What is the standard of socialization definition. The concept of socialization. Successful socialization. Approaches to studying the socialization process

Socialization concept implies the process of a person’s assimilation of rules of behavior, social norms, moral values, abilities, skills, knowledge and psychological attitudes that give him the opportunity to interact normally with other people. If in animals all relationships are determined by biological motives, then in humans, as a biosocial being, the process of developing social skills is important. People are constantly born and die, and the process of renewal of society is ongoing. New members of society initially do not know either the norms or rules of behavior in it. This is where it begins socialization process.

Factors of socialization.

Socialization factors- these are the mechanisms through which the process of socialization occurs. The main factors identified by social educator A.V. Mudrikom, three:

Macro factors are global mechanisms that influence the social development of an individual (planet, space, state, country, society, government).
Mesofactors are conditions that influence socialization, mainly on a territorial or ethnic basis (place and type of settlement, region, town, city, people, ethnicity).
Microfactors are factors that have a direct impact on a person’s socialization (family, peers, school, place of study and work).

Each factor has an active element, thanks to which socialization occurs. For example, in a family there are parents, brothers, sisters, in school there are teachers and classmates. These elements are called agents of socialization.

Types and stages of socialization.

Types of socialization, as a rule, are classified by time period, which is why they are called stages of socialization.

Primary socialization. The period from birth to the formation of an adult. This stage is very important for child socialization. He usually receives his first knowledge about society from his parents.
Secondary socialization(or resocialization). The process of replacing previously established methods of behavior with new ones characteristic of an adult. The secondary stage often means breaking old patterns and learning new ones. Remember how at university they told you: “Forget everything you learned in school”? The secondary stage lasts a person’s entire life.

Other types of socialization:

Group socialization. Socialization within a specific social group. That is, in which environment the child spends more time (parents, teachers or friends), he learns the rules and norms of that environment first.
Gender socialization. Socialization by gender. Boys learn how boys should behave, and girls learn how to be girls.
Organizational socialization. The process of socialization during work (how to behave with colleagues, superiors, subordinates, how you feel about work, is it okay to be late for work, etc.).
Early socialization. A type of socialization that is a kind of rehearsal for future activities, which is too early to begin (girls playing mother-daughter).

The main institutions of socialization are.

The structure of the socialization process and its age stages.

1. The concept of socialization in social psychology. Two sides of the socialization process: the formation of personality in the process of assimilation of social experience and the reproduction of the social system.

3. Stages (stages) of personality socialization. Various approaches to determining the main stages of socialization. E. Erickson's concept.

4. Factors and agents (institutions) of socialization.

5. Resocialization.

The concept of socialization.

Socialization- the process and result of human social development. Socialization can be considered from the point of view of the individual’s assimilation and reproduction of social experience in the process of life (G. M. Andreeva). The essence of the socialization process is that a person gradually assimilates social experience and uses it to adapt to society. The process of socialization is the totality of all social processes through which an individual acquires a certain system of norms and values that allow him to function as a member of society (Bronfenbrenner, 1976). Socialization refers to those phenomena through which a person learns to live and interact effectively with other people. It is directly related to social control, since it includes the assimilation of knowledge, norms, and values of a society that has all types of sanctions of a formal and informal nature. Purposeful, socially controlled processes of influence on the individual are implemented primarily in education and training. Spontaneous influence is carried out through the media, real life situations, etc.

The term “socialization” does not have an unambiguous definition among various representatives of psychological science. In Russian psychology, two more terms are used, synonyms for the word “socialization”: “personal development” and “upbringing”.

Socialization is a two-way process, which includes, on the one hand, the individual’s assimilation of social experience by entering the social environment, a system of social connections; on the other hand, the process of active reproduction by an individual of a system of social connections due to his active activity, active inclusion in the social environment. It is these two aspects of the socialization process that many authors of social psychology pay attention to, developing this problem as a full-fledged problem of socio-psychological knowledge. A person not only assimilates social experience, but also transforms it into his own values, attitudes, and orientations.

Socialization is a process of personality formation that begins from the first minutes of a person’s life. Socialization is most intense in childhood and adolescence, but personality development continues in middle and old age. Dr. Orville G. Brim Jr. (1966) was one of the first to suggest that socialization occurs throughout life. He argued that the following differences exist between the socialization of children and adults.

Socialization of adults is expressed mainly in changes in their external behavior, while children's socialization corrects basic value orientations. Adults can evaluate norms; children are only able to assimilate them. Adult socialization often involves understanding that there are many “shades of gray” between black and white. Adult socialization is aimed at helping a person master certain skills; The socialization of children mainly shapes the motivation of their behavior. N and based on socialization, adults become soldiers or members of committees, while children are taught to follow the rules, be attentive and polite.

Socialization involves the expansion and multiplication of social connections between an individual and the world in three main areas – activity, communication and self-awareness. The common characteristic of these three spheres is that they help to expand and multiply the individual’s social connections with the outside world.

