets social expectations. Social expectations suggest that a young person in student status confirms it by diligent attendance at lectures and practical classes, libraries and homework. If a young person allows himself not to do this, coping poorly with the role of a student, then he is deprived of this status by expulsion from the university. But the same young man can significantly expand the range of his rights and obligations by enrolling in additional electives, participating in the work of the student scientific society, making presentations at conferences, being an excellent student in all major subjects. The same role can be defined differently from different perspectives. From the same student, the administration of the university, teachers, fellow students and society as a whole expect different things.

Thus, there are two sides to the social role: role expectations. what the individual - the carrier of the status should do, what is expected of him and role-playing what a person actually performs within the framework of his role. Every time, being in this or that role, a person more or less clearly represents his duties, the sequence of actions and builds his behavior in accordance with the expectations of others. At the same time, society, through a system of social control, ensures that everything is done correctly, "as it should be."

T. Parsons tried to systematize social behavior by proposing a system for describing the roles of the individual through the allocation of five main characteristics:

1. Emotionality. Some roles, such as nurse, doctor, police officer, require emotional restraint in situations that are usually accompanied by a violent manifestation of feelings (illness, suffering, death). Less restrained expression of feelings is expected from family members and friends. Other roles, for example, an artist, a lawyer, a matchmaker, on the contrary, require a high intensity of emotions to perform successfully.

2. Method of receipt. Some roles are conditioned by prescribed statuses, for example, a child, a young man, a German, a Russian. They are determined by the age or origin of the person playing the role. Others are won when we talk about a role that is not achieved automatically, but as a result of the efforts of the individual: doctor, husband, officer, professor, lawyer.

3. Scale. Some roles are limited to strictly defined aspects of human interaction, focused on one problem: the doctor and the patient are united by the desire to preserve or restore health, the seller and the buyer - the product. On the other hand, a broader relationship is established between parents and the child - education, upbringing, material support, emotional communication, etc.

4. Formalization. Some roles require strict adherence to established rules and regulations (soldier, monk). When performing other roles, exceptions are permissible, since they are not asked too strictly for violations of the rules - being late for a lesson, crossing the street is not at the crossing. It is not necessary for a brother or sister to require payment for helping in repairs, although any work must be paid, and we would take payment for repairs from an outsider.

5. Motivation. The performance of different roles is due to different motives. Entrepreneur, businessman focused on personal interest, seeks to maximize profits. But it is assumed that for a priest, a teacher, a doctor, the public good is more important than personal interest.

Parsons believes that any role includes some combination of these characteristics.

QUESTIONS AND TASKS.

1. What is the difference between the concept of "personality" and the concepts of "man" and "individual"?

2. Why is the concept of "personality" ambiguous and what are the reasons for the existence of various theories of personality?

3. The ratio of natural and social in the formation and development of the individual.

4. What are the main personality types?

5. What is socialization?

6. What are the stages and agents of socialization?

7. Expand the concepts of "social status" and "social role".

8. What is the difference between the status achieved and prescribed?

9. What is social prestige?

10. What is the expression of the plurality of social roles of the individual?

11. Within the framework of the axiom about the biosocial essence of a person, express and justify your opinion: what role does biological heredity play in the formation of a person, and what role does social living conditions and upbringing play?

12. All of us are carriers of many roles and statuses. So we are all artists?

Try to explain how theatrical roles differ from social ones and what is their commonality.

13. The head of the world-famous medical institution, Leo Bokeria (you can call another well-known name) is also a practicing surgeon. But he is also a husband, father, and bearer of other family and social roles. He has diverse cultural interests. Are we talking about different roles? How are they connected?

14. Describe as a social role the status of a doctor, professor, student, intern, wife, mother, friend. What is the difference between the concept of social status and the concept of social role?

15. How are social status and material security related? Is it always the higher the status, the higher the income? Give examples confirming and refuting such a correspondence.

TESTS FOR SELF-CONTROL.

