Socialization in psychology. What is it, stages, factors, stages, types, mechanisms, functions

In psychology, human socialization is understood as the process of personality formation in social conditions. This process allows, over time, to selectively introduce into one’s system of behavior those norms and rules that are accepted in a given social group and society.

The French sociologist E. Durkheim (19th century) was one of the first to pay attention to this phenomenon and emphasized that any society strives to shape a person by obtaining social norms and ideals. By the middle of the 20th century, socialization became an independent interdisciplinary field of research, and in the 70s. has become a popular problem in social science.

Definition

The problem of defining socialization led to the emergence of various concepts that differed in their vision of the content of individual socialization.

The concept of socialization

In studies of philosophy, psychology, sociology and pedagogy, the term “socialization” is widely used, although its unambiguous interpretation has not yet been developed. The problem of personality socialization was developed in the works of L.S. Vygotsky, A.N. Leontyeva, L.I. Bozovic, R.G. Gurova, A.S. Zubra, I.S. Kona, A.V. Mudrika and others. In foreign psychology, the process of socialization was studied by J. Dewey, E. Durkheim, C.H. Cooley, J. G. M and House, T. Parsons, G. Tarde, et al.

Socialization as the entire multifaceted process of a person’s assimilation of the experience of social life and social relations. In the process of socialization, a person acquires beliefs and socially approved forms of behavior that he needs for a normal life in society. Socialization is considered as the process of a person’s assimilation of the social connections of the society to which he belongs, and as the process of a person’s reproduction of the acquired social experience.

Thus, socialization is a two-way process that includes both the individual’s assimilation of social experience by entering a social environment, a system of social connections, and the process of active reproduction by him of the system of social connections and relationships in which he develops, due to his active activity, active inclusion in the social environment. This is the entry of the personality into itself.

From the first days of existence, a person is surrounded by other people and included in social interaction. In the process of relationships with others, he gains experience of social life and social relations, which, being subjectively assimilated, becomes an integral part of his personality. A person not only perceives social experience and masters it, but also actively transforms it into his own values, attitudes, positions, orientations, into his own vision of social relations. At the same time, the individual is included in various social connections, in the performance of various role functions, thereby transforming both the social world around him and himself.

Through socialization, people learn to live together and interact effectively. The subject of activity as a subject of social relations consistently and in parallel assimilates the social experience of society and himself influences society through his own activities.

However, socialization is not the antithesis of individualization. The process of socialization does not lead to the leveling of a person’s personality or individuality. Rather, on the contrary, a person acquires his individuality, but in a complex and contradictory way. The assimilation of social experience is always subjective. The same social situations are perceived and experienced differently by different individuals, and therefore leave different marks on their psyche. The social experience that different people gain from objectively identical situations varies significantly. That is why the assimilation of social experience, which underlies socialization, becomes a source of individualization of the individual, who not only subjectively assimilates this experience, but also actively processes it.

Socialization is a complex socio-psychological phenomenon, which is simultaneously a process, an attitude, a method, and a result of the formation of personality in interaction, communication and activity.

Socialization is an extremely diverse, active and lifelong phenomenon, since, having been socialized in one group, a person may turn out to be completely unsocialized in another, which is clearly manifested among emigrants, refugees, pensioners, the unemployed, etc.

The individual acts as an active subject of socialization. Moreover, this process must be considered as actively developing, and not just actively adaptive. Socialization is not only never completed, but also never complete.

The development of the theory of personality socialization was carried out by G. Tarde, T. Parsons and other scientists. G. Tarde based his theory on the principle of imitation, and proclaimed the “teacher-student” relationship as a model of social behavior, i.e. socialization. According to T. Parsons, an individual, in the process of socialization, absorbs common values ​​in the process of communicating with significant others. In Russian social psychology, there are narrow and broad interpretations of socialization proposed by B.D. Parygin. Socialization in the narrow sense is the process of entering the social environment and adapting to it, and in the broad sense it is a historical process, phylogenesis.