Activity. Throughout the entire process of socialization, the individual deals with the development of more and more new types of activities. .

In this case, three important processes occur:

1. This is an orientation in the system of connections present in each type of activity and between its various types. It is carried out through personal meanings, i.e. means identifying particularly significant aspects of activity for each individual, and not just understanding them, but also mastering them.

2. Centering on a certain type of activity, focusing attention on it and subordinating all other activities to it.

3. This is the individual’s mastering new roles in the course of implementing activities and understanding their significance.

Communication-Increasing a person’s contacts with other people, the specifics of these contacts at each age level. Expanding the circle of friends can be understood as: the child’s gradual exit from the family into the wider society, the beginning of communication with friends, acquaintances, and the ability for intimate communication (depth of communication), establishing a psychological connection with a partner. + the ability to retire, to be alone with oneself.

Self-awareness – The development of a person’s self-awareness means the formation in a person of an image of his Self. This is a controlled process that. It does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences. It is important to decide what is included in the “I-image” and what its structure is. There are several different types. approaches. One of them belongs to Merlin. He identifies 4 components in the structure of self-awareness:

Awareness of one's own identity (difference between oneself and the rest of the world);

awareness of oneself as an active principle, a subject of activity;

Awareness of one’s own mental properties, psychological characteristics;

social and moral self-esteem, which. form. based on the accumulation of experience in communication and activity.

Self-awareness is one of the deepest, most intimate characteristics of the human personality; its development is unthinkable outside of activity: only in it is a certain “correction” of the idea of oneself constantly carried out in comparison with the idea that develops in the eyes of others.

Mechanisms of socialization:

Human socialization occurs through socialization mechanisms- ways of conscious or unconscious assimilation and reproduction of social experience. One of the first to highlight the mechanism of unity imitation, imitation, identification. The essence lies in a person’s desire to reproduce the perceived behavior of other people.

The mechanisms are:

Identification is the identification of an individual with individuals or a group, which allows them to assimilate various norms, attitudes, and forms of behavior characteristic of them.

Imitation is the conscious or unconscious perception by an individual of the behavior patterns and experiences of other people. A person often, without realizing it, acquires most of his social experience and behavior patterns by imitating those around him.

Suggestions are the process of an individual’s unconscious perception of the internal experience, thoughts, feelings and psychological states of those people with whom he interacts.

Gender-role identification (gender identification) or gender-role typing. Its essence lies in the subject’s assimilation of psychological traits and behavioral characteristics characteristic of people of a certain gender. In the process of primary socialization, the individual acquires normative ideas about psychological and behavioral properties characteristic of men and women.

Mechanism social assessment of desired behavior carried out in the process of social control ( S. Parsons). It works based on what has been learned 3. Freudian principle pleasure-suffering - feelings that a person experiences in connection with rewards (positive sanctions) and punishments (negative sanctions) coming from other people. People perceive each other differently and seek to influence others in different ways. These are the effects of the social evaluation mechanism: social facilitation (or facilitation) and social inhibition.

Social facilitation involves the stimulating influence of some people on the behavior of others.

Social inhibition (the psychological effect of the opposite effect) manifests itself in the negative, inhibitory influence of one person on another.

The most common mechanism of socialization is conformity. The concept of conformity is associated with the term “social conformism”, i.e. uncritical acceptance and adherence to prevailing standards, authorities and ideology in society. Through group pressure and the spread of stereotypes of mass consciousness, a type of depersonalized average person, devoid of identity and originality, is formed. The measure of conformity development may vary. Eat external conformity, which manifests itself only in external agreement, but at the same time the individual remains unconvinced. At internal the individual actually changes his point of view and transforms his internal attitudes depending on the opinions of others.

Negativism- this is conformism on the contrary, the desire to act at all costs contrary to the position of the majority and to assert one’s point of view at any cost.

Other phenomena considered as mechanisms of socialization have also been identified: suggestion, group expectations, role learning, etc.

The mechanism of projection is the attribution of one’s own traits to other people,

Mechanism Initiation - This problem has been studied by social anthropology and denotes social recognition of something that is already dying out or remaining in the past and in its place comes a new status of the individual, as a step of entry into society. (E.g. Graduation party, farewell to the army, wedding).

The social development of a person occurs throughout life and in different social groups. Family, kindergarten, school class, student group, work collective, company of peers - all this social groups that make up the individual’s immediate environment and act as carriers of various norms and values. Such groups that define the system of external regulation of an individual’s behavior are called institutions of socialization. The most influential institutions of socialization are family, school, and production group.

Stages (stages) of personality socialization. Various approaches to determining the main stages of socialization. E. Erickson's concept.

There are two approaches to the question of the stages of socialization:

Psychological (related to the sign of “age”). The stages of this approach are:

Socialization in childhood; primary (adaptation stage) - from birth to 10-11 years. At this stage, the child does not critically assimilate social media. experience, adapts to life, imitates adults.
Socialization in adolescence; 12-16/17 years old

· Socialization in youth - Individualization - from 17 to 22 years. At this age, the desire to distinguish oneself from others dominates. A stable personality trait and a critical attitude towards social norms of behavior are developed.

