Theoretical aspects of the study of socialization. Psychological aspects of personality socialization

26.09.2019

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Socialization(lat. solialis - social) is a special process of including an individual in society, the result of 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 received different interpretations: as social learning (non-behaviorism), as a result of social interaction (symbolic interactionism), as a result of self-actualization (humanistic psychology).

In Russian social psychology, there is a narrow and broad interpretation of socialization. Such an approach to understanding it 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 - the historical process, phylogeny.

Through socialization, a person learns to live together with other people, to adapt in a specific society. This process involves the active participation of the person himself in the development of the culture of human relations, in the formation of certain social norms, roles and functions, in the acquisition of skills and abilities necessary for the successful implementation of activities. The concept of socialization concerns the qualities that a person acquires and the 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 spheres to which the personality was able to adapt.

When considering the content of socialization, it is important to determine what is offered to the individual as a social and cultural "menu", what 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 relationship of a person to someone or something, including thoughts, emotions, actions taken by him in relation to this object; conscious, preferred type of behavior.

The formation and change of social attitudes can occur as a result of a targeted impact on human behavior in a given situation.

Socialization content 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 a dispute about the importance of these institutions for the socialization of a person (the power of influence of 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 maladjustment, disturbed emotional contacts, and group identity.

A person cannot immediately assimilate all social experience from the moment of birth. Socialization is a long process, extended in time and space, even constant. 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 of the individual. The staging of socialization is explained by the relationship between human development and the specifics of the social situation in which he finds himself at different periods of life.

Socialization can be seen as a typical and unitary process... Typicality is 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 with 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, chronically ill, disabled people. The socialization of emigrants takes place in a very special way, but still typical. It is associated with the forced need to adapt to a foreign language environment and culture.

Socialization as a unit process arises due to the peculiarities inherent in a given personality (abilities, external data, degree of conformity, sociability, individual level of identity), i.e. striving for the development of their abilities, awareness of their life path as unique, etc.

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Traditionally, the process of personality development in social psychology is usually considered in the closest connection with the socialization of a person. Personality, group, society are dialectical unity. Personality is also inconceivable outside of society, outside of the group, as society and groups do not exist without personalities. At the heart of the unity of these three terms, at the heart of the refraction and consolidation in the personality of the requirements of society, the group is the process of socialization of the individual. In part, this process depends on innate mechanisms and the maturation of the nervous system, however, first of all, it is determined by the experience that a person receives throughout life.

The concept of socialization was first developed in the late 40s - early 50s in the works of American social psychologists A. Park, D. Dollar, J. Kohlman, A. Bandura, W. Walters, etc. interpretation.

Adaptation or adaptation (B. Skiner, E. Thorndike, V. M. Bekhterev, A. F. Lazursky). Understanding socialization as adaptation focuses on the personality, its natural activity.

Another interpretation of socialization focuses on society: then socialization is understood as internalization - transfer inward , into the consciousness of the personality of norms, requirements, values, etc. society (E. Durkheim). In this case, a person acts as an object of influence for society. At the same time, this process also includes the subsequent active reproduction of social experience by the individual (A. Bandura, B. Bernstein, F.O. Jiring).

Another interpretation of the understanding of the process of socialization emphasizes, on the one hand, the historicity and variability of the environment of existence, on the other hand, the process of socialization acquires an existential meaning and is considered within the framework of integral human existence , his way of being ... The process of socialization with this understanding appears as intersubjective, and the relationship "personality - society" is considered as interpenetration (L. S. Vygotsky, B. G. Ananiev, A. G. Asmolov, A. Adler, K. Jung, etc.).

Currently, in psychology, socialization is considered as a two-sided process, which includes not only the assimilation, but also the active reproduction of social relations by the individual. Then the formula of the modern understanding of personality development becomes clear: a changing personality in a changing world. Thus, socialization of an individual is a process and result of assimilation and subsequent active reproduction by an individual of social experience (Ya.L. Kolominsky). The process of socialization is inextricably linked with communication and joint activities of people.

Concept "Social" has at least four interpretations in the history of psychology: how universal , how cultural , how public , how collective .