1. Personality is:

a) man as a unit from the human race

b) a person as a representative of a certain community

c) a person as a carrier of a set of unique traits

d) a person as a set of social qualities

2. Statuses are interconnected:

a) social functions that are manifested through social relations

b) interpersonal relationships

c) norms and rules governing the behavior of individuals.

d) the process of socialization

3. Fixed standard of behavior:

a) social status

b) social norm

c) social stratum

d) social role

4. An indicator of the position of an individual in society:

a) social status

b) social prestige

c) social role

d) social mobility.

5. Social status is:

a) the attitude of others towards a person

b) the social function of the individual

c) a person's place in a group or society

d) assessment of the importance of the position occupied by a person

e) expecting a certain stereotype of behavior from a person

6. Social role is:

a) a certain position in the social structure of the group

b) assessment of the social position occupied by a person or group by other people

c) the behavior expected by other people

d) a way of behavior that does not correspond to accepted standards

7. Socialization is:

a) a way of changing and developing culture

b) a set of customs, traditions and other norms and rules adopted in a given society

c) the process of assimilation of the norms and rules adopted in a given society

d) the way a person enters professional life

8. Ascriptive status is:

a) the stereotype of social behavior expected from the individual

b) prescribed social position

c) subjective assessment of the social position occupied by an individual or group

d) incompatible social positions simultaneously occupied by an individual

9. One of the characteristics of a person as an individual phenomenon, reflecting his social essence:

a) personality

b) personality

c) individual

d) conformism

e) tolerance

10. Status incosistence is:

a) a set of social entities united by common interests

b) the stereotype of social behavior expected from the individual

c) incompatible social positions occupied by the individual at the same time

d) subjective assessment of the position taken by the individual.

Chapter 5. SOCIAL MORPHOLOGY.

1. The social structure of society.

2. Social communities and social groups.

3.Typology of social structures.

4.Theories of social inequality.

5. Social stratification.

6.Classes of modern society.

7. Social mobility.

8. Sociostratification processes in modern Russia.

Basic concepts: social community, types of communities, social structure of society, types of social structures, social group, classes, estates, social inequality, strata, social stratification, historical types of stratification, social mobility, social lift.

Interpersonal relationships are directly determined by role relationships, on the one hand, and individual personal characteristics of subjects, on the other. Much of what we think and do is related to our social roles. As roles change, our views change. Role relations are relations determined by the functional responsibilities of the subject. They are characterized in particular by the following features:

1. Impersonality. Roles are attached to everyone who is in the corresponding status place.
2. The conditionality of behavior by role responsibilities. A social role is a set of expected behavioral stereotypes associated with the performance of a very specific, specific job.
3. Difficult compatibility of social roles. The problem lies in determining what exactly and from whom is expected. The opinion of the individual of his role does not always coincide with what others think about it and what it really is - everything can differ within wide limits.
4. Vzhivanie in the social role of the subject. Roles are quickly learned and can significantly influence the behavior of the subject.

Role relationships are typically represented by the following parameters. First of all, role episode, which is defined by the assumption that the group takes a fixed position on some issue. This assumption becomes known to the role performer, who, in turn, forms the perception of what is expected of him, and, as it were, subsequently sets some behavior for a member of the organization. However, his behavior may differ significantly from the actual expectations of the group. Therefore, the behavior of the group may also change.

Secondly, role set, which is a set of roles corresponding to this status. This is a group of individuals who form, store expectations regarding how the role performer should behave, exchange these expectations and make the role performer aware of them. The role set indicates the behavioral stereotypes that exist in the social group. The executor of a role has a clearer understanding of it in cases where the role set is small than when it is large. Small role sets are associated with the formation of cliques, or isolated small groups within a social group.

Thirdly, an important parameter of the role is role differentiation, which can be defined as the degree of difference in the types of functions between people. The higher the division of roles, the higher the role differentiation. It gives an idea of how social roles are distributed in specific production circumstances.

The social role is a specific mechanism by which public interests determine the behavior of the individual in various situations of communication. The social roles necessary in specific situations of communication are developed by society over long periods of its development as socially approved types of people's behavior.