Socialization in youth (up to 35); integration is characterized by the desire to find one’s place in society.
Socialization in middle age (35-55);
Socialization in adulthood (over 55).

The purpose of this distinction is to show that at each age stage, a person learns certain, specific norms of behavior, roles and values. Each period has its own relative autonomy.

2. Sociological approach. This approach has been widely developed in domestic social psychology. He considers the concept of “socialization” as the assimilation of social experience, primarily in the course of work. Therefore, the basis for classification is the attitude to work activity. There are three main stages: pre-labor, labor and post-labor.

The pre-labor stage of socialization covers the entire period of a person’s life before starting work. This stage is divided into two independent periods:

a) early socialization, covering the time from the birth of a child to his entry into school - the period of early childhood (0-7 years);

b) the stage of learning, which includes the entire period of adolescence in the broad sense of the term (7-17 years). This stage includes the entire time of schooling. Studying at a university/technical school is found. on the border between the pre-labor and labor stages.

The labor stage of socialization covers the period of a person’s maturity, the entire period of a person’s working activity.

Post-labor stage - old age

There is no uniform definition of the term C. In the process social development There are two aspects to the child:

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

Happening formation of structures of individual self-awareness , associated with the process of social self-determination and the formation of a person’s social identity, a prerequisite for which is the active inclusion of the child in various social communities.

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

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

the ability to adequately perceive new social demands;

selective attitude to social influences;

low social rigidity;

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

2. The concept of socialization.

It is necessary to distinguish from socialization:

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

Training, education – acquisition of new knowledge and skills;

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

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

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

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

The concept of education has two meanings in our P:

In a narrow sense, it is the process of purposeful influence on a person from the educational process with the aim of transferring and instilling in him a certain system of ideas, concepts, and norms.

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

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

The relationship between socialization and social development -????

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

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

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

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

Socialization – mastery of social norms.

- a complex organism in which all cells are closely interconnected and the efficiency of the life of society as a whole depends on the activities of each of them.

In the body, new cells take the place of dying cells. So in society, new people are born every second who don’t know anything yet; no rules, no norms, no laws by which their parents live. They need to be taught everything so that they become independent members of society, active participants in its life, capable of teaching the new generation.

The process of assimilation by an individual of social norms, cultural values and patterns of behavior of society to which it belongs is called socialization.

It includes the transfer and mastery of knowledge, abilities, skills, the formation of values, ideals, norms and rules of social behavior.

In sociological science it is customary to distinguish two main types of socialization:

primary - the child’s assimilation of norms and values;
secondary - the assimilation of new norms and values by an adult.

Socialization is a set of agents and institutions that shape, guide, stimulate, and limit the development of a person.

Agents of Socialization- these are specific People, responsible for teaching cultural norms and social values. Socialization institutions — institutions, influencing the process of socialization and directing it.

Depending on the type of socialization, primary and secondary agents and institutions of socialization are considered.

Agents of primary socialization- parents, brothers, sisters, grandparents, other relatives, friends, teachers, leaders of youth groups. The term “primary” refers to everything that constitutes a person’s immediate and immediate environment.

Agents of secondary socialization- representatives of the administration of a school, university, enterprise, army, police, church, media employees. The term “secondary” describes those who are in the second echelon of influence, having a less important impact on a person.

Primary institutions of socialization- this is family, school, peer group, etc. Secondary institutions- this is the state, its bodies, universities, church, media, etc.

The socialization process consists of several stages, stages

Adaptation stage (birth - adolescence). At this stage, uncritical assimilation of social experience occurs; the main mechanism of socialization is imitation.
The emergence of a desire to distinguish oneself from others is the stage of identification.
The stage of integration, introduction into the life of society, which can proceed either safely or unfavorably.
Labor stage. At this stage, social experience is reproduced and the environment is affected.
Post-labor stage (old age). This stage is characterized by the transfer of social experience to new generations.

Stages of the process of personality socialization according to Erikson (1902-1976):

Infancy stage(from 0 to 1.5 years). At this stage, the mother plays the main role in the child’s life, she feeds, cares, gives affection, care, as a result, the child develops basic trust in the world. The dynamics of trust development depend on the mother. A lack of emotional communication with the baby leads to a sharp slowdown in the child’s psychological development.

Early childhood stage(from 1.5 to 4 years). This stage is associated with the formation of autonomy and independence. The child begins to walk and learns to control himself when performing bowel movements. Society and parents teach the child to be neat and tidy, and begin to shame him for having “wet pants.”

