Factors of socialization and personality formation. Socialization, as already noted, is carried out in various situations arising as a result of the interaction of many circumstances

Macrofactors of socialization

Macro factors of socialization influence the socialization of all humanity or very large groups of people living in certain countries.

Macro factors include:

Universe, or Space.
Planet Earth.
The entire human community.
A country is a territory that has borders, distinguished from other territories by natural conditions and geographical location.
Society is a set of social relations that have developed between people in a country, including in its structure the family, the state, age, social, professional and other groups.
The state is a part of the political system of society that has power functions.
Natural environment or geographical factor.

Are you an expert in this subject area? We invite you to become the author of the Directory Working Conditions

In the modern world, there are many problems that affect the living conditions of the individual and have an indirect or direct impact on the socialization of the individual:

Environmental problems – environmental pollution.
Demographic problems - growth or decline in the population of individual countries.
Economic problems - economic crises, increasing gaps in the level of economic development of individual countries and continents.
Military-political problems - the proliferation of nuclear weapons, the increase in the number of regional conflicts, political instability.

The socialization of an individual is influenced by the characteristics of the sex-role structure of society, predetermining ideas about the status of gender, sex-role expectations, and self-determination.

The state acts as:

factor of socially controlled socialization: participation in the creation of educational and educational institutions (kindergartens, schools, colleges, institutes, institutions for children with poor health, etc.);
factor regarding directed socialization: determination of the mandatory minimum education, length of service in the army, age of marriage, etc.);
factor of spontaneous socialization: ideology, politics, social and economic practices characteristic of a given state form certain conditions for the life of its citizens.

Finished works on a similar topic

Course work Factors of personality socialization 480 ₽ Abstract Factors of personality socialization 220 ₽ Test work Factors of personality socialization 250 ₽

Receive completed work or specialist advice on your educational project Find out the cost

Agents of Socialization

The most important role in how a person grows up, how his formation goes, is played by the people in direct interaction with whom his life flows. They are usually called agents of socialization. At different age stages the composition of agents is specific. Thus, in relation to children and adolescents, these are parents, brothers and sisters, relatives, peers, neighbors, and teachers. In adolescence or young adulthood, the number of agents also includes a spouse, work colleagues, etc. In their role in socialization, agents differ depending on the direction and by what means they exert their influence. The result of socialization is socialization. Socialization in the most general form is understood as “the formation of traits specified by status and required by a given society.” There is also an approach to socialization as a person’s assimilation of attitudes, values, ways of thinking and other personal and social qualities that will characterize him at the next stage of development.

Mesofactors of socialization

Mesofactors of socialization are certain conditions for the socialization of groups of people united:

national sign;
type and location of settlement (town, village, city, region);
belonging to the audience of one or another mass communication medium (computers, television, radio, cinema, etc.).

Ethnic characteristics that influence the method of socialization are divided into:

vital, or vital (health, nutrition, methods of physical development);
mental or spiritual.

Features of socialization, determined by the type and place of socialization:

Significant social control over individual behavior, openness in communication in towns and villages.
A wide choice of value systems, communication groups, lifestyle, significant opportunities for self-realization in the city.
Main functions of mass media:
Socio-psychological function: the need for connections with other people, satisfaction in receiving information that supports his ideas, values, views.
Dissemination of knowledge in the field of science and culture.
Social management and regulation, maintaining public relations.

Factors and mechanisms of social development of adolescents

Dinara Denisova

Factors and mechanisms of social development of adolescents

The evolution of the content and methods of socialization is inextricably linked with changes in the socio-economic structure and forms of social activity of people. As culture becomes more complex and enriched, the volume of knowledge, skills and abilities transmitted from generation to generation increases, and the factors of their transmission themselves are differentiated and specialized. socialization processes from other types of social activity is accompanied by a change in the functions of its “natural”

agents
(parents, relatives, brothers, sisters, etc.)
and the emergence of specialized
social institutions that educate and educate children (preschool institutions, schools, colleges, etc., which enter into complex and contradictory relationships with family influences, and their significance correlates with specific phases of the life cycle: up to a certain age, a child is raised in a family, and then goes to a specialized institute.The
author of the term “ socialization " in relation to a person is the American sociologist F. G. Giddings, who used it in 1887 in a meaning close to the modern one - “ the development of the social nature or character of the individual, the preparation of human material for social life .”

