Social stereotypes and their influence on the perception of the world

1. Social stereotypes, attitudes and prejudices
2. When are social stereotypes used?
3. Why are social stereotypes so convenient?
4. Functions of social stereotypes
5. What are the social stereotypes?
6. How social stereotypes are formed

While behavioral patterns are largely responsible for how we behave, our perceptions of other people are strongly influenced by social stereotypes . This concept describes a simplified perception of a person, group, social phenomenon/event, etc., based on an external factor, generalization, membership in a particular social group (national, religious, age, etc., etc.). ).

Moreover, the stereotype is in no way connected with our real experience of interaction with this particular person or object.

Among the most obvious examples of social stereotypes are “blondes are stupid”, “women are talkative”, “Russians drink”, “young people get married only because of an unplanned pregnancy”, etc. That is, seeing a blonde and focusing on a stereotype, someone can “by default” perceive her as not a very smart person, although in reality he has never communicated with her. However, this is only one side of stereotypes, which is closely related to prejudices. Let's take a closer look at these phenomena, as well as how stereotypes are formed in general, what their functions are and why we use them much more often than we think

.

Social stereotypes, attitudes and prejudices

Before moving on to the analysis of socio-psychological stereotypes, let’s understand the conceptual apparatus. When it comes to social stereotypes, two more terms often come up: prejudice

and
social attitudes
.

Why social stereotypes and prejudices are not the same thing

Prejudice is sometimes considered synonymous with social stereotypes, and these concepts really come together when it comes to the examples described above.
Other examples of prejudices are “Americans are stupid”, “beautiful girls achieve everything only through bed”, etc. Prejudice is a prejudiced, negative attitude towards a person, a group of people or a social phenomenon, based on an external characteristic, membership in a group (usually , we are talking about nationality, religion, orientation, gender, age, etc.).
As you can see, stereotypes and prejudices do seem very similar, but they also have differences.

So, social stereotypes are not necessarily a negative, hostile attitude

to representatives of other ages, nations, religions, etc.
This is just a kind of template that we try on all representatives of a particular group. For example, it is believed that all Germans are very pedantic, and programmers do not know how to communicate with people, only with technology. Stereotypes have a much wider “application”
than prejudices, and they are similar in only one aspect.

When it comes to social stereotypes of behavior or communication, we often mean those that are similar to prejudices. This is why some consider these concepts to be the same.

Social attitudes and social stereotypes

Regarding the social attitude

, or attitude (from the English Attitude - “attitude”), then this is
a broader concept than a social stereotype
. In addition to the actual process of stereotyping, it includes generalization; past social experience and conclusions from it (that is, the extension of this experience to future behavior); the values ​​of the group and their sharing by a specific individual. In general, social attitudes are a fairly broad issue that deserves a separate discussion.

The term “social stereotype” will soon celebrate its 100th anniversary: ​​it was coined by journalist Walter Lippmann (USA) in 1922.

Stereotypes of mass behavior

The formation of stereotypes extends not only to large social groups or common phenomena, but also to individual cases. As a rule, the following phenomena influence people’s consciousness:

• Rumors are information that quickly spreads through informal channels. As a rule, the message is based on some real fact, but its description is colored with shades of conjecture and does not always correspond to reality. It is interesting that when transmitting and receiving rumors, people, as a rule, do not think about their truth or falsity. As rumors spread, they may change and acquire new details.
• Fashion is stable but short-lived ideas about behavior, appearance, type of activity, and so on. As a rule, the understanding of fashion varies among different social groups. Interestingly, this phenomenon is characterized by cyclicity. The same idea is first praised, then rejected, and later becomes relevant again.
• Mass addictions are phenomena that quickly form and spread in the process of interpersonal interaction. Their essence lies in the desire to satisfy various desires and passions. These can range from frivolous hobbies to serious political convictions.

When are social stereotypes used?

Most often, social stereotypes are used when we lack information for more informed judgments.

, and we do it unconsciously.
In conditions of a lack of facts, we start from what is, and the easiest way to judge a person is by external signs (by appearance, gender, nationality and other information that is not difficult to find out). Thus, we draw conclusions about people and phenomena without actually knowing anything about them, relying on the generalized perception of the group to which they belong. After all, when we fit a person into our template (social stereotype), we [sort of] understand what can be expected from him, what he is like, how to communicate with him, etc. In this sense , the role of social stereotypes is to help us communicate even with strangers
.

However, as we know, stereotypes do not always reflect reality. Therefore, in the process of communication and obtaining information about a particular person or social phenomenon, the stereotype stops working and gives way to a more objective perception

.
For example, “Masha is blonde, which means she’s stupid” turns into “I am amazed by the Knowledge Machines in nuclear physics.” As for group-specific stereotypes, the larger the group (and the less we know the people in it), the more often we resort to stereotypes
. And vice versa: the smaller the group and the better we know its members, the less we use stereotypes.