The generalized expression of the external determinants of socialization are the norms, traditions, expectations generated by the historical development of mankind, culture, science, production, which reveal their specificity in different conditions of socialization, specific groups. No less important for socialization are internal determinants, which serve not only individual formations, but also the structure of values, states and properties, professional orientation of the individual, etc. - everything that is formed in the process of socialization, constituting its internal conditions. All changes in personality, behavior, activity, relationships and relationships create the prerequisites for a certain orientation of socialization and, at the same time, determine its subjectivity in this process.

According to modern views, the main areas of socialization are activity , communication and self-awareness , since the basis of socialization is the interaction of a person with the social environment.

Socialization in the field activities manifests itself in the expansion of activities; in the development and understanding of each type of activity.

Socialization in the field communication includes the development of communication skills, expansion of the circle of communication, enrichment of its content.

Socialization in the field self-awareness consists in the formation of the image of one's own I as an active subject of activity, understanding of their social belonging and their social roles, the formation of self-esteem. The image of the I does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences.

In different parts of his life, a person reacts differently to social influences. To this can be added the changing role of various institutions of socialization over the course of an individual's life. Socialization continues throughout a person's life, even if in old age it sometimes acquires a regressive character. In this regard, the process of socialization is divided into age periods, which are rather relative and for each person are determined by the specific conditions of his development and environment.

The socialization process conventionally includes four periods: childhood , adolescence and youth , maturity , old age ... An important period of socialization is childhood , including three stages:

- infancy(from the moment of birth to one year) and preschool childhood (from one to three years). At this stage, functional independence and speech develops;

- preschool childhood covers the period from 3 to 6 years and is characterized by the development and formation of the child's personality, as well as cognitive processes;

- school childhood lasts from 6 to 12 years, that is, it corresponds to the primary school age and the inclusion of the child in a social group that is fundamentally different from the family and preschool institutions - the school class.

From a psychological point of view, the childhood period of socialization is characterized by insufficient development of the cognitive sphere of the personality, as a result of which socializing influences are perceived by the individual unconsciously or insufficiently consciously. First of all, an evaluative attitude towards certain social objects is mastered without proper ideas about their essence and meaning. The psychological mechanisms of assimilation of the corresponding influences are the fear of punishment, the desire to earn approval, imitation, identification with parents, etc. The peculiarity of the process of socialization in the childhood period is that, under normal conditions, the parents are the only and then the dominant institution of socialization. From 3-4 years of age, television, peer groups, school and friends begin to have an impact on the child.

The onset of puberty marks the end of childhood and the child's entry into adolescence. Adolescence and youth includes two stages:

Actually adolescence or adolescence, corresponds to puberty and lasts from 12 to about 16 years. At this time, under the influence of constitutional shifts, a new idea of himself is formed in the adolescent;

- youth lasting from 16 to 21 years old (the first period - from 16 to 18 years old and the second period - from 18 to 21 years old), corresponds to the adaptation of young men of both sexes to the family, school, and the environment of their peers. Adolescence is a period of transition from adolescence to maturity; adolescence is characterized by a sense of psychological independence, although a person has not yet had time to take on any social obligations.

The second period of socialization is distinguished by the completeness of the formation of mental abilities and the rapid development of the cognitive sphere of the individual (psychological side), as well as the expansion of the range of social connections and relationships and the change in the role and authority of various institutions of socialization. How authority will be redistributed between the institutions of socialization and what direction the whole process will take depends on the specific living conditions and upbringing of the individual.

Maturity as the period of socialization includes two stages:

Stage early maturity covers the period from 20 to 40 years. It corresponds to the entry of a person into an intensive personal life and professional activity;

- mature age, lasting from 40 to 60 years old, is characterized by stability and productivity, especially professionally and socially.

By the period of maturity, the basic system of social attitudes of the individual is already formed and quite stable. The individual acquires greater independence and criticality in the perception of various social influences, his own life experience, including the experience of social relations, becomes the main institution of socialization. This experience is refracted through the existing system of social attitudes, which, like a filter, distributes new knowledge about social reality in accordance with existing ideas and value judgments.