The style of role-playing behavior of a person is a personal coloring of the performance of a role, depending on the temperament, character, motivation and other characteristics of the individual, on her knowledge and skills.

The role behavior of the personality has two plans. These are actions due to:

1) regulatory requirements - "I" in the role proposed by the circumstances;
2) personal claims - "I" as such.

The first plan of behavior is a social form of role-playing actions, the second plan is a psychological way of role-playing self-realization. This is where the essential problem arises - the difficult compatibility of social roles. The difference between what the subject refers to his role, what others think about it, and what is actually the "real" given role, as a rule, leads to intra-role and inter-role conflicts.

There are also assigned and achieved status. An ascribed or ascriptive, inborn status is a status originally given from birth. Innate status includes gender, race, ethnicity (nationality).

T. Parsons tried to systematize social behavior by proposing a system for describing the roles of the individual through the allocation of five main characteristics:

Parsons believes that any role includes some combination of these characteristics.

QUESTIONS AND TASKS.

1. What is the difference between the concept of "personality" and the concepts of "man" and "individual"?

2. Why is the concept of "personality" ambiguous and what are the reasons for the existence of various theories of personality?

3. The ratio of natural and social in the formation and development of the individual.

4. What are the main personality types?

5. What is socialization?

6. What are the stages and agents of socialization?

7. Expand the concepts of "social status" and "social role".

8. What is the difference between the status achieved and prescribed?

9. What is social prestige?

10. What is the expression of the plurality of social roles of the individual?

12. All of us are carriers of many roles and statuses. So we are all artists?

Try to explain how theatrical roles differ from social ones and what is their commonality.

14. Describe as a social role the status of a doctor, professor, student, intern, wife, mother, friend. What is the difference between the concept of social status and the concept of social role?

15. How are social status and material security related? Is it always the higher the status, the higher the income? Give examples confirming and refuting such a correspondence.

TESTS FOR SELF-CONTROL.

1. Personality is:

a) man as a unit from the human race

b) a person as a representative of a certain community

c) a person as a carrier of a set of unique traits

d) a person as a set of social qualities

2. Statuses are interconnected:

a) social functions that are manifested through social relations

b) interpersonal relationships

c) norms and rules governing the behavior of individuals.

d) the process of socialization

3. Fixed standard of behavior:

a) social status

b) social norm

c) social stratum

d) social role

4. An indicator of the position of an individual in society:

a) social status

b) social prestige

c) social role

d) social mobility.

5. Social status is:

a) the attitude of others towards a person

b) the social function of the individual

c) a person's place in a group or society

d) assessment of the importance of the position occupied by a person

e) expecting a certain stereotype of behavior from a person

6. Social role is:

a) a certain position in the social structure of the group

b) assessment of the social position occupied by a person or group by other people

c) the behavior expected by other people

d) a way of behavior that does not correspond to accepted standards

7. Socialization is:

a) a way of changing and developing culture

b) a set of customs, traditions and other norms and rules adopted in a given society

c) the process of assimilation of the norms and rules adopted in a given society

d) the way a person enters professional life

8. Ascriptive status is:

a) the stereotype of social behavior expected from the individual

b) prescribed social position

c) subjective assessment of the social position occupied by an individual or group

d) incompatible social positions simultaneously occupied by an individual

9. One of the characteristics of a person as an individual phenomenon, reflecting his social essence:

a) personality

b) personality

c) individual

d) conformism

e) tolerance

10. Status incosistence is:

a) a set of social entities united by common interests

b) the stereotype of social behavior expected from the individual

c) incompatible social positions occupied by the individual at the same time

d) subjective assessment of the position taken by the individual.

1. Social structure of personality

When studying the social behavior of a person, sociologists have to face a number of complex theoretical problems, without solving which it is impossible to build a concept of personality that meets scientific criteria and the needs of modern practice. Among these problems is the social structure of the individual.