By the middle of the 20th century, socialization had become an independent interdisciplinary field of study. Today, the problem of socialization or its individual aspects is studied by philosophers, ethnographers, sociologists social work specialists . Until the middle of the 20th century, the term socialization meant human development in childhood , adolescence and adolescence. Only in recent decades has childhood ceased to be the only focus of research interest, and the study of socialization has spread to adulthood and even old age.

The world in which children live and the lifestyle of families has changed significantly and continues to change rapidly. These changes affect socio-economic and environmental conditions, value orientations of children, parents, specialists in correctional pedagogy, psychology and social work , interpersonal relationships of children and adults. The social dynamics of perception of the environment, other people and oneself ultimately lead to the fact that the social world can change along with the child.

The essence of socialization is the combination of adaptation (adaptation)

and isolation of a person in the conditions of a particular society.

Adjustment ( social adaptation )

- the process and result of the counter activity of the subject and
the social environment . Adaptation involves coordinating the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior ; coordination of a person’s self-esteem and aspirations with his capabilities and with the realities of the social environment . Thus, adaptation is the process and result of an individual becoming a social being .
Separation is the process of autonomization of a person in society. The result of this process is a person’s need to have his own views and the presence of such (value autonomy)

the need to have his own attachments (emotional autonomy, the need to independently resolve issues affecting him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation
(behavioral autonomy)
. Thus, isolation is the process of formation of human individuality.

The process of socialization involves an internal , unresolvable conflict between the degree of a person’s adaptation in society and the degree of his isolation in society. In other words, effective socialization of a person has features at various stages. In the most general form, the stages of socialization can be correlated with the age periodization of a person’s life.

A person in the process of socialization goes through the following stages: infancy (from birth to 1 year old, early childhood (1-3 years old, preschool childhood (3-6 years old), primary school age (6-10 years old, junior adolescence (10-12 years old, senior teenage (12-14 years old, early youth (15-17 years old, youth (18-23 years old), youth (23-30 years old, old age (65-70 years old), longevity (over 70 years old)

Socialization takes place in the interaction of children, adolescents , and young men with a huge number of different conditions that more or less actively influence their development . These conditions affecting a person are usually called factors . Conditions or factors of socialization can be conditionally combined into four groups.

1. Megafactors (mega - very large, universal)

— space, planet, world, which to one degree or another through other groups of
factors influence the socialization of all inhabitants of the Earth .
2. Macro factors - country , ethnic group, society, state, which influence the socialization of everyone living in certain countries (this influence is mediated by two other groups of factors ).

3. Mesofactors (meso - average, intermediate, conditions of socialization of large groups of people , distinguished by the area and type of settlement in which they live (region, village, city, town)

;
by belonging to the audience of certain mass communication networks (radio, television, etc.)
; according to belonging to certain subcultures.

4. Mesofactors influence socialization both directly and indirectly through the fourth group - microfactors . These include factors that directly influence specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, religious and private organizations, microsociety .

The most important role in how a person grows up and how his development goes is played by the people in direct interaction with whom his life takes place. They are usually called agents of socialization . At different age stages, the composition of agents is specific. Thus, in relation to children and adolescents, these are parents, brothers and sisters, relatives, peers, neighbors, and teachers. In adolescence or young adulthood, the number of agents also includes a spouse, work colleagues, etc. In their role in socialization agents differ depending on how significant they are for a person, how interaction with him is built, in what direction and by what means they exert their influence.

Socialization of a person is carried out by a wide range of means specific to a particular society, a particular social stratum , a particular age being socialized . These include: methods of feeding and caring for a baby; developed household and hygienic skills; products of material culture surrounding a person; elements of spiritual culture (from lullabies and fairy tales to sculptures)

: style and content of communication, as well as methods of reward and punishment in the family, in peer groups, in educational and other
socializing organizations ;
consistent introduction of a person to numerous types and types of relationships in the main spheres of his life - communication, play, cognition, subject-practical and spiritual-practical activities, sports, as well as in the family, professional, social, religious spheres. Every society, every state, every social group (large or small)

develop in their history a set of positive and negative formal and informal sanctions - methods of suggestion and persuasion, orders and prohibitions, measures of coercion and pressure up to the use of physical violence, ways of expressing recognition, distinction, rewards. With the help of these methods and measures of behavior of a person and whole groups of people is brought into conformity with the patterns, norms, and values accepted in a given culture.

Let's consider the basic mechanisms of socialization . Socialization of a person in interaction with various factors and agents occurs through a number of “ mechanisms ”. According to A.V. Mudrik, the psychological and socio-psychological mechanisms of socialization include the following.