The final period of socialization - old age lasts from 60 to 90 years and is most often accompanied by a person's withdrawal from active life. The process of socialization for many people at this age is very selective and occurs in a limited, in contrast to previous periods, spectrum of social relations, as a rule, where wisdom is in demand. The specificity of this period also lies in the fact that the continuity and dynamics of the socialization process are largely determined by personal (motivational), rather than social, factors.

After 90 years, a person is referred to as centenarians.

The process of socialization never stops and always has conscious or unconscious goals. In this regard, the concepts of "maturity" and "adulthood" are not synonymous. In fact, even at the individual level, the concepts of "maturity" and "adulthood" do not completely coincide. Thus, the level of personality development is most often correlated with the degree of its socialization.

Maturity criteria, respectively, appear as socialization criteria. Maturity indicators include:

The breadth of social connections;

The measure of personality development as a subject of activity;

The nature of the activity - from appropriation to implementation and conscious reproduction;

Creative abilities;

Social competence.

The last criterion is integrative, since it covers all the others and is simultaneously present in them.

The socialization of adults differs from the socialization of children in several ways. Socialization of adults rather changes external behavior, while socialization of children forms internal personality structures. Socialization of adults is designed to acquire certain skills, while socialization in childhood is more focused on the formation of character and motivational structures.

Socio-psychological socialization mechanisms (Yanchuk V.A.):

- imitation - conscious or unconscious reproduction of imposed patterns of behavior, the experience of significant other people, gleaned from other sources of patterns.

- suggestion - unconscious, uncritical assimilation and subsequent reproduction of experience, thoughts, feelings, patterns and algorithms proposed by authoritative others.

- belief - conscious, critical assimilation and subsequent reproduction of values, norms, guidelines, behavioral algorithms, etc.

- identification - identification of oneself with certain people or social groups, through which the assimilation of various norms, relationships, forms and algorithms of behavior is carried out.

- empathy - emotional empathy through sensual identification of oneself with another.

The listed mechanisms are presented in a sequence that reflects their age-related effectiveness.

The concept of "socialization" means the involvement of the connection with society. The prefix "a" in the concept "Asocialization" means the antisocial nature of this connection, the socialization of a person with the opposite sign. Term "Asocialization" means the process of assimilation by a person of antisocial, antisocial norms, values, negative roles, attitudes, stereotypes of behavior, which objectively lead to deformation of social relations, to the destabilization of society.

If, at a certain stage of normal socialization, there is some deformation of it under the influence of certain factors and for some reason, the destruction of the previous, positive norms and values occurs, in exchange for which new antisocial norms and values, patterns of behavior are assimilated. This process is referred to as "Desocialization" .

The mechanisms of asocialization (desocialization) of a person are the same mechanisms of socialization: imitation, suggestion, identification, leadership, etc. The process of asocialization, although it is carried out spontaneously, unconsciously, nevertheless, like socialization, can be purposeful (parents, educators, or leaders of criminal gangs can teach adolescents about antisocial behavior quite consciously, using the mechanism of encouragement and punishment).

In relation to a person who has embarked on an asocial, criminal path of behavior, society, represented by institutions of socialization, bodies of social control, carries out resocialization - the process of assimilation by a person repeatedly (in the process of desocialization) or for the first time (in the case of asocialization) positive, from the point of view of society, social norms and values, patterns of behavior.

Social institutions engaged in social control (family, school, labor collective, military, public organization, preventive structures of law enforcement agencies, etc.), upon detecting the entry of a person on an asocial path, can take appropriate resocializing measures. If there are systemic failures and inconsistencies in the activities of these institutions, and the person has committed a socially dangerous act that is criminalized, then she may end up in places of imprisonment. The essence of this stage of resocialization is:

Destruction of antisocial behavior and roles;

Assimilation and consolidation of positive patterns of behavior, social values;

Restoring and establishing social ties with institutions that allow him to lead a socially approved lifestyle.

Similar information.

The history of the Lykov family of Old Believers is known, who for a long time lived alone in a remote taiga. Meeting people turned into 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, television or telephone in the village, despite the fact that the nearby settlements have it all.