However , it cannot be said that stereotypes immediately completely release us.

.
The fact is that in the assessment and subsequent perception of a person, the first impression received is very important, and stereotypes often play a large role in its formation: due to the fact that we unconsciously use them even before we receive any information about the person
. For example, many will probably perceive the same person differently if they are first told about him as a great nuclear physicist and only then find out that she is a busty blonde, or if they first see a girl only then find out that she nuclear physicist. Thus, stereotypes gradually give way to factual knowledge about a person, but this does not always happen quickly.

Stereotyping

Stereotyping (the formation of social stereotypes) occurs in all people in its own way, therefore, despite its commonality, it has individual characteristics. The process of stereotyping depends on factors such as social influence, environment, family attitudes, and personal perception. When forming a stereotype, the following is taken into account:

• Place of residence: stereotypes of people in small towns are different from stereotypes of residents of big cities.
• Standard of living: stereotypes of poor and rich people differ. The poor believe that the rich did not earn money, but stole it. The rich think that the poor are lazy and stupid.
• Age. The traditional conflict between “fathers and sons” can also be attributed to stereotypes.
• Political views: older people see many advantages in the Soviet system and say that “it was better then.” Young people have a stereotype that it is unproductive to praise everything Soviet now.
• Religious inclinations.

Stereotyping is not a quick process, but it has been very common in recent decades. The imposition and formation of stereotypes is actively taking place through social networks, television, and the Internet. New stereotypes are not always negative, although there are cases where stereotyping causes significant harm.

A striking example of the formation of a positive stereotype can be the stereotype of a girl leading a healthy lifestyle with proper nutrition and exercise. With the right approach, followers may develop a desire to imitate such a stereotype and follow her advice, achieving a beautiful figure. The wrong approach will lead to anorexia, and the girl will get a serious illness in pursuit of her dream body.

Therefore, we emphasize once again that all stereotypes, their formation and perception are individual, they must be followed using a reasonable approach and relying on one’s own experience.

Why are social stereotypes so convenient?

Sometimes the point is not only that a person has little information for a deep analysis of personality and social life, but that he does not want to receive it

. We would explain the process this way. As you know, the brain consumes a lot of energy, and in addition analyzes a great deal of incoming information - and it must do it quickly. The brain should also protect us by signaling danger as quickly as possible. These factors have led to the fact that by nature he has a desire to minimize efforts where he can do it. And any templates, including social stereotypes, are an excellent tool for such minimization. We don’t need to think or analyze anything further when we have a ready-made template that we can fit everyone around us to.

As we have already noted, stereotypes do not always reflect reality, and when we give them too much weight, we actually drive ourselves into a trap. This is especially often true for stereotypes that are as close as possible to prejudices. Accordingly, problems arise not when a person uses stereotypes, but when he begins to attach too much importance to prejudice

and forms his opinion only based on them.

Stereotype effects

It is wrong to perceive the concept of social stereotypes solely as a result of life experience. Sometimes they are formed under the influence of effects that provoke distorted and erroneous judgments.

• The primacy effect. As a rule, the information that enters the brain first is considered the most correct and indisputable. We can talk, for example, about the first impression, which, as a rule, is formed within 10 minutes from the moment of meeting.
• Halo effect. As a rule, emotionally charged information is perceived in a distorted form. If the topic worries the interlocutor, then it can cause him to form a false negative or false positive impression about someone.
• Social context effect. Against the background of positive events or a positive group of people, the impression of any person will be much better than in a negative environment. The culture of the individual and society is such that circumstances and environment leave their mark on reputation.
• Boomerang effect. Others perceive a person in accordance with his actions towards other people.
• Repetition effect. Often repeated behavior begins to be perceived as correct. Any new trends are perceived with caution or even aggression.

Functions of social stereotypes

Initially, the functions of stereotypes are, if not positive, then logical

:

• Firstly, as we noted, this is the opportunity to “read” a stranger
  and understand what can be expected from him, how to establish communication with him.
• Secondly, group unification
  . On the one hand, stereotypes themselves unite people (as a nation, ethnic group, etc.), on the other hand, they allow us to separate our own from strangers. This was especially true in ancient times, when lives literally depended on the question of “friend or foe.”
• Thirdly, stereotypes help the brain optimize its work
  : minimize efforts to analyze the personality at the very beginning of communication.