Imprinting _

— a person’s fixation at the receptor and subconscious levels of the features of vital objects affecting him.

Existential pressure is the mastery of language and the unconscious assimilation of norms of social behavior that are mandatory in the process of interaction with significant people.

Identification _

- the process of a person’s unconscious identification of himself with another person, group, or model.

Reflection is an internal dialogue in which a person considers, evaluates, accepts or rejects certain values inherent in various institutions of society, family, peer society, and significant persons.

The socio-pedagogical mechanisms of socialization include the following.

Traditional mechanism of socialization (spontaneous)

represents a person’s assimilation of norms, standards of behavior, views, stereotypes that are characteristic of his family and immediate environment
(neighbors, friends, etc.).
The effectiveness of the traditional
mechanism is manifested in the fact that certain elements of social experience , learned, for example, in childhood , but subsequently unclaimed or blocked due to changed living conditions, can “pop up” in a person’s behavior with the next change in living conditions or at subsequent age stages.
The institutional mechanism of socialization functions in the process of interaction of a person with the institutions of society and various organizations, both specially created for his socialization , and implementing socializing functions along the way , in parallel with their main functions (industrial, public, club and other structures, as well as mass media ).

The stylized mechanism of socialization operates within a certain subculture. Subculture in general terms is understood as a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age or a certain professional or cultural layer, which as a whole creates a certain style of life and thinking of a particular age, professional or social group . But a subculture influences socialization insofar and to the extent that the groups of people who are its carriers (peers, colleagues, etc.)

referents
(meaningful)
to him.

The interpersonal mechanism of socialization functions in the process of interaction between a person and persons who are subjectively significant to him. It is based on the psychological mechanism of interpersonal transfer due to empathy and identification.

The socialization of a person , namely children, adolescents , and young men, occurs with the help of all the above-mentioned mechanisms . However, in different age-sex and socio-cultural groups , in specific people, the relationship between the roles of socialization mechanisms is different , and sometimes this difference is quite significant. mechanism can play a significant role . mechanisms operate especially clearly . For people of the introverted type (i.e., inward-looking, highly anxious, self-critical)

mechanism may become the most important . Certain mechanisms play different roles in certain aspects of socialization .
stages of socialization . Thus, in domestic social psychology, emphasis is placed on the fact that socialization involves the assimilation of social experience , primarily in the course of work. Therefore, the basis for classifying stages is the attitude towards work activity. If we accept this principle, then we can distinguish three main stages: pre-labor, labor, post-labor (Andreenkova, 1970; Gilinsky, 1971)

The pre-labor stage of socialization covers the entire period of a person’s life before starting work. In turn, this stage is divided into two more or less independent periods: early socialization , covering the time from the birth of the child to his entry into school, i.e. the period in which developmental psychology is called

the period of early childhood; a stage of learning that includes the entire period of adolescence in the broad sense of the term. This certainly applies throughout the entire period of schooling.

The labor stage of socialization covers the period of human maturity, although the demographic boundaries of “mature” age are conditional; fixing such a stage is not difficult - this is the entire period of a person’s working activity.

Post-labor stage. Its formulation is caused by the objective requirements of society for 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, and certain social policies of states, on the other, lead to the fact that old age begins to occupy a significant place in the population structure.

According to N. Smelser, four psychological mechanisms (imitation, identification and feelings of shame and guilt)

help to understand how
children are socialized . Imitation is a child’s conscious desire to copy the behavior of adults who serve as models for him. Identification is the process of children assimilating the life position of parents and other adults. Shame and guilt are negative mechanisms that prohibit or suppress certain behaviors. For successful socialization , according to N. Smelser, the action of three factors : expectations, changes in behavior and the desire to meet these expectations.
, the work of A. is of particular importance for understanding the characteristics and mechanisms of socialization of children with disabilities in intellectual . I. Kovaleva “ Socialization of personality : norm and deviation”

, which reveals the concepts
of socialization norm , social identity , deviant socialization . Accepting the author's position that the socialization of an individual almost always has a deviation, we focus on the statement about the deviant socialization of a child with intellectual disabilities and the need to overcome deviations in socialization by correcting the socialization process .
Thus, the mechanisms of socialization of children with intellectual disabilities have their own characteristics and are determined by the specifics of development through and during interaction with the environment, that the construction of norms and standards of behavior is the result of interaction processes and at the same time it leads to constant changes in both the characteristics of the individual , and in the properties of the environment.