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

There are many "author's" definitions of the concept of socialization. For example, according to A.A. Reanu, socialization is a process and result of assimilation and subsequent active reproduction of social experience by an individual. K. Bronfenbrenner: socialization - the totality of all social processes, thanks to 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.

Such scientists as G. Tarde, T. Parsons and others were engaged in the development of the theory of personality socialization. In particular, G. Tarde based his theory on the principle of imitation, and proclaimed the “teacher-student” relationship as a model of social behavior, i.e. socialization. In the works of T. Parsons, the process is explained somewhat differently. He believes that an individual, communicating with values that are significant to him, absorbs common ones. If we take the general scheme of socialization, then we can conclude that the theories are based on the classical formula of behaviorism "S - R" and the theory of L.S. Vygotsky on the internalization of external experience (the transformation of external actions with material objects into internal, mental, operating with symbols).

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

The formation and development of an individual is determined by the totality of conditions of social existence in a given historical epoch. Personality is always a product of his era and the life of the country. Depending on the socio-economic formation in modern conditions, a certain holistic way of life develops - a complex of interacting circumstances (economic, political, legal, ideological, socio-psychological, etc.). This complex includes the phenomena of production of the material life of society and the sphere of needs, social institutions, the media and people themselves, united in various societies. The interaction of a person with these circumstances of life is so or and. social situation of personality 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 the personality. The family's status can 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 the 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 left.

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

Education and training(in the narrow sense) is a 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.

Accidental social impacts take place in any social situation, i.e. when two or more individuals interact. For example, the conversation of adults about their problems can quite strongly influence the child, but this can hardly be called an educational process.

Socialization factors can be relationships in the family, kindergarten, school, work collective, university, other companies, as well as acquaintances and unfamiliar people, books, films, television and radio broadcasts, 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, then 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 activities", then they will be able to achieve the formation of not an ideal and harmonious, but a 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 (in the presence of certain individual characteristics, such as a strong type of nervous system, etc.) the 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 influences on the individual, since the child's parents are already socialized, and the child can influence them initially only as a biological being (for example, if the child wants to eat, he communicates this by screaming), then he becomes able to interact with adults and, then , to reproduce the social experience he has in his activities.

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

The main directions of socialization correspond to the key spheres of human life: behavioral, emotional-sensual, cognitive, existential, moral and ethical, interpersonal. In other words, in the process of socialization, people learn how to behave, react emotionally to various situations, experience and express various feelings; how to cognize the surrounding natural and social world; how to organize your life; what moral and ethical guidelines to adhere to; how to effectively participate in interpersonal communication and collaborative activities.

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

2) latitude, i.e. the number of spheres to which the personality was able to adapt.

The content of socialization is determined, on the one hand, by the entire set of social influences (political programs and doctrines, media, culture), on the other, by the individual's attitude 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 obedience to the law, loyalty to political and legal institutions, knowing that there are double standards in the field of politics, and for deviations from the rules of the game, the prescribed norms will have to pay. In other words, the content of socialization cannot be judged only by verbal behavior.

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

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

The content of socialization also depends on such an important parameter as social institutions , economic, social, 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 a dispute about the importance of these institutions for the socialization of a person (the strength of the influence of social institutions on a person depends on their significance - reference), preference is usually given to the family. Indeed, it occupies a special place in the socialization of the individual; it cannot be replaced with anything. As a rule, children brought up outside the family suffer from maladjustment, disturbed emotional contacts, and group identity.

So, socialization institutions 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 sex-role typification - the process of an individual acquiring mental characteristics and behavior characteristic of representatives of a particular gender;

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 an individual's unconscious reproduction of 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 an individual's activity due to the actualization in his mind of the image (perception, representation, etc.) of another person (or a group of people) speaking as a rival or 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 situation of competition);

5) conformity - awareness of differences of opinion with the surrounding people and external agreement with them, realized in behavior.