Functions and role of stereotyping

Early research suggested that stereotypes were only used by tough and authoritarian people. Modern research argues that a full understanding of stereotypes requires viewing them from two additional perspectives: as shared within a particular culture/subculture and as formed in the mind of an individual.

Relationship between cognitive and social functions

Stereotyping may serve cognitive functions at the interpersonal level and social functions at the intergroup level.

Cognitive functions

Stereotypes help us understand the world. They are a form of categorization that helps simplify and organize information. Thus, information is easier to identify, recall, predict, or respond to.

Stereotypes are categories of objects or people. From stereotype to stereotype, objects or people are very different from each other. Within stereotypes, objects or people are very similar to each other.

Psychologist Gordon Allport offered possible answers to the question of why people find it easier to understand information in categories.

• First, this way they can check the category to determine the response pattern.
• Second, categorized information is more specific than uncategorized information because categorization emphasizes properties that are shared by all group members.
• Third, people can easily describe an object in a category because objects in the same category share common characteristics.
• Finally, people may take for granted the characteristics of a particular category because the category itself may be an arbitrary grouping.

Stereotypes function as temporary ones and save us time, allowing us to act more effectively.

Social functions: social classification

People present their collective self (their group membership) in a positive light in the following situations:

• When stereotypes are used to explain social events. Let's take this situation for example. Scholar Henri Tajfel believes that the Protocol of the Elders of Zion allowed people to explain social events and only makes sense because Jews have certain characteristics.
• When stereotypes are used to justify the activities of one's own group to another group. For example, the stereotype that an Indian or Chinese cannot achieve financial success without European help.
• When stereotypes are used to differentiate a group as positively different from outgroups.

Social functions: social influence and consensus

Stereotypes are an indicator of general consensus. In Nazi Germany, Hitler united the nation through hatred of Jews. Although there was a huge amount of disagreement among the Germans themselves on other issues, the Jewish question was so strong that it overshadowed all others.

What are the social stereotypes?

In psychology and sociology, several types of stereotypes are distinguished. First of all, let us note the stereotypes of social groups and individual

. The stereotypes of social groups, as the name implies, are “guided” by people of a particular group (including residents of the same country, representatives of certain nationalities and other large groups). In turn, individual stereotypes are “social templates” of a person, developed by him based on his individual life experience.

The theory also notes that there are positive, neutral and negative

stereotypes.
Moreover, due to the simplicity inherent in them, all three of these types can equally reflect untruths in relation to a specific person, which can lead to various misconceptions.
For example, you decide to rely on the Germans' desire for order or the French taste in clothing. But the particular German and Frenchman to whom you applied this stereotype do not necessarily have the qualities you need. And this will create additional problems for you. Stereotypes are also divided according to their accuracy: accurate, approximate, simplified

. At the same time, you need to understand that even accurate stereotypes are accurate only in certain cases, since generalization (and therefore simplification) is inherent in the very essence of this phenomenon.

Ways to identify stereotypes

The influence of stereotypes on human behavior and lifestyle is so great that it is not always clear where the truth is and where the error is. You can identify an artificial or false stereotype using the following basic techniques:

• discovering stable, unchanging topics of conversation in your environment;
• filling out questionnaires or interviewing;
• method of unfinished sentences (the experimenter begins a phrase describing some phenomenon, and the subject must continue it);
• identification of associations (a person or group of people is given 30 seconds to formulate an attitude towards an object or phenomenon).

How social stereotypes are formed

The formation of a social stereotype in each individual occurs under the influence of social attitudes, attitudes in the family and personal experience

.
As for social stereotypes, a significant role in their emergence is played by social values ​​accepted in a particular group, social, demographic, political and other processes (therefore, stereotypes may differ among representatives of different generations, residents of different cities, as well as among other social groups ).
The spread of stereotypes is facilitated by the media and communications. Nowadays, the Internet in general and social networks in particular are involved to a large extent in this. At the same time, the formation of a stable stereotype requires some time.

- this is not the fastest process, although these days, thanks to the World Wide Web, it has accelerated significantly. The transformation of a social stereotype over time and as a result of social and social changes can be traced by the example of a change in the image of an entrepreneur (from a huckster and scoundrel to a person who builds his own business) or a single mother (from a “divorcee/abandoned woman with a trailer” she becomes a self-sufficient woman with baby).

You can use social stereotypes for your own purposes

. It is known that sometimes it is more important to impress than to be the person you are portraying. Just remember: the closer the acquaintance, the less role the stereotype plays. Therefore, think about how appropriate it is to play the role of a completely different person.