Childhood stage(from 4 to 6 years). At this stage, the child is already convinced that he is a person, since he runs, knows how to speak, expands the area of mastery of the world, the child develops a sense of enterprise and initiative, which is embedded in the game. Play is important for a child, as it forms initiative and develops creativity. The child masters relationships between people through play, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child and do not pay attention to his games, then this negatively affects the child’s development and contributes to the consolidation of passivity, uncertainty, and feelings of guilt.

Stage associated with primary school age(from 6 to 11 years old). At this stage, the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities and conveys the technological ethos of the culture. If a child successfully masters knowledge, he believes in himself, is confident, and calm. Failures at school lead to feelings of inferiority, lack of faith in one’s strengths, despair, and loss of interest in learning.

Adolescence stage(from 11 to 20 years). At this stage, the central form of ego-identity (personal “I”) is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional calling, abilities, skills - these are the questions that arise before a teenager, and these are already society’s demands on him for self-determination.

Youth stage(from 21 to 25 years old). At this stage, it becomes important for a person to search for a life partner, cooperate with people, strengthen ties with everyone, a person is not afraid of depersonalization, he mixes his identity with other people, a feeling of closeness, unity, cooperation, intimacy with certain people appears. However, if the diffusion of identity extends to this age, the person becomes isolated, isolation and loneliness become entrenched.

Maturity stage(from 25 to 55/60 years). At this stage, identity development continues throughout your life, and you feel the influence of other people, especially children: they confirm that they need you. At this same stage, the person invests himself in good, beloved work, caring for children, and is satisfied with his life.

Old age stage(over 55/60 years old). At this stage, a completed form of self-identity is created on the basis of the entire path of personal development; a person rethinks his entire life, realizes his “I” in spiritual thoughts about the years he has lived. A person “accepts” himself and his life, realizes the need for a logical conclusion to life, shows wisdom and a detached interest in life in the face of death.

At each stage of socialization, a person is influenced by certain factors, the ratio of which is different at different stages.

In general, five factors can be identified that influence the socialization process:

biological heredity;
physical environment;
culture, social environment;
group experience;
individual experience.

Each person's biological heritage provides the “raw materials” that are then transformed into personality characteristics in a variety of ways. It is thanks to the biological factor that there is a huge diversity of individuals.

The process of socialization covers all layers of society. Within its framework adoption of new norms and values to replace old ones called resocialization, and a person’s loss of social behavior skills is desocialization. Deviation in socialization is usually called deviation.

The socialization model is determined by, what society is committed to values what type of social interactions should be reproduced. Socialization is organized in such a way as to ensure the reproduction of the properties of the social system. If the main value of society is personal freedom, it creates such conditions. When a person is provided with certain conditions, he learns independence and responsibility, respect for his own and others’ individuality. This manifests itself everywhere: in the family, school, university, work, etc. Moreover, this liberal model of socialization presupposes an organic unity of freedom and responsibility.

The process of socialization of a person continues throughout his life, but it is especially intense in his youth. It is then that the foundation for the spiritual development of the individual is created, which increases the importance of the quality of education and increases responsibility society, which sets a certain coordinate system of the educational process, which includes formation of a worldview based on universal and spiritual values; development of creative thinking; development of high social activity, determination, needs and ability to work in a team, desire for new things and the ability to find optimal solutions to life problems in non-standard situations; the need for constant self-education and the formation of professional qualities; ability to make decisions independently; respect for laws and moral values; social responsibility, civil courage, develops a sense of inner freedom and self-esteem; nurturing the national self-awareness of Russian citizens.

Socialization is a complex, vital process. It largely depends on him how an individual will be able to realize his inclinations, abilities, and become a successful person.

the process and result of the individual’s assimilation and active reproduction of social experience, primarily the system of social roles. It is realized in communication and activity - in the family, preschool institutions, school, in work groups and others. It occurs both under conditions of spontaneous influence of various circumstances of life in society, and under conditions of upbringing - the purposeful formation of personality. Education is the leading and determining principle of socialization. The concept was introduced into social psychology in the mid-20th century.

In the course of socialization, the formation of such individual formations as personality and self-awareness occurs. As part of socialization, social norms, skills, stereotypes, social attitudes, socially accepted forms of behavior and communication, and lifestyle options are learned.

In different scientific schools, the concept of socialization has received different interpretations:

1) in neobehaviorism - as social learning;

2) in the school of symbolic interactionism - as a result of social interaction;

3) in humanistic psychology - as self-actualization of the self-concept.

The phenomenon of socialization is multidimensional, each of these directions focuses on one of the aspects of this phenomenon.

In Russian psychology, the problem of socialization is developed within the framework of the dispositional concept of regulation of social behavior, which presents a hierarchy of dispositions that synthesize the system of regulation of social behavior depending on the degree of involvement in social relations.

For a long time, the attention of domestic psychologists was attracted primarily by socialization as education in institutionalized educational systems, but later processes occurring outside official structures, in particular in informal associations, in spontaneously emerging groups, etc., became the subject of serious study.