Socialization can be considered both a typical and a singular process. Its typicality is determined by social factors and depends on class, racial, ethnic and cultural conditions. This means the similarity of the course of socialization for representatives of similar social or age groups - the same religions, cultures, generations. The socialization of an unemployed person is typical of the unemployed and differs from the socialization of a successful businessman. The socialization of emigrants, national minorities, marginalized people, vagabonds, homeless people, disabled people, etc. is completely different, but in its own typical way.

Socialization as a single process is determined by the individual specifics of a person: his abilities, external data, the degree of conformity, sociability of the individual, the individual level of identity, i.e. the desire to develop one’s abilities, awareness of one’s life path, etc.

The concept of “socialization” does not replace the terms “personality development”, “upbringing”, “adaptation”, “personality formation”, etc. widely used in psychological and pedagogical literature, although it is quite difficult to separate them.

Recognition of the individual as a subject of social activity attaches special importance to the development of the individual: the child becomes a subject, which is unthinkable without assimilation of the system of social connections and relationships, without inclusion in them. The concepts of “personal development” and “socialization” in this case seem to coincide. The emphasis on individual activity is more clearly represented in the idea of ​​development. The focus of socialization is the social environment and its impact on the individual. The process of personal development consists of active interaction with the social environment, and each aspect of such interaction requires special consideration.

If developmental psychology is most interested in looking at this problem from the perspective of the individual, then for social psychology it is most interesting from the perspective of the interaction between the individual and the environment.

Some psychologists and educators propose to consider the concepts of “socialization” and “upbringing” as synonyms, understanding by upbringing the impact on a person of the entire system of social relations in order to assimilate social experience. However, it is necessary to distinguish between these concepts: socialization is a broader category than education (A.V. Mudrik).

Education is a process of pedagogically organized, purposeful, systematic influence on a person in order to convey to him a certain system of ideas, concepts, and norms. The concept of “socialization” characterizes the complexity, inconsistency, and multi-level nature of the process of personal development, in which there are both spontaneous, uncontrollable and controlled spheres of influence, self-development and self-improvement. According to G.M. Andreeva, “socialization” is still closer to the concept of “personal development” than to “education.”

Adjacent to socialization is the concept of socio-psychological adaptation as an individual’s adaptation to changes in the environment, as mastering a new role when entering a different social situation. This is an integral part of socialization, one of its mechanisms.

When using the term “personality formation,” emphasis is placed on the self-activity of the individual, his subjective socialization, the formation of certain traits, and the processes of self-education.

According to established tradition, socialization has the following structure:

• content;
• latitude, i.e. the number of spheres to which a person was able to adapt.

When considering the content of socialization, it is important to determine what is offered to the individual as a social and cultural “menu”, what pictures of the world, attitudes, stereotypes, and values ​​are formed in the individual in the process of socialization.

The content of socialization is determined, on the one hand, by the totality of social influences (culture, art, political doctrines, the media), and on the other hand, by the individual’s attitude to all this. These relationships depend both on the characteristics of the individual himself and on the social situation in which he finds himself and takes them into account accordingly.

The content of personality socialization is manifested, according to T. Shibutani, in patterns of behavior, habits, and the presence of generally accepted meanings and views. This is clearly expressed in the peculiarities of national psychology: ethnic stereotypes, emotional assessments, etc.

Socialization of an individual is carried out as a result of its inclusion in various social groups and communities. This involves the interaction of people with each other, a person’s involvement in various multi-level and multi-aspect connections and relationships with Other people, and the acquisition of skills to interact with them. The starting point for socialization is the presence of a person’s need for communication.

As a rule, there are three main spheres of life in which the socialization of the individual occurs: activity, communication and self-awareness, in each of which the acquisition, expansion and complication of the individual’s social connections with the external and internal world occurs.