The structure of any complex phenomena, and the human personality certainly belongs to them, is a combination, hierarchy and a certain interaction of various elements. Any structure has a certain stability and at the same time is subject to various changes - progress and regress - up to disintegration, which is characterized by the concept of destruction. Destructive phenomena in the structure of personality lead to various kinds of deviations, called deviant behavior.

In the first approximation, a personality can be considered as a structural value of biogenic, psychogenic and sociogenic components, which gives grounds for highlighting the biological, psychological and social structures of the personality, studied respectively by biology, psychology and sociology. The biological structure of the personality cannot, of course, be taken into account by sociology, not only in the aspect of the deformation of this structure, since in this case normal interactions between people are violated. A sick or crippled person cannot perform all the functions that are inherent in a healthy person. The psychological structure of the personality, including the totality of emotions, experiences, volitional aspirations, memory, abilities, and so on, is more connected with the social. Here, not only various kinds of deviations are important, but also the normal mental field that accompanies the activity of the individual. But the sociological structure of personality is not reduced to a set of mental, in fact, subjective qualities.

Consequently, in determining the social structure of the personality, one cannot reduce the matter only to the subjective side. After all, the main thing in a personality is its social quality.

The sociological structure of the personality includes a set of objective and subjective properties of the individual that arise and function in the process of his various activities, under the influence of those communities and associations that the person belongs to. Hence, the most important characteristic of the social structure of the individual is its activity as independence and as interaction with other people, which is fixed by the concept of the subject of activity. An analysis of the structure of a personality without an analysis of the forms of its activity is impossible.

Freud's theory distinguishes three parts in the mental structure of personality: Id ("It"), Ego ("I") and Superego ("super-I")

Id ("It") - a source of energy aimed at obtaining pleasure. When the energy is released, tension is relieved and the person experiences a feeling of pleasure. "It" encourages us to carry out such bodily functions as eating and administering natural needs.

The ego ("I") controls a person's behavior, to some extent resembling a traffic light that helps the individual navigate the world around him. The ego is guided primarily by the reality principle. The ego regulates the choice of a suitable object to overcome the tension associated with the id. For example, when the id is hungry, the ego forbids us from eating car tires or poisonous berries; satisfaction of our impulse is delayed until the moment of choosing the right food.

The superego is an idealized parent, it performs a moral or evaluative function. The superego regulates behavior and seeks to improve it in accordance with the standards of parents, and later on of society as a whole.

In addition, if we consider personality as a system, then we can distinguish two main subsystems in it, or two worlds of personality:

one is the inner, world of consciousness, hidden from others and often incomprehensible and unconsciously "living" for the personality itself;

the second is active, open to people, allowing them not only to observe the external manifestations of the personality, but also to penetrate into its inner life, to guess what passions and their struggles take possession of a person.

The inner and outer worlds are closely related. However, in each specific case, this relationship is ambiguous. One of its poles is the correspondence, "coincidence" of acts of consciousness and behavior, the other

on the contrary, their complete inconsistency with each other, opposition.

For sociology, the most significant is the understanding of the transition, the transformation in the structure of the personality of a fact, a moment, a situation of activity. This process covers both varieties of personality structures, and it is this process that should be considered the "core" of personality as a system.

Let's begin to consider the inner world of man. Here are needs, and interests, and goals, and motives, and expectations, and value orientations, and attitudes, and dispositions. Due to their interconnection, there are intrapersonal motivational and dispositional mechanisms.

The motivational mechanism includes the interaction of needs, value orientations and interests, the end result of which is their transformation into the goal of the individual. Needs act (in relation to the personality) as the initial stimuli of its activity, reflecting the objective conditions of a person's existence, being one of the most important forms of communication between the personality and the outside world. This connection can manifest itself in the form of natural (need for food, clothing, housing, etc.) and social (need for various forms of activity, communication) needs. At the same time, there is no sharp line between them, since the need for clothing, housing, and even food acquires a social "shell".