SOCIALIZATION

the process of becoming a person's personality. This process involves: a person’s assimilation of socially developed experience, attitudes towards the world, social norms, roles, functions; active study of this social experience by the person himself from the angle of his internal positions; the formation of a person’s image of “I” and the development of one’s own worldview as an individual, a member of society, the realization of one’s worldview in one’s own experience of interaction with other people; participation and human contribution to the further development of spiritual values.

SOCIALIZATION

English socialization; from lat. socialis - social) - the process of assimilation by an individual of social experience, a system of social connections and relationships. In the process of socialization, a person acquires beliefs and socially approved forms of behavior necessary for him to live a normal life in society. S. should be understood as the entire multifaceted process of assimilating the experience of social life and social relations.

S. refers to those processes through which people learn to live together and interact effectively with each other. S. assumes the active participation of the person himself in mastering the culture of human relations, in the formation of certain social norms, roles and functions, and the acquisition of knowledge, skills and abilities necessary for their successful implementation. S. includes a person’s knowledge of social reality and mastery of practical individual and group work skills. The concept of S. concerns the qualities that an individual acquires in the process of S., and the psychological mechanisms (it is difficult to agree with this. - Editor's note) through which the desired changes are achieved. Public education is of decisive importance for socialization processes.

In psychology, S. processes are studied by g.o. child and social psychology. The sources of an individual’s S. are: a) the transmission of culture through family and other social institutions (primarily through the system of education, training and upbringing); b) mutual influence of people in the process of communication and joint activities; c) primary experience associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior; d) processes of self-regulation, correlated with the gradual replacement of external control of individual behavior with internal self-control. At this stage of S. the individual actively assimilates social norms. The self-regulation system is formed and developed in the process of internalization of social attitudes and values.

The S. process can be characterized as a gradual expansion as the individual acquires social experience in the sphere of his communication and activity, as a process of development of self-regulation and the formation of self-awareness and an active life position. Family, preschool institutions, schools, labor and other groups are considered as social institutions. A special role in the individual’s social life is given to the development and increase of his contacts with other people and in conditions of socially significant joint activities. Through these contacts, the individual begins to correctly perceive and evaluate himself and others. In the process of socialization, a person is enriched by social experience and individualized, becomes a personality, acquires the opportunity and ability to be not only an object, but also a subject of social influences, in his activity carrying out significant transformations in the motivational sphere of other people. (E. 3. Basina.)

Editor's addition: In Russian psychology, the view on S. has been criticized, according to which the child is considered as an initially asocial being, and the essence of S. is represented in overcoming and overcoming the instinctive determination of behavior, the primary desire to live in accordance with the “pleasure principle” (3. Freud). Under the influence of psychoanalysis, this view became widespread in foreign child psychology in the 1920s and 30s; this influence is clearly visible, for example, in the early works of J. Piaget, in his concept of children's egocentrism. A clear disagreement with the idea of the child’s initial asociality was stated by L. S. Vygotsky, who, in contrast, put forward the idea of the infant’s original sociality. Explaining and developing it, D. B. Elkonin emphasized that the child throughout his development is a social being, that is, a member of society and is connected with society by the closest ties. Without these connections he cannot exist. Only the child’s place in the system of social relations and the nature of his connection with society changes.

Socialization

from lat. socialis - social) concept that has different content in different scientific concepts.

In psychoanalysis, S. - the transition from the principle of pleasure to the principle of reality, the formation of protective mechanisms of the individual, the formation of the ego-apparatus of the individual, the formation of the super-ego, following the laws existing in society.

In the theory of J. Piaget, S. - overcoming egocentric attitudes, correlating one’s point of view with the point of view of others.

In the theory of social learning, S. is the transition from a humanoid (human-like) existence to life as a full-fledged member of society.

Socialization

the process by which we learn and internalize culturally determined rules and patterns of behavior. This process, which occurs over a long period of time, involves learning and mastery of social and cultural norms, attitudes and belief systems.

Socialization

Word formation. Comes from Lat. socialis - public.

Specificity. This process is carried out in the family, preschool institutions, schools, work and other groups. In the process of socialization, the formation of such individual formations as personality and self-awareness occurs. As part of this process, the assimilation of social norms, skills, stereotypes, social attitudes, forms of behavior and communication accepted in society, and lifestyle options is carried out.

SOCIALIZATION

1. In general, the process by which an individual acquires knowledge, values, social skills and social sensitivity that allow him to integrate into society and behave adaptively there. Strictly speaking, this definition applies equally to people of all ages, and, in a very real sense, socialization is a life experience. However, most often the term is used to refer to the processes by which a child is taught the values of society and his own social roles. 2. The process of the state taking control of services, industry and other institutions of society for the (ostensible) benefit of all members. 3. In industrial/organizational psychology, the process by which a new member of an organization learns to adapt to the organization's norms and roles, that is, orients itself. 4. Relevant results of any of the above processes.

Socialization

from lat. socialis - social) - a historically determined process carried out in activity and communication and the result of the assimilation and active reproduction of social experience by an individual.