As noted by A.N. Leontiev, in the process of socialization, a person expands the “catalogue” of his activities and masters new types of activities. Orientation is formed both in each type of activity separately and in the connections between them. The result of such orientation is a personal choice of activity, i.e. identifying and mastering aspects of activity that are particularly significant for the individual. Activities are centered around the leading species, and a personal hierarchy of activities and behaviors is created. During the implementation of activities, the individual assimilates new roles and comprehends their significance, which means an expansion of the individual’s capabilities as a subject of activity.

The expansion and deepening of the sphere of communication is due to its inextricable connection with activity. This is the multiplication of a person’s contacts with other people, their changes at each age stage. Dialogue forms of communication are becoming more complex, decentralization is increasing, i.e. the ability to focus on a partner, more adequate perception of him. In communication, a person acquires new features, assimilates communication norms and activity standards.

The process of socialization in the sphere of self-awareness means the formation of an image of one’s own “I” in a person. Numerous experimental studies have shown that this image does not appear in a person immediately, but develops throughout life under the influence of numerous social influences. For social psychology, it is important to find out how the formation of self-awareness is influenced by a person’s inclusion in various social groups. What determines this process: the number of groups in which a person is included, or their quality? How does the level of development of his self-awareness influence a person’s activity and behavior? It is in this area of ​​socialization that there are especially many conflicting opinions. This is due to the fact that the solution to the listed issues depends on which of the many existing theories and concepts of personality is shared by a particular researcher, what understanding of the image of “I” he adheres to.

The development of self-awareness during the socialization of an individual is a process controlled and determined by the constant acquisition of social experience in the context of an expanding range of human activities and communication. Therefore, the process of socialization is the unity of changes in all three areas considered: activity, communication and self-awareness.

The breadth of socialization is assessed by how socially mature and developed a person is. This depends on a large number of factors: the social roles of the individual, his social experience, the type of individual accentuation of the individual’s social behavior, his locus of control, etc.

It is customary to distinguish as criteria for the socialization of an individual:

• the content of human attitudes, stereotypes, values, pictures of the world;
• adaptability of the personality, its normotypical behavior, lifestyle;
• social (group and universal) identity.

However, the main, external criterion of socialization should be considered not the degree of opportunism, conformism of an individual, but the degree of its independence, confidence, independence, and initiative. The main goal of socialization is to satisfy the individual’s need for self-actualization (A. Maslow), personal growth, and the development of his abilities, and not to unify the individual, leveling his own “I”.

Kinds

Socialization in psychology is a process of personality formation that can be carried out in different forms and types. In sociology, it is customary to distinguish two main forms of socialization - primary and secondary. This classification was proposed by Peter Berger and Thomas Luckmann, the founders of social constructionism - a sociological theory of knowledge.

The main agent of the process of socialization of the individual at the primary stage is the family. The child learns social norms, values ​​and rules of behavior in his close environment. At this stage, ideas about the peculiarities of interaction with others are laid in the child’s mind.

The secondary form of socialization is provided by numerous social institutions:

• kindergarten;
• school;
• university;
• Job;
• social organizations;
• army;
• church;
• mass media.

At this stage, socialization occurs as a result of communication with classmates, friends, colleagues and other people. Associated with this classification is the division of socialization according to its degree of direction and breadth of coverage of the object (individual and totalitarian).

Individual socialization helps to identify one’s “I” with the people around us and a specific community. Totalitarian socialization covers the entire specific community, forming the self-identification “We”, which is total. The second form of socialization plays an important role for civil and political socialization.

Socialization is also classified into:

• sex role. It involves a person determining the differences between the male and female sexes. A person, in the process of cultural development and upbringing, begins to identify himself with a woman or a man, perform appropriate social roles and follow social norms of behavior. This socialization process can last throughout life;
• family and household. This socialization involves the development of any social roles depending on the position in the family (for example, the role of wife, husband);
• professional and labor. Socialization consists of mastering one’s profession and role in work activities. Includes behavior in accordance with business etiquette, performance of duties, subordination to superiors;
• subcultural-group. Socialization depends on which association a person belongs to. These can be informal organizations, subcultural societies that differ in behavior from the prevailing majority (for example, hippies, punks).