Consequently, in order to analyze socialization as a process of transformation of external reality, it is necessary to conduct a systematic study of the nature of social and material conditions of life. The effectiveness of socialization depends on the extent to which developmental in a given biographical and social situation are related to the ability of a child with intellectual disabilities to act, to the specifics of his image of identity and to his self-image.

Models of socialization

Sikorskaya L.E. The crisis of institutions of socialization of modern youth // BULLETIN OF KOstroma STATE UNIVERSITY. ON THE. NEKRASOVA. SERIES: PEDAGOGY. PSYCHOLOGY. SOCIAL WORK. JUVENOLOGY. SOCIOKINETICS. 2009. No. 4. P. 258 – 265.
VOLUNTEER ACTIVITY AND MODELS OF SOCIALIZATION OF YOUTH

Forced socialization

Forced socialization is a model of social formation of personality, which is based on means of coercion, suppression, oppression, and violence against an individual in order to subjugate and control him from society. The forced model of socialization, starting from the indicated opposition, does not shun all kinds of attempts to belittle and discredit the value of human individuality, since it poses a danger, a threat to the depersonalized structure of society. The coercive model is based on the motivation of fear, which it feeds and supports in every possible way, resorting to all kinds of intimidation and repression. It is fear that becomes the motivational spring that forces individuals to obey and act in favor of other people's demands, even if they run counter to their own desires. Fear of avoiding punishment is often hidden behind many forms of social activity that appear to be voluntary. Within the framework of the compulsory model, the individual is assigned external responsibility in the form of an endless, usually inexhaustible debt to society (group), to which he owes everything he has (and even the fact that he lives and breathes). The appeal to an individual from the side of society is imperative in nature, in orderly, administrative and conscription vocabulary. Monologue dominates in society; the flow of information is dosed and unidirectional in nature without feedback and lively social reflection. the model of forced socialization, in essence, is a project created by individuals who are not self-sufficient, dependent, internally weak for the production of their own kind. If this model dominates in a society, if it produces an endless, vicious circle of coercion and violence, then such a society inevitably gives rise to victims of socialization.

Adaptive socialization

Society strives to treat a person with greater attention, strives to study him, his demands, needs, etc. At the same time, society is already more selective in the means and methods of influence so that they do not provoke resistance and rejection on the part of the individual, but to a certain extent meet his immediate needs. At the same time, within the framework of the adaptive model, as in compulsory practice, the developing individual is considered as an object of socialization, requiring gradual inclusion in the sociocultural process through training and education within the framework of standards established by social norms and institutions. In this model, the pair “person - society” as the main participants in socialization, as well as in the previous model, are considered initially disconnected, distant from each other, although not necessarily opposed to each other.

Society as a subject of socialization is considered as the main carrier of social experience and norms, and the individual as an object is a person who assimilates this experience, is guided by it and reproduces it in his actions. At the same time, it is important to emphasize that a person in this model does not become a full-fledged subject of socialization. The model of adaptive socialization includes the functioning of all types of social communities and groups that profess the principles of a social contract, democracy, adhering to various kinds of conventions, agreements, compromises, rights of private life, property, etc., as well as the basic freedoms of a civilized society.

In the adaptive model of socialization, instead of direct coercion and pressure, there is a complex and branched system of means of social reinforcement (positive and negative), well known from psychological developments in line with neo-behaviorism by B.F. Skinner as programmed behavior. The individual seems to move in the labyrinth of life, relying on the prompts of society. It gives him guiding signs, signals and rewards, and thereby leads him in the direction he needs. And what is often perceived as an independent achievement may in fact be nothing more than the ability to skillfully “read signs”, i.e. adapt to the existing rules of the game. Technologically, the task of this model is to produce as many scenarios as possible for programming individuals for “all occasions” in order to control and manage people’s behavior. Thus, the adaptive model also creates victims of socialization. The motivational basis on which this model is built seems to be the needs of social acceptance, the desire to be like everyone else, fear of isolation and loneliness, fear of losing social benefits, etc. But the main motivational source here is obviously the individual’s desire to avoid the difficult burden of internal responsibility for his destiny and life in this world.

The theory of social exchange, according to which people exchange not only material goods, but also social goods - love, services, information, status. This means that by showing kindness to others, a person makes subtle calculations about reward that precede the action. The reward may include career considerations, increased social adaptability, decreased feelings of guilt, strengthened self-esteem, etc.