Socialization

lat. socialis - social] - the process and result of the assimilation and active reproduction of social experience by an individual, carried out in communication and activity. S. can occur both under conditions of spontaneous influence on the individual of various circumstances of life in society, which sometimes have the nature of multidirectional factors, and in conditions of upbringing, i.e. purposeful personality formation. Education is the leading and determining principle of socialism. The concept of socialism was introduced into social psychology in the 40-50s. in the works of A. Bandura, J. Kohlman, and others. In different scientific schools, the concept of socialism has received different interpretations: in neobehaviorism it is interpreted as social learning; in the school of symbolic interactionism - as a result of social interaction, in “humanistic psychology” - as self-actualization of the self-concept. The phenomenon of S. is multifaceted, and each of these areas focuses attention on one of the aspects of the phenomenon being studied. In Russian psychology, the problem of social behavior is developed within the framework of the dispositional concept of regulation of social behavior, which presents a hierarchy of dispositions that synthesize the system of regulation of social behavior, depending on the degree of involvement in social relations. For a long time, the attention of psychologists was attracted mainly by socialization as education in institutionalized educational systems, but now processes occurring outside official structures, in particular, in informal associations, in spontaneously emerging groups, etc., are also becoming the subject of serious study. A.V. Petrovsky

Socialization

following behavior that corresponds to social norms and values, but they are not accepted by the individual as beliefs. Wed. the situation in V. Korolenko’s story “Without a Language”, when the immigrant character gets used to the American way of life, but does not accept it with his soul. Wed. internalization.

Socialization

lat. socialis – social) – 1. in general – life experience (knowledge, skills, values, etc.), the acquisition of which allows an individual to integrate into society and adapt to the requirements of the social environment; 2. the process of a child’s assimilation of norms, values of society and his own social roles; 3. in psychiatry - the process of restoring abilities for social integration lost due to mental disorder. Synonyms: Resocialization, Social readaptation.

Socialization

The lifelong process of influence on an individual by society, as a result of which a person accumulates social experience of life in a particular society, social groups and organizations, becomes a personality. Symptoms are especially active during childhood and adolescence under the influence of the family, educational systems, the media, etc.

SOCIALIZATION

from lat. socialis - social) - the process of appropriation by a person of socially developed experience, primarily the SYSTEM OF SOCIAL ROLES. This process is carried out in the family, preschool institutions, schools, work and other groups. In the process of socialization, the formation of such individual formations as personality and self-awareness occurs. As part of this process, the assimilation of social norms, skills, stereotypes, social attitudes, forms of behavior and communication accepted in society, and lifestyle options is carried out.

Socialization

The process of an individual’s assimilation of social experience, a system of social connections and relationships. In the process of socialization, a person acquires beliefs and socially approved forms of behavior that he needs for a normal life in society. Although the term “socialization” refers to a process that continues throughout life (people constantly learn and improve their skills), it is more often used in relation to the periods of childhood and adolescence.

SOCIALIZATION

a continuous process and result of the individual’s assimilation and active reproduction of social experience, carried out in communication and activity. In social psychology, the concept of “S.” was introduced in the 40-50s. XX century A. Bandura, J. Coleman. S. can occur both under conditions of spontaneous influence on the individual by various circumstances of life in society, sometimes having the nature of multidirectional factors, and under conditions of upbringing, that is, the purposeful formation of the individual. S. does not end during childhood and adolescence, but continues throughout life. Critical situations, such as political revolutions, social catastrophes, migrations of a new culture, entail new knowledge, and in less dramatic cases, new experience, especially associated with the adoption of a particular role in a highly structured society, also entails additional C. Feature The main problem of the adult population of modern Russia is its re-socialization (due to a change in ideologies, value and behavioral attitudes and norms of life, i.e. social disorientation), occurring in conditions of social isolation of the majority of the population (up to 90%), frustration and deprivation of significant layers society, which during a period of severe economic crisis is fraught with a social explosion (L. S. Ruban, 1997).