Levels of manifestation of stereotypes

It is impossible to imagine the existence of a person outside of society. In the process of development of society, the formation of stereotypes certainly occurs. This process is carried out at four levels:

• individual - based on the psychological characteristics of each individual person, as well as his personal experience, certain ideas about groups and phenomena are formed;
• interpersonal interaction - in the process of contacts between people, beliefs are formed by transferring experience to each other;
• collective - the formation of stereotypes in the process of cooperation of several groups;
• high - ideology formed under the influence of historical events or the authority of political figures.

Fighting stereotypes

It's no secret that today it is fashionable to fight all kinds of prejudices and stereotypes. This trend is especially pronounced in Western European countries. It is fashionable to refute the basics. It is even more fashionable to choose something exceptional, going beyond the generally accepted rules. This trend manifests itself especially clearly in issues related to morality and ethics. Who knows where all this will lead. It is quite possible that yesterday’s prejudices will turn into the norm, and stereotypes - we are on the threshold of a new milestone in the development of humanity. Clip thinking and clip standards are in themselves a kind of stereotype elevated to absolute dogma.

Types and examples

What are the stereotypes? Researchers, psychologists and sociologists identify different types of stereotypes :

• social stereotype;
• ethnic stereotypes;
• stereotypes of perception;
• stereotypes in communication;
• gender stereotypes in modern society;
• heterostereotypes;
• age stereotypes;
• gender role stereotypes;
• modern stereotypes;
• common stereotypes;
• social stereotypes.

Stereotypes are superficial , formed by external assessment. For example, the stiffness of the British, the bright character of the southern peoples, the laziness of the Russian people.

Superficial stereotypes change depending on the international situation, the development of society and other factors.

Deep ones are more stable, passed on from generation to generation. For several centuries, samovars, furs, and nesting dolls have been considered obligatory companions of Russian traditions.

Such stereotypes are difficult to break.

Attributes that are no longer part of social life may still be used as examples of cultural heritage or for commercial purposes.

Deep stereotypes can be formed under the influence of historical events .

The special conditions of origin of Great Britain led to the creation of stereotypes that the people of this country have developed logical thinking, prudence, and pragmatism.

Examples of stereotypes:

• women - evil;
• a successful career is possible with the presence of “connection”;
• Jews are a cunning people;
• a man promised - he is obliged to do;
• boys are not allowed to cry;
• you can’t take a woman on a ship - it means trouble;
• high price means high quality;
• Bears walk the streets of Russia;
• The French are excellent lovers.

There are many such examples in our lives, and often we don’t even notice that we think in stereotypes; they become part of our perception of the surrounding reality.

How to write a term paper on speech therapy

07.09.2010 246850

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Pros and cons of stereotypical thinking

People who are accustomed to stereotypical thinking can live full lives and even benefit from this trait. The main advantages of stereotypical thinking include:

• faster decision making;
• less mental fatigue when analyzing information;
• belonging to a particular social group;
• clearing memory of unnecessary information.

At the same time, the tendency to think in stereotypes imposes certain limitations. Its main disadvantages are:

• wrong decisions and wrong actions;
• self-confidence, inability to think critically;
• inability to independently analyze and draw conclusions;
• stereotypical thinking hinders development.

Stereotypical thinking has more disadvantages, so it needs to be combated by developing critical thinking skills and objective analysis of incoming information.

How have they changed with the development of society?

With each generation, gender behavior and the stereotypes associated with it change slightly. What was previously unacceptable is now considered commonplace . If previously marriage and its preservation were important, now many couples live without signing, and divorces happen much more often.

The role of women has also changed. She is increasingly striving for a career, occupying positions previously considered male. At the same time, the stronger sex follows the opposite development towards acquiring feminine traits.

Previously, a woman was the keeper of the hearth, a mother, now she provides for the family on an equal basis with a man. Moreover, modern society respects working women more than housewives.

What are human social needs? You will find the list on our website.

The problem is the existence of stereotypes

Stereotypes are needed for social approval. Even if you yourself understand that crying is normal, those around you will not accept it. And some people don’t see the point in having an open conversation. "For what? “It won’t change anything,” they answer in this case and continue to keep everything inside “like real men.” And the result of this is depression, the development of various diseases, even death.

Many have probably heard the fact that men live less than women. They chase accepted attitudes in order to correspond to correct behavior, because it is scary to live outside of society. Based on this desire, various diseases manifest themselves.

Also, accepted attitudes can lead to the normalization of violence. In essence, our man is strong, masculine, and powerful. He is the boss and head of the family. His responsibilities include protection, so such a person may be prone to aggression and sometimes cruelty.

“And this all leads to the normalization of violence.” For example, at school age it is normal for guys to fight. “They are boys, they should be able to stand up for themselves.” But you can also suffer from this in different ways,” says Oksana.

Photo is for illustrative purposes only, pixabay.com