Being conscious, the needs turn into the interests of the individual. They reflect the attitude of a person to the conditions of life and activity, which determines the direction of his actions. In fact, it is the interests that largely determine the motives of the individual's behavior. They turn out to be the main reasons for action. "A closer examination of history," Hegel wrote, "convinces us that the actions of people follow from their needs, their passions, their interests ... and only they play the main role."

An important element of the internal structure of the personality and the regulator of its behavior are value orientations. They reflect the focus of the individual on certain values and interests, the preferred attitude towards one or another of them. Therefore, value orientations, as well as needs and interests, are one of the main factors that regulate the motivation of activity. It is in value orientations, as in something concrete and definite, that the interests of the individual can manifest themselves.

The need and interests, reflected in the minds of people, refracted through value orientations, lead to the formation of specific internal drivers of action, which are commonly called motives for activity. Thus, a mechanism of motivation is created, which involves the implementation in the purposeful activity of the individual. The meaning of this activity is the achievement of a certain goal, crowning the "efforts of this mechanism."

Another "inside personal" mechanism is connected with the "dispositional" structure of the personality. The disposition of a personality is its predisposition to certain behavior in specific conditions, the ability to make a choice of activities. In a certain sense, dispositions are personality orientations that precede behavior. The mechanism itself includes the interaction of motives and incentives, leading to the emergence of personality attitudes. The result of this interaction is the emergence of dispositions.

Under the motives it is customary to understand, as already noted a little higher, internal immediate stimuli for activity, which reflect the desire of a person to satisfy his needs and interests. In contrast to motives, incentives act as external incentives for activity. They are usually understood as numerous factors of an economic, social, political and other nature, acting in the structure of the environment of the individual. Attitudes are a general orientation, the orientation of consciousness towards a particular phenomenon (process) of reality. Social attitudes are one of the most important regulators of a person's social behavior, expressing his predisposition, readiness to act in a certain way in relation to a given object. Attitudes characterize the attitude of a person to the environment, to other people. Therefore, the attitudes reflect "a focus on one or another vector" of behavior. In Western sociology, attitudes are usually called "attitudes" (since the time of W. Thomas and F. Znaniecki, who introduced this term into wide scientific circulation and did a lot to study it). In accordance with the developed by V.A. According to Yadov's dispositional theory of self-regulation of the social behavior of an individual, there are three levels of dispositions. The highest level is the level of formation of the concept of life in a person and its embodiment in value orientations. In other words, at this level, the dispositions regulate the general orientation of the behavior of the interests of the individual. At the middle level, self-regulation is carried out in the form of the formation of a generalized attitude of the individual towards social objects. As for the lower level, there is also the formation of attitudes, but a more specific, situational plan associated with the self-regulation of behavior in very specific, directly given conditions. Outwardly observable actions of people leave the second aspect of activity - behavioral, in which the value orientations, attitudes, and dispositions of the individual are directly reflected. Naturally, the question arises about the structure of such externally observable activity. Sometimes the structure of activity is identified with the structure of observed activity. This approach is, to say the least, imprecise. But its authors can be understood, because in this case they contrast the structures of consciousness and behavior of the individual, not referring the former to the structure of activity.

The structure of activity is determined by the objective need to perform certain actions for the reproduction, functioning and development of the individual. It is determined (at the level of a particular individual) by its demographic, social, professional position, the place it occupies in the system of social relations and relations. Having in mind the structure in its "external" expression, it can also act as a kind of typology of personality activity.

In socio-philosophical terms and at the level of general sociological theory, depending on the nature of the relationship of the individual to the world around him, activity is divided into material and spiritual, theoretical and practical. It is in these forms that the personality masters the surrounding world. Another classification of activity can be considered in connection with the attitude of the individual to the objective course of the historical process, with progressive and reactionary, revolutionary and counter-revolutionary activity being singled out. The criterion for obtaining a new result is the basis for highlighting creative or reproducing (reproductive) activities. The activity of a person can also be innovative and routine.

On the other hand, there are activity structures studied primarily at the level of special sociological theories and empirical studies. Here, first of all, it is necessary to note the structure, the basis of which is the differentiation of activity in certain areas. It can be economic, political, social, as well as industrial, labor, household, educational activities.