1) imitation - the child's conscious desire to copy a certain pattern of behavior;

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

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

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

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

There are various approaches to identifying the stages of socialization.... Sociological focuses on the process of assimilating a person's repertoires of social roles, values and norms, culture, and 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 admission to school, i.e. that period, which in developmental psychology is called the period of early childhood;

b) the stage of training, including the entire period of adolescence in the broad sense of this term. This stage includes, of course, all the time of schooling. There are different points of view regarding the period of study at a university or technical school. If the attitude towards labor activity is taken as a criterion for identifying stages, then the 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 secondary 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 according to the same scheme. as the time spent in school. One way or another, but in the literature, the issue receives double coverage, although with any solution the problem itself is very important both in theoretical and practical terms: the student body is one of the important social groups of society, and the problems of socialization of this group are extremely are relevant.

Labor the stage of socialization covers the period of human maturity, although the demographic boundaries of the "mature" age are conditional; fixing this 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 labor activity. Moreover, the emphasis on the fact that a person not only assimilates social experience, but also reproduces it, gives particular importance to this stage.

The recognition of the labor stage of socialization logically follows 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 a person's essential forces, stops the process of assimilating 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, adolescence is the most important time in the formation of a personality, but work in adulthood cannot be discounted when identifying the factors of this process.

Post-labor the stage of socialization is an even more complex issue. A certain justification, of course, can be the fact that this problem is even newer than the problem of socialization at the labor stage. Its setting is caused by the objective requirements of society to social psychology, which are generated by the very course of social development. 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 policy of states - on the other (meaning the pension system) leads to the fact that old age begins to occupy a significant place in the structure of the population. First of all, its share is increasing. The labor potential of those persons who make up such a social group as pensioners is largely preserved. It is no coincidence that such disciplines as gerontology (the study of the 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 of 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 opposite: 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, this period cannot be described at all in terms of "assimilation of social experience" or even in terms of its reproduction.

An extreme expression of this point of view is the idea of "desocialization" following the completion of the process of socialization. Another position, on the contrary, actively insists on a completely new approach to understanding the psychological essence of old age. In favor of this position, there are already quite numerous experimental studies of the persisting social activity of 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 changing the type of activity personality during this period.

An indirect recognition that socialization continues in old age is E. Erickson's concept of 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 be, according to Erickson, 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 really exists.

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

A stage conditioned by 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 Z. Freud, breaks down into oral (from birth to 2 years), when the child's world is concentrated around the mouth; anal (from 2 to 3 years old), during which the child is taught hygiene skills. According to Z. Freud, this stage largely determines the later development of a person; phallic (4 to 5 years). At this stage, children first develop sympathy for their parents of the opposite sex. The conflicts associated with these feelings Freud called the Oedipus complex (in boys) and the Electra complex (in girls). Children who have successfully overcome this stage begin to identify with their parents.

Z. Freud argued that the main personal characteristics are formed at these stages. At the same time, taking into account the role of the unconscious in the process of socialization of the individual, one must not forget that the processes of cognition and mastering of social roles in play activity by the child, his exercises in self-identification, the system of expectations arising and consolidating in him and the nature of their satisfaction, requirements are of decisive importance here. to him from the parents, the nature of their treatment of him. As a confirmation of these factors, we can cite the example of a family where twin girls were born. One of them, 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 “elder” turned into the antipode of the “younger”, was formed by a strong-willed, and the younger - an infantile person.

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

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

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

Socialization can be seen as a typical and unitary process. Typicality is 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 with 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, chronically ill, disabled people. The socialization of emigrants takes place in a very special way, but still typical. It is associated with the forced need to adapt to a foreign language environment and culture. The socialization of national minorities is peculiar.

Socialization as a single process arises due to the characteristics inherent in a given personality (abilities, external data, degree of conformity, sociability, individual level of identity), i.e. striving for the development of their abilities, awareness of their 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 of this process. Criteria of personality socialization are: the content of formed attitudes, stereotypes, values, pictures of the world; personality adaptation, its normo-typical behavior, lifestyle; social identity (group and human). The main criterion for the socialization of an individual is the degree of his independence, confidence, independence, emancipation, initiative. The main goal of socialization of the individual is to satisfy the “need for self-realization” (A. Maslow) and to develop the ability to successfully implement this goal. Otherwise, the process of socialization loses its humanistic meaning and becomes an instrument of psychological violence aimed not at personal growth, but at 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. V totalitarian state everything is completely different. In these conditions such forms of socialization are possible as masochism, sadism, destruction, conformism.