Depending on the period of life in which a person changes or acquires socialization skills, as well as the correspondence of his own attitudes and social norms, the phenomenon can be classified into:

• full socialization (the individual tries to meet all the requirements of the society that puts forward them);
• partial socialization (the individual has the skills to fit into a social group, but internally has contradictions with them);
• one-sided socialization (a person is engaged in self-development, but develops his skills in a specific area);
• resocialization (the individual masters new skills, engages in cognition and formation of new values, rejecting his old views).

Characteristics of stages

The period of socialization consists of three phases: in the first, norms and values, conditions for compliance with society are briefly mastered; during the second, the person strives to self-actualize, learns to influence other members of society; the introduction of a person into a social group, where he will reveal his character and abilities, occurs on the third. With proper formation, the transition from one phase to another occurs gradually, subject to all conditions.

There are three stages of socialization in a team:

• pre-labor;
• labor;
• post-work.

The first stage lasts about 20-25 years. During this time, a person graduates from kindergarten, school, receives a higher education and tries to find his first stable job and future spouse. During this period, approximately 70% of the personality is formed, this happens naturally until the age of seven. During adolescence, not only the internal worldview changes, but also the child’s physiology. A person has more and more duties and responsibilities.

The most dangerous age is considered to be 16 years old, since at this time school, where studies lasted 9-11 years, is replaced by institute. Accordingly, the life schedule and the team will be different. A teenager not only changes his social circle and place of residence, internal changes occur, and a different system of principles and norms is established.

Topic 2. Socialization

The first job appears at the age of 18-25, work experience, friendships and love relationships appear. If new information is perceived incorrectly, a person may withdraw into himself and withdraw from society. In later years, all previously acquired knowledge and experience are only strengthened and passed on to the younger generation.

The socialization process must occur correctly, taking into account all conditions and smooth transitions. Parents and teachers need to pay attention to the psychological state of children and adolescents, because it is up to the age of 18 that the individual actively develops and a suitable team is selected.

Socialization

Stages, stages

There are different approaches to identifying the stages of socialization. This can be seen in the example of famous researchers in the fields of sociology and psychology. Z. Freud identified 5 stages of psychosocial development. The nature of his understanding of the nature of personality and the process of socialization was manifested in the fact that 4 of them occurred before the age of twelve.

Stages of socialization according to S. Freud:

• oral stage;
• anal stage;
• phallic stage;
• latent stage;
• genital stage.

Reducing socialization to the movement of zones of concentration of libido seems to be a narrowed understanding of human nature, which is especially clearly manifested in S. Freud’s interpretation of culture as a result of sublimation. Despite the existence of criticism of Freudianism carried out from a variety of positions, indicating its one-sidedness, the significance of Freud’s provisions for theory and practice remains.

Well-known researchers L. S. Vygotsky, A. N. Leontiev, N. S. Leites, B. D. Elkonin formulated an approach to the periodization of personality development, highlighting the following stages:

1. Infancy (0-1 year).
2. Childhood (1-3 years).
3. Preschool age (3-7 years).
4. Junior school age (7-11 years).
5. Adolescence (11-15 years).
6. Adolescence (15-17 years old).

L. Kohlberg, a representative of the synthetic approach, identified 6 stages of socialization:

1. Fear of punishment.
2. Tendency to expect rewards.
3. Seeking approval from society.
4. Understanding and following the interests and rules of society.
5. Analysis of moral beliefs.
6. Actually ethical.

The most reliable and accepted periodization of personality socialization belongs to E. Erikson. They identified eight stages, covering the entire life of a person, from birth to death, as a single temporary space of socialization.