Socialization

from lat. socialis - social] - a) the process of assimilation and mastery of the social experience that is transmitted to the individual in the course of his interaction and communication with the social environment; b) the result of an individual’s mastery of the social experience that is transmitted to him in the course of joint activities and communication with the social environment and is realized by the subject of socialization. Here it is necessary to specifically discuss that the process of socialization occurs both in the logic of spontaneous influence on the individual, and in the circumstances of a conscious, systematic, targeted influence on the individual in order to achieve the desired influence. At the same time, the second option is traditionally considered as a process of socialization occurring in the logic of strictly targeted and fairly controlled educational influence. Moreover, in pedagogically determined models of socialization and, above all, within the framework of Soviet psychology, socialization was considered almost unambiguously as a process of personal development within the framework of official and, first of all, institutionalized educational institutions. At the same time, the very concept of “socialization” was introduced into the psychological lexicon in the middle of the 20th century in connection with the works of A. Bandura and J. Kohlman. The psychological reality that is described using this term within the framework of various approaches has a unique sound - it is the result of social learning, and the result of interaction and communication, and the result of self-actualization and self-realization. In addition to the view of socialization as a global process of social formation and development of the individual, his entry into the wider society through the internalization of the experience accumulated by mankind within the framework of the social psychology of groups, there is also a specific, socio-psychological construct that explains at the level of microsocial interaction between the individual and the group, how how the individual enters his reference environment and what stages the individual must go through in the process of intragroup socialization. Regardless of the age of the individual and the socio-psychological characteristics of the group of his membership, he is faced, in fact, with the fatal need to go through clearly defined phases of entering the community, consistently solving the personal tasks that confront him as the need to be an individual grows. At the first stage of an individual’s intra-group life (this stage is traditionally referred to as the adaptation phase), his main efforts are aimed at assimilating the norms and rules prevailing in this particular community, at becoming familiar with group-specific values, at mastering those methods and means of activity that he already possesses. new partners for interaction and communication. In other words, the individual has a more or less pronounced need to “be like everyone else,” a desire not to be different from others, to dissolve in a certain sense in the group, to feel like a full member of it and to feel recognition of this fact by other members of the community. At the same time, the solution of purely adaptation problems at a certain stage comes into clear contradiction with the desire inherent in each individual to emphasize his individuality, uniqueness, and to establish himself with those characteristics that he regards as the most valuable and significant for himself. This is all the more important due to the fact that the successful adaptation of an individual in a group, his achievement of the goal of “being like everyone else” often leads to a subjectively experienced feeling of a certain personal dissolution in the community, to the illusion of losing his individuality. All this, at a certain stage of the intra-group life of a given individual, predetermines a fundamental change in his personal task: the desire to “be like everyone else,” which colors the entire stage of adaptation, turns out to be destroyed by a powerful focus on proving one’s uniqueness - the desire to “be different from everyone else” comes to the fore. everything,” which ultimately is the psychological essence of the second stage of a person’s entry into a group - the stage of individualization. It is clear that in a situation where an individual is able to bring his need for personalization into line with the group’s readiness to accept only those personal manifestations of its new member that provide her with progressive development and facilitate the solution of group-wide problems of her life, it is quite natural to talk about the fact of integration of such an individual in your membership group. At the same time, the individual finds himself in various communities that are significant to him at different stages of entry.

Let us note that due to the breadth and multidimensionality of the psychological reality covered by the concept of “socialization”, this issue is addressed to one degree or another by almost any socio-psychological research. At the same time, with a certain degree of convention, it is possible to identify some concepts within which much attention is paid specifically to the process of socialization. First of all, these include the developments of the founder of the movement known as symbolic interactionism, J. Mead.

From his point of view, “I” is an exclusively social product, the result of interaction (interactions) with other people. Moreover, “the decisive importance in this case belongs to mastering the system of symbols (hence symbolic interactionism - V.I., M.K.) and taking on the role of another (which is achieved by the child during the game), and subsequently - the “generalized other” ""1. J. Mead identified three stages of this process: “The first is imitation. At this stage, children copy the behavior of adults without understanding it. A little boy can “help” his parents clean the floor by dragging his toy vacuum cleaner or even a stick around the room. This is followed by the play stage, when children understand behavior as the performance of certain roles: doctor, fireman, race driver, etc.; during the game they reproduce these roles. When playing with dolls, small children usually speak to them either kindly or angrily, like their parents, and instead of dolls they respond in the same way as a boy or girl responds to their parents. The transition from one role to another develops in children the ability to give their thoughts and actions the meaning that other members of society give them - this is the next important step in the process of creating their “I” ... Mead’s third stage, the stage of collective games, when children learn to be aware of the expectations not only of one person, but of the entire group. For example, each player on a baseball team adheres to the rules and game ideas that are common to the entire team and all baseball players. These attitudes and expectations create the image of some “other” - a close person “from the outside”, personifying public opinion. Children evaluate their behavior by standards set by “outside others.” Following the rules of the game of baseball prepares children to learn the rules of behavior in society, expressed in laws and regulations.”2

The stage of collective games in the concept of J. Mead is in many ways key from the point of view of socialization, since it allows the individual not only to accept the “rules of the game”, submitting to external influences, but to internalize them as “their own” and thereby integrate into the social community. As noted, “the highest stage of socialization, according to Mead, is the formation of a social reflexive “I”, reflecting the totality of inter-individual interactions and capable of becoming an object for itself. At this stage, social control “grows” into the personality and takes the form of internal self-control”3.

Despite the fact that J. Mead's concept offers a fairly consistent and well-founded scheme of socialization, it, giving an answer to the question of how this process should, in principle, proceed in an abstract child, a child in general, is largely limited in relation to the assessment and forecast of the socialization of a specific individual in a specific community . This is due not only to the hyper-focus of J. Mead and his followers on the social determinants of personality development, but also to the lack of any detailed study of the conditions for the success of the socialization process, in particular, the assessment of the qualitative characteristics of the agents of socialization. The latter in modern social psychology are understood as “institutions, individuals and groups that contribute to socialization...”1.