Masochism is a desire for submission, moral humiliation.

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

Destruction- one of the methods of socialization, which consists in ridding a person of the feeling of his own powerlessness through the destruction of the world around him. As E. Fromm believed, the destruction of the world for man is the last, desperate attempt in their confrontation.

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

As a result of rigid socialization in a totalitarian society, a “one-dimensional” (“mass”) person (“person of organization”), “an outsider (automatically) oriented personality” is formed. The author of this concept is G. Marcuse. A one-dimensional person is characterized by: uncritical attitude to reality, to behavioral and propagandistic stereotypes, lack of individuality, susceptibility to manipulation, conservatism, 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 involvement, 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 of social norms, values and roles by a person, 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, which lead to the destabilization of society.

Along with the concept of "asocialization" of a person, the term "social maladjustment" is widely used.

Social maladjustment- This is a process of loss of socially significant qualities that impede the successful adaptation of the individual to the conditions of the social environment. Social maladjustment manifests itself in a wide range of deviations in adolescent behavior: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, sexually transmitted diseases, illegal actions, moral violations. Social maladjustment in adolescence leads to the formation of poorly educated people who do not have the skills to work, create a family, and be good parents. They easily cross the border of moral and legal norms. Respectively, social maladjustment manifests itself in asocial 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 the normal socialization of a personality, some deformation occurs when it comes under the influence (spontaneous or purposeful) of a negative microenvironment - a courtyard company of peers, a criminal group, etc. As a result, the personality is destroying the previous positive norms and values, in return for which new antisocial patterns of behavior are assimilated. Thus, the term "desocialization" is similar in content to the concept of "asocialization", but reflects a different facet of this process.

Socialization lag means an untimely, late assimilation by a person of those positive norms, patterns of behavior that are prescribed by society for each stage of socialization. These two concepts are related as follows. A lag in socialization, while not being antisocial, can still (and often does) lead to the assimilation of negative norms by a person or to the 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, adolescence) as socialization, while desocialization can be carried out in adulthood. True, in this case we are often talking about partial desocialization when a person breaks one or several positive ties with society, the state, while others remain positive. For example, a person of mature age who has embarked on the path of embezzlement of state property under the influence of a group of hidden criminals can at the same time remain a good father of the family, be cultured, polite, and normally perform all other social roles.

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

In other words, social control over a person is exercised 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 (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, hard work can be ridiculed, and, conversely, cruelty, contempt for work, etc. can be approved.

The process of personality asocialization, although it is carried out mainly spontaneously, unconsciously, nevertheless, like socialization, can occur purposefully. After all, parents and leaders of criminal groups can teach adolescents (and in the case of desocialization - and adults) criminal behavior quite deliberately, through gradual involvement 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, social control bodies, carries out re-socialization, i.e. the process of social recovery of the personality, its assimilation repeatedly (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, positive from the point of view of society. The prefix "re" means the destruction of negative, antisocial norms and values assimilated by a person and instilling in her positive norms and values that are approved by society.

The problem of resocialization goes to the problem of including in the normal process of socialization of convicts and other categories of persons: sick, drug addicts, people who have experienced stress during accidents, hostilities, 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 in between there are also differences - primarily in the object of social work.

Social adaptation essential for both healthy and sick people. As for social rehabilitation, then people who are characterized by post-traumatic stress syndrome need it, in particular the military, returning from the combat zone, persons who have suffered natural disasters, refugees from so-called "hot spots", released from prison, disabled people, etc. These individuals feel the need not only for social assistance, but also for psychotherapy, psychocorrection (auto-training, etc.). Social adaptation is impossible without the removal of emotional tension (rehabilitation). In this case, not only the restoration of social functions is important, but also the normalization of mental states.

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

Social work similar in content is being developed in Russia, as evidenced by the creation of rehabilitation centers. This circumstance makes it necessary to accelerate the development of humanistic psychology, focused on the needs of social practice.

Theoretical aspects of the study of socialization. Psychological aspects of personality socialization

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