Each stage has its own psychosocial crisis.

1. Early infancy, 0-1 year.
2. Late infancy, 1-3 years.
3. Age of play: 3-5 years.
4. Middle childhood, 5-11 years old.
5. Puberty, adolescence, 11-20 years.
6. Early adulthood, 20-40 (45) years.
7. Average adulthood, 40 (45) - 60 years.
8. Late mature, from 65 years old.

The essence of socialization

The need for socialization is determined by human nature itself. He is a unique phenomenon, because he is the only living creature that has virtually no innate forms of behavior. A child who has not undergone socialization is unable to communicate as a person, establish relationships with relatives, or behave as is customary in society. It is a cat or a dog that has innate programs of species behavior, but a person needs to learn everything.

Socialization, in essence, is the process of human adaptation in society. But this is not just knowledge of how to behave in a given situation. Knowledge of social norms does not guarantee compliance with them. For example, a criminal does not steal because he does not know that it is illegal. He knows this very well. But the norm “don’t steal” did not go through the process of socialization, was not appropriated by him, and did not become his intrapersonal norm of behavior. The phenomenon of transition of a social norm or meaning from the external to the internal level is called internalization.

This is the basis of socialization, its basic process. Initially, all norms of behavior and methods of social activity are external for the child. Parents, sometimes through persuasion and sometimes through coercion, instill in their child the habit of performing certain actions, making assessments of their own actions and the actions of others. For example, a small child does not feel any need to eat with a spoon, fasten buttons on his blouse, brush his teeth, say hello, much less put away his toys. But if the parents are persistent and patient enough, then these actions become habitual, and in a similar situation the child himself will feel the need for them. So, we, adults, will experience obvious discomfort if we have to eat salad with our hands or go out to strangers casually dressed.

The complexity of socialization also lies in the fact that a person is a member of different social groups with different norms and rules. We have to undergo additional socialization in every society we happen to find ourselves in.

Functions and role

Socialization in psychology is a phenomenon that performs the following functions:

• normative and regulatory function. It shapes human activity with the help of certain influences on him from social institutions that regulate the social way of life;
• personal-transformative function. It consists of individualizing a person through the formation of his need-motivational sphere, as well as a system of values ​​and ideals;
• creative function. At the stage of its implementation, a person has a need for self-realization through creative activity, solving situations in non-standard ways;
• communication and information function. It ensures a person’s relationship with society, gives the individual information about the characteristics of interaction and the desired lifestyle;
• procreative function. Consists of generating a willingness to act in a certain way;
• value-orientation function. It forms a system of values ​​that determine a person’s lifestyle;
• compensatory function. Replenishes the deficiency of necessary physical, mental and intellectual properties and qualities of a person.

The role of socialization is:

• self-disclosure of personality (society is given indirectly, through a set of individual life programs);
• adaptation of the individual to the social environment (individuality adapts to external conditions, maintaining the initially specified essential parameters);
• mastering a certain set of patterns (the individual is ready to accept some proposed patterns of behavior);
• building a personality according to a given prototype (the individual is completely subordinate to the society that creates him according to a certain plan).

Objectivist and subjectivist concepts of man

All historical and philosophical views of man can be roughly divided into two groups: objectivist and subjectivist.

Objectivists are those who recognize man, the world around him and the meaning of the whole being from the object itself, that is, from the world. Man is understood as a being who is in complete or decisive dependence on the objective spheres, principles and norms of the Cosmos, the world spirit, the “world of ideas” and essences, divine providence, nature, absolute spirit, historical necessity, understood fatalistically (Presocracy, Plato, Christian theology , Hegel, etc.).

Subjectivists are those in whom the nature of man and the world is known from the person himself, from the subjective “I”. Man is understood as a being wholly or predominantly autonomous and free from objective spheres and institutions. Subjectivists look for the reasons for universal, individual and any other existence in the deepest spheres of a person’s individual inner life: in rational activity; in spiritual, moral, unconscious and irrational forces; in volitional impulses and aspirations (I. Fichte, A. Schopenhauer, F. Nietzsche, Freudianism and neo-Freudianism, existentialism, etc.).