Incentive socialization

Incentive socialization is aimed at awakening his personality in a person, appealing to his self-awareness, dignity, conscience, and moral sense. This model is based on the fundamental position of the unity of society and the developing individual, who is not opposed to society and is not removed from it, but from the very beginning is built into the fabric of social connections and relationships, refracting them in its essence. At the same time, the person himself does not dissolve in society, but retains his autonomy and acts as the bearer of his unique way of life. Human nature in this model is conceived not as predetermined by the presence of evil and good principles, but as a set of abilities, potentials and development opportunities. The incentive model is implemented on the basis of the value of free will as positive freedom (“freedom for”), and its embodiment is the spontaneous activity of the individual. This model is based on the recognition of the possibility of positive freedom, in which, as E. Fromm notes, the individual exists as an independent person, but not isolated, but connected with the world, with other people and with nature. At the same time, the process of developing freedom is not a vicious circle; a person can be free but not alone, critical but not overwhelmed by doubt, independent but inextricably linked to humanity.

The resource of the incentive model of socialization is not the power of power, temptation or manipulation, but the power of authority and moral example, calling a person to the full realization of his personality through devoting himself to the values of good and good. Hence, this model posits a purely personalized channel of interaction and communication, when society, represented by the authorities, does not hide from the individual in anonymous media channels, formal procedures and bureaucratic niches, but directly addresses him as an individual and a citizen. At the same time, the information is not distorted or dosed, but is presented in a complete and open form, objectively reflecting the essence of the processes occurring in society. That is, within the framework of the incentive model, socializing influence is exerted according to the principle of “reflected subjectivity.”

Society, represented by individuals, on the one hand, addresses the developing individual as an individual, on the other hand, appealing to his self-awareness, establishing direct cooperation and full-fledged dialogue within the framework of common affairs on the basis of mutual participation and trust. Elements of trust are people’s shared views on a person’s place in society, their interests and intentions, commitment to family values, ethical, religious and ethnic traditions, national identity and much more. Trust is what makes a community a society, just as, for example, laws make a management system a state, since laws themselves only fill the vacuum formed in the absence of trust. The motivational basis of the incentive model is the natural desire of a person for self-realization and self-actualization, as well as love as the highest moral feeling.

Microfactors of socialization

These are groups that have a direct impact on specific people: family, peer groups, organizations in which education is carried out (educational, professional, social, etc.).

Society is always concerned that the pace of socialization of the younger generation does not lag behind the pace and level of development of society itself, and carries out this process through institutions and agents of socialization (generally accepted norms, the family, as well as state and public institutions and organizations).

The leading role in the process, along with the family, belongs to educational institutions - kindergartens, schools, secondary and higher educational institutions. An indispensable condition is also his communication with peers, which develops in kindergarten groups, school classes, and various children's and adolescent associations. Teachers are agents of socialization, responsible for teaching cultural norms and internalizing roles.

Socialization in cyberspace

Bondarenko defines socialization in cyberspace as “...the process of the user’s entry (integration) into the sociocultural environment through the development of communication technologies, information culture, social navigation, information literacy, as well as social norms, values and role requirements. Indicators of socialization are the levels of electronic literacy and information culture of an individual...”

Bondarenko S.V. Social structure of virtual network communities. Rostov: Rostov State. University, 2004. 319 p. (p. 90).
Efimova T.V. Socialization in the conditions of post-industrial culture // Man and Education. 2011. No. 4. pp. 4–9.

Internet as an institution of socialization

Computer networks play a special role in the spontaneous socialization of younger generations. Working with a computer, on the one hand, leads to the expansion of contacts, opportunities for the exchange of sociocultural values, the generation and implementation of new forms of symbolic experience, the development of imagination processes, the intensification of the study of foreign languages and a number of other positive effects. The development of electronic systems has given rise to a completely new type of communication and self-realization - the interaction of a person with certain partners of interest to him for one reason or another, which allows him to find like-minded people and express himself in communication with them.

It is absolutely obvious that everyday practices, unique from the point of view of classical institutional models, are being formed in the network space, unified and having a fairly clear structure. There is a formalized, sustainable organization of joint activities of people aimed at meeting social needs. In fact, we are talking about a social institution - no less important a social institution than politics, art, education or science, but one that has great popularity in society due to its coverage, transformation of transmission and reproduction of virtually all stable forms of social relations. Social practice shows that it is vital for human society to consolidate certain types of social relations, to make them mandatory for members of a certain society or a certain social group. This primarily refers to those social relationships, by entering into which members of a social group ensure the satisfaction of the most important needs necessary for the successful functioning of the group as an integral social unit. The Internet provides phenomenal opportunities for the realization of many needs, social and cultural in the first place.