In many ways, a number of shortcomings of J. Mead's concept make it possible to overcome E. Erikson's psychosocial approach. In the logic of the epigenetic conceptual scheme, within which, let us recall, onto- and sociogenetic development are considered inextricably interconnected and interdependent, the mechanism of personality socialization seems quite simple and understandable. In a more or less productively functioning society, conditions are created that contribute to a generally favorable resolution of an individual's age-related crises. As a result of this resolution, elements of identity are developed and formalized that are adequate both to the internal needs of personal development and to the fundamental components of social tradition. A positive resolution of each crisis of individual development means that the individual acquires a specific ego-power, the energy of which he, in turn, invests in the corresponding institutions of society in the process of social functioning, thereby maintaining the vitality of the latter. At the same time, certain reference figures and groups serve as the direct channel for such mutual exchange at each stage of development. Thus, at the first stage of the epigenetic cycle, this is the maternal figure; on the second - parental persons; on the third - the parental family as a whole; on the fourth - classmates and neighbors; on the fifth - peers and partners in informal groups; on the sixth - friends and sexual partners; on the seventh - members of one’s own family and work colleagues; on the eighth and final one - humanity as a whole, philosophical and religious authorities.

Thus, within the framework of E. Erikson’s concept, in relation to each stage of development, agents of socialization at two levels are considered - basic social institutions and the individual’s reference environment. The qualitative features of each of them are essential not only in the sense of a favorable resolution of the individual development crisis, but also from the point of view of the socialization of the individual.

At certain stages of historical development in each specific society, social institutions can support both positive and negative polarity in resolving the corresponding development crises. In this regard, when considering social systems, from the point of view of the psychosocial approach, it is important to understand what the real semantic content is invested by society or its authorized representatives (ideologists, prophets, legislators, etc.) into the structure formalized as one or another social institution, as well as how this content is reflected and refracted in real social practice.

Another important problem, without close consideration of which it seems impossible to understand the mechanism of development of an individual’s identity and its relationship with society in the process of socialization, is associated with qualitative features

reference figures and groups through which the relationship between the individual and society is realized. The means and forms of conveying the content and meaning of the basic social institutions of a given society, as well as their subjective refraction at the reflexive and unconscious level of specific reference figures or groups can be completely adequate, or they can differ significantly and, moreover, conflict with the actual results of sociogenetic development . At the same time, filtering the content of social institutions at the level of reference figures and groups can, depending on the characteristics of the latter, occur both in the direction of compensating for the negative aspects of tradition, increasing the institutional vitality of its components, and in the opposite direction - cultivating and preserving destructive and infantile attitudes of the individual.

Apparently, we can talk about a complete resolution of the conflict of development and successful socialization of a particular individual in a particular society in the case when the direction and expression of the real content of basic social institutions and the identity component, formed at the corresponding psychosocial stage through the mediation of reference figures, generally coincide. If there is a significant divergence between the lines of onto- and sociogenetic development, this leads to an intrapersonal conflict, entailing specific social consequences. In this case, we can talk about an identity crisis and desocialization of the individual.

One of the basic indicators of successful socialization is the level of social adaptation of the individual.

When the polarities of resolving a development crisis at the individual level and the content of the corresponding basic institution of society coincide, a high level of social adaptation is due to both the coincidence of personal and social values and meanings, and the preferred types of adaptation process.

If the polarities of resolution of onto- and sociogenetic development do not coincide, then the level of social adaptation of the individual within the framework of the corresponding social institution, as a rule, turns out to be low due to the discrepancy between personal values and meanings and the content of tradition, as well as the opposition of the type of adaptive behavior to social attitudes and related ones social stereotypes.

It is essential that the approach developed by E. Erikson makes it possible to track the dynamics of individual development and adaptation processes not only in childhood and adolescence, which is typical for the vast majority of personality theories, but throughout human life, which makes it heuristic not only in relation to the problem of socialization , but also resocialization. According to N. Smelser’s definition, “resocialization is the assimilation of new values, roles, skills instead of the old ones, insufficiently learned or outdated. Resocialization covers many types of activities - from classes to correct reading skills to professional retraining of workers. ... Under its influence, people try to sort out their conflicts and change their behavior based on this understanding.”1 The problem of resocialization is especially highly relevant for modern Russian society due to the obvious crisis of values, high level of social uncertainty and the actual marginalization of a number of large social and professional groups of the population.

A practical social psychologist, as part of solving his own professional tasks, must monitor at least two issues directly related to the problems of socialization. Firstly, he must diagnose at what stage of entry into a group or organization one or another of its members is. Secondly, he must have comprehensive information about how adequately he understands his real position in the membership group, especially in the case when this community is also a reference community for him.