Reasons of biological nature determine the individual and unique characteristics of a person: the set of genes received from parents is unique. It carries information that predetermines the development of traits inherent only to a particular person: Features of temperament, character, facial features and general appearance as a whole. At the organic level, it enters into the natural context of phenomena and depends on natural necessity, and at the personal level it is addressed to a social being, society, human history, and culture.

A limited consideration of a person within the framework of biological (especially sociobiological, genetic, etc.) or sociological (structuralist) concepts often leads to a simplified interpretation of the connection between the biological and the social in a person.

Sociobiology (biologization approach) attempts to explain human social action on the basis of its evolutionary biological and genetic characteristics.

In particular, Ed. Wilson sees the key to understanding humans in molecular genetics and insists on genetic determination. He calls this approach the new naturalism and tries to use it to solve complex political and social problems such as individual free will and responsibility, equal rights for women, overcoming the environmental crisis and preventing thermonuclear war. The hypertrophy of genetic factors and selection capabilities, characteristic of social biology and social Darwinism, has as a prerequisite the degradation of the social element in man.

Sociological concepts absolutize the importance of social relations and corresponding sociological methods for studying man. Thus, structuralists (a prominent representative of M. Foucault) “subtract” a person from social structures. For them there are no problems with creativity, worldview, ethics, personal freedom and responsibility. What remains are only impersonal carcasses of structures that do not depend on their creators. Society is presented as a set of equivalent spheres, each of which has its own special structure as a variant of a single mental system.

Forms of manifestations

Socialization in psychology is a process during which a person perceives and masters social experience depending on his subjective characteristics.

Socialization can manifest itself in the following ways:

• the personality easily adapts to social conditions;
• the individual acquires values, attitudes and norms of behavior in society;
• the personality reproduces socially approved patterns of behavior in society;
• human activity is aimed at moral behavior, the development of humanistic values;
• in life a person constantly develops his personal qualities;
• the individual identifies himself with social roles;
• In the process of development, a person becomes intellectually mature and acquires the ability to analyze;
• the individual is responsible for his actions to the collective;
• the individual develops self-awareness and learns to reflect.

Process stages

A person can socialize in several stages. Each has a corresponding stage. There are five of them in total:

• adaptation;
• identification;
• integration;
• labor;
• post-work.

First of all, a person goes through the stage of identification. It lasts from birth until adolescence. At this time, the child learns from the example of adults, imitates their behavior and habits. The second manifests itself in the desire to show oneself, to become unique. On the third, the first introduction into society occurs. Depending on communication with the team, it can be successful or unsuccessful. During the labor stage, a person himself influences society, and at the last stage - post-labor - he shares his experience with others.

German scientist of Jewish origin Erik Erikson notes that the socialization of an individual consists of more stages:

• infancy;
• earlier childhood;
• childhood;
• junior school age;
• adolescence;
• youth;
• maturity;
• old age.

The first stage lasts up to 1.5 years, when the child is fully cared for by the mother. Trust develops precisely depending on the attitude of the person closest to you. If there is not enough communication with the mother, the child will grow up withdrawn and silent. The next period - up to four years - is associated with the formation of independence; children learn to be neat and tidy. Until the age of six, a child develops a sense of personality, and this may mean that creative thinking and initiative are developing.

From this age, the child begins to attend school, he learns to build relationships with peers and teachers, and adopts their experience and knowledge. Good grades give you the opportunity to believe in yourself, become confident and calm. Then the period of puberty begins, when the teenager is concerned about his appearance and the opinions of others about himself, searches for his calling and shows his first sympathy for the opposite sex.