There are many options for structuring the activity of a person. It is determined by the wealth of human life. All these forms and activities, determined by the system of social relations, the inner world of the individual and the way of behavior, characterize her way of life. It seems that in the process of a sociological study of personality, the way of life turns out to be a central concept, a kind of dominant and, at the same time, a connecting link between its inner world, state of consciousness and the method and nature of behavior in which the external side of activity is revealed.

personality individual interpersonal

2. Personality theory

Theory is a mechanism by which the disparate results of empirical research, often perceived out of touch with each other and used in various contexts, form a single system.

Theories draw attention to specific problems that are not easily noticed with a shallow approach to phenomena, but which can serve as the basis for explaining and interpreting these phenomena.

Theory is of great importance in practical activity, it will give it greater efficiency. Theory is a carrier of knowledge, reasoning and a system of certain conclusions, which is extremely necessary in the life of an individual and society.

Often a distinction is made between the history of a theory and a methodically developed theory. The first reveals an independent thought about society, belonging to individuals (Hobbes, Kant), schools or periods. The second, as a rule, represents a modern direction of thought about society. Many thinkers who have often been mistaken for historians of thought, bearing in mind the significance of their work, were in fact truly original scientists, both in their aspiration and in their way of thinking. In addition, much in modern thought, called theory, is not methodically worked out enough for social science; often they converge to common arguments, approaches and propaganda of ideological preferences. Ultimately, many strands rooted in the history of thought have survived as constituents of modern theories, which are their followers. Therefore, it can be said that "history" and "theory" in sociology dissolve into each other,

As for sociological theory, this is not the result of a simple replenishment of knowledge, i.e. replacing old knowledge with new knowledge in the light of more valid or accurate knowledge. Rather, it is the result of a multifaceted increase in knowledge, complication and enrichment of more or less established areas of theoretical analysis of the individual and society.

Personality is, as it were, a combination of civil, political, professional and other qualities. How a person organizes the process of his own life and how this is combined with the interests and life of society depends on what higher social needs a person has. This problem of mutual influence of social conditions (connections, social and power institutions, social communities) and human activity is the central problem of sociology. An attempt to solve the herd problem was the formation of various social concepts (theories) of personality (since the second half of the 20th century): the mirror self theory of Ch. Cooley, the role theory of R. Lipton, T. Parsons, status theory, behavioral (behavioral) theory of J. Watson, psychobiological 3. Freud's theory, the theory of the reference group, the theory of attitudes, etc.

All these theories are characterized by the fact that they all recognize the human personality as a specific formation, a set of qualities directly derived from social factors (the ratio of biological and social in a person).

In my work, 3 sociological theories of personality will be considered: role, status and behavioral.

Role theory of personality

In the scientific literature, the opinion has been established that the role concept of personality is a special sociological theory of personality. The concept of "social role" was developed at the beginning of the 20th century in the works of E. Durkheim, M. Weber, and later - T. Parsons, T. Shibutani, R. Lipton and others. In our country, the role concept was developed by I. Kon and V.A. Yalov. This concept is widely used in concepts that identify life situations with a game, and human activity is reduced to playing certain standard roles in standard life situations. The facts of human adaptation to certain conditions are well described by these concepts.

Investigating human behavior, followers of role theory make extensive use of the situation of an actor and a role or two actors. In doing so, the words of Shakespeare's play "As You Like It" are often referred to:

The whole world is a theater

Portal for the student. Self-training

Role and status characteristics of personality. Socio-psychological characteristics of the group

annotation scientific article on state and law, legal sciences, author of scientific work - Frolova Svetlana Maratovna

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Portal for the student. Self-training

annotation scientific article on state and law, legal sciences, author of scientific work - Frolova Svetlana Maratovna

Related Topics scientific works on state and law, legal sciences, author of scientific work - Frolova Svetlana Maratovna,

Social and role personality characteristic of minor criminal condemned to corrective works

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