Lecture 1.4 | Sociology of personality | Marina Arkannikova | Lectorium

At the stage of adolescence, a person is looking for a permanent job, a life partner and his place in society. At this time, individuality is erased, the individual mixes himself with a certain group. The longest stage—maturity—can awaken in a person a sense of necessity and experience. In old age, people accept their lives and rethink them.

Factors

Factors that determine human socialization can be divided into 2 groups: social and socio-psychological.

The first group reflects the socio-cultural aspect of socialization and reflects the characteristics of personality development depending on the culture in which it develops, the historical factor and the ethnic characteristics of the person’s environment.

This group contains:

1. Macro factors. They reflect the development of the individual in relation to his residence in large social communities (at the level of the state and national culture).
2. Microfactors. They reflect the development of the individual in relation to his development and upbringing in small social communities (school, university, work team).
3. Mesofactors. They reflect the socialization of the individual through his residence in medium-sized communities (regions, settlements).

Individual-personal factors highlight the role of personality traits in the process of socialization. It is necessary to take into account the subjective assimilation of influences from society and individuals who perceive the same phenomena differently. All people derive completely different experiences from objectively similar situations, so this factor must be taken into account when studying socialization.

Dependence on education

Upbringing primarily influences the degree of socialization. And the personality that lives with parents depends on their behavior and manners. The formation of character is influenced by religious views, the degree of control from relatives, relationships in the family and school. Teachers study the process of socialization along with education. It is important to develop a humanistic orientation in a child, which will allow him to become a useful member of society.

A socialized personality is formed under the influence of different groups. In childhood, these are parents and immediate relatives, in adolescence - classmates and friends, in adulthood - the work team and neighbors. And upbringing will help create a moral position in the child; based on the actions of others, he will be able to develop the ability to correctly evaluate his own actions. In this case, the emotional and intellectual spheres of character are involved. In this case, education will be carried out in two ways:

• creation of certain psychological conditions;
• communication of norms and rules of behavior.

The first option will stimulate the child’s interests and initiative, which will allow him to engage in social activities in the future. It is advisable to be together more often and talk regularly, explain the essence of moral concepts, ideals and rules of behavior. This makes it easier for children to find their place in life and distinguish bad company from good company. Both paths must be used simultaneously. This will give maximum results.

07 Human needs and activities

Diagnostics

Diagnostics of socialization is one of the tools for understanding the phenomenon, which is also considered as a method of creating conditions for further acquisition of socialization skills.

Socialization diagnostic functions:

• information and prognostication. It consists of analyzing data showing the level of socialization of a person. They are also the starting point for creating conditions for further socialization;
• evaluative and effective. It consists of assessing the results of work, finding effective ways to solve social and pedagogical problems;
• correctional and formative. It consists in providing the opportunity to simultaneously identify shortcomings and deviations in activity and timely correct it for the most effective socialization.

Criteria for socialization of an individual when diagnosing a phenomenon include:

1. Cognitive components (a person’s knowledge of problems in the social sphere, rates of progress in socialization).
2. Emotional-volitional components (a person’s attitude towards his own and others’ nationality, society and work activity).
3. Behavioral components (propensity for collectivism, degree of activity, involvement in relationships with people).

There are many psychological tests for different age groups that allow one to determine the level of socialization of an individual and identify the presence of traumatic factors in the process of its development.

For example, the test “Levels of Personal Socialization”, placed in the textbook, which was developed by Candidate of Philosophical Sciences R.I. Mokshantsev and finalized by candidate of psychological sciences T. A. Bondarenko.

The test allows you to assess the levels of socialization of an individual and identify psychological trauma that may have occurred while growing up. The test includes first-person questions about a person’s internal state and his attitude to life situations; response options reflect the person's agreement or disagreement.

As for assessing the socialization of school students, it is possible, developed by M. I. Rozhkov, Doctor of Pedagogical Sciences.

The purpose of monitoring is to identify the level of social adaptation, activity, autonomy and moral education of students. The essence of the test is for participants to listen to 20 statements, for which they must mark their agreement or disagreement with the statements.

Management methods

Socialization in psychology is a process that plays a decisive role in personality development from an early age. Socialization management methods are most often used in education; comparison of the features of the socialization process and the possibilities of education allows us to determine the specific functions of educational activities in managing the positive socialization of the child.

Compensation for the shortcomings of primary socialization

It is known that primary socialization plays an important role in the child’s acquisition of first communication skills and his understanding of behavioral norms. The prevalence of child abuse leads to the fact that entire groups of minors become victims of unfavorable socialization conditions.

The decline of the family institution itself, experienced by adults, also has an adverse effect on the socialization of children. Therefore, education must fulfill the task of compensating for the attention that the child did not receive in the family.

It can be performed by the teacher using the following positions:

• accepting the child as he is;
• understanding the reasons for a child’s isolation;
• creating a situation of success for the child;
• inclusion of the child in activity situations where he can feel significant.

Prevention or correction of children's complexes

Children often lack self-confidence due to a feeling of failure in their activities. The child feels discomfort due to the disdainful attitude and hostility on the part of his peers, begins to consider his appearance ugly and find fault with himself.

These processes lead to the formation of complexes and learned helplessness in the child, which subsequently interferes with the realization of the personality and its socialization. Therefore, it is important to create a favorable environment for the child’s development and convince him of his own usefulness and usefulness.

Expanding children's social experience

The formation of healthy socialization can be helped by the use of a set of activities, participation in which allows the individual to broaden his horizons and acquire the experience of humane relations in interpersonal interaction.

Such events include:

• excursions to museums, art galleries;
• communication with institutions of additional education and culture;
• socially oriented activities (improvement of the architectural and spatial environment, performance of concerts in front of the population);
• meetings with representatives of different professions.

The process of personal socialization is an important phenomenon that begins to manifest itself from childhood. Psychology distinguishes forms, types and stages of socialization, knowledge of which, along with correct diagnosis, can help to promptly identify problems in interaction with society and correct them in a timely manner using methods for managing the socialization process.

Author: Anna Fleyman

Forms of socialization

There are two forms of socialization – directed and undirected.

Directed (spontaneous) – is the spontaneous formation of social qualities as a result of a person’s presence in the immediate social environment (in the family, between colleagues, peers).

Directed socialization represents a system of methods of influence, specially developed by society, its institutions, organizations, with the goal of forming a personality in accordance with the prevailing values, interests, ideals, and goals in a given society.

Education is one of the ways of directed socialization. It is a consciously systematic, organized, purposeful process of influencing a developing personality, her behavior and consciousness, with the aim of developing specific concepts, principles, value orientations and social attitudes and preparing her for active social, cultural and industrial activities.

Both forms (directed, undirected) in certain circumstances can be consistent with each other or, conversely, come into conflict. The contradictions that arise often lead to conflict situations that complicate and impede the process of socialization of the individual.

The spontaneous form of socialization (undirected) is determined by the microsocial environment (close relatives, peers) and often contains many outdated and outdated rules, stereotypes, patterns, patterns of behavior. Along with a positive influence on the individual, it can also have a negative impact on the individual, pushing him towards negative ones that deviate from the norms established by society, which can lead to such a phenomenon as social pathology.

Undirected socialization without the inclusion of directed means can be detrimental to the formation of a person, the social group of this individual and society as a whole. Therefore, it is very important to supplement it and transform it into targeted corrective influences of targeted socialization.

But directed socialization does not always lead to a positive educational result, which is especially evident when it is used for inhumane purposes, such as, for example, the activities of various destructive religious sects, the inculcation of fascist ideology, and the propaganda of racist sentiments. Therefore, a directed form of socialization can lead to a positive formation of personality only if it is carried out in accordance with moral rules, moral criteria, freedom of conscience, responsibility and the principles of a democratic society.