Features of the socialization of adolescents in the educational environment. Features of the socialization of adolescents in the context of children's and youth organizations

15.07.2019

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

Sterlitamak State Pedagogical Institute

Department of Psychology

COURSE WORK

Features of socialization in adolescence

Completed: student of TEF

3 courses 31 groups

Semenov Yu.V.

Checked by: Associate Professor

N. P. Kulakova

Sterlitamak 2003

Introduction

1.1. Personality concept

2.1. Adolescence as a special stage in the development of personality self-awareness

2.2. Features of personality socialization in adolescence

3. Conclusion

4. Literature

Introduction

Developmental psychology is one of the most developed branches of modern psychology, closely connected with general psychology, which reveals the nature and laws of human psychological life.

Developmental psychology studies the features of the psychological development of a person in ontogenesis. The subject of her research is age dynamics, patterns and leading factors in the development of psychological processes and personality traits of a person at different stages of his life. The main characteristics of the branches of developmental psychology: child psychology, psychology of a primary school student, psychology of a teenager, psychology of adolescence, psychology of an adult.

I have chosen to study the psychology of adolescence. During this period, the preparation for an independent life of a person, the formation of values, worldview, the choice of professional activity and the assertion of the civic importance of the individual are completed. As a result and under the influence of these social and personal factors, the entire system of relations between a young man and the people around him is rebuilt and his attitude towards himself changes. Because of this social position, his attitude towards school, towards socially useful activities and study changes, a certain relationship is established between the interests of the future profession, academic interests and motives of behavior.

As a result of psychological research, it has been established that the individual development of a person and the formation of his personality occurs primarily as a result of active interaction with the environment. In different periods of a person's life, the relationship between social and biological is ambiguous. With age, the influence of the social factor on the psychological development of a person increases.

The multi-temporal sequence of biological and social maturation is expressed in contradictions that are more often observed in adolescence.

In adolescence, two phases are distinguished: one at the border with childhood (early adolescence), the other at the border with maturity (older adolescence), which can be considered as the initial link of maturity. The first phase of adolescence is characterized by preparation for an independent life path (the accumulation of necessary knowledge, skills, searches associated with the choice of a profession, the acquisition of certain personality traits, etc.). For the second - participation in productive work and the use of acquired professional skills and knowledge, the desire to further improve the skills and moral qualities of their personality.

Now let us turn to psychologists who are directly concerned with the problems of psychology, and in particular with the problems of adolescent psychology and the role of assessment and self-esteem, self-knowledge in the self-education of senior schoolchildren.

Here is what NF Dobrynin writes: “It can be considered that age-related features are expressed, first of all, in the anatomical and physiological features characteristic of a given period of growth and development. At the same time, with age, the growing personality's attitude to learning, to oneself, to the surrounding reality changes, the significance of all this for a given personality changes. Significance changes because the needs, interests, beliefs of a person change, his views and attitudes towards everything around him and towards himself change. This change in significance is determined by a person's interaction with the social environment in which he lives, learns and acts. A person not only enters into these social relations, but he himself is a part of these relations.

A weighty characteristic, especially for a teenager and a young man, is at this age a change in attitude towards oneself, coloring all his actions and therefore harnessed enough noticeable in most cases, although sometimes disguised, which, however, does not destroy his effective role. It was this that was the incentive for the study of adolescence to put a trace after the study of anatomical and physiological changes, the question of the idea of oneself at this age.

1. The problem of socialization of personality in psychology

1.1. Personality concept

In everyday consciousness, such concepts as "man", "individual", "personality" are often identified. Since sociology is interested in a person, first of all, as a product of society, and not as a product of nature, the category “personality” is of paramount importance for it.Personality is usually viewed as a specific expression of the essence of a person, the embodiment and implementation in him of a system of socially significant traits and qualities of a given society . As K. Marx noted, “the essence of a“ special personality ”is not her beard, not her blood, not her abstract physical nature, but her social quality”. Characteristic inalienable personality traits are self-awareness, value orientations, social relations, a certain autonomy in relation to society, responsibility for their actions.

Hence it is clear that people are not born as a person, but become. A child who has just been born is a person, but not yet a person, although a real possibility of subsequent transformation into a person has already been laid in him, programmed. Therefore, not every person is a person. But on the other hand, any person (and not only brilliant and great, gifted and bright people) who is the bearer of the most important social qualities of his society and acts as a corresponding subject of social life should be considered as a person. Therefore, strictly speaking, the concept of "person" is advisable to use when it is necessary to highlight the belonging of a person to the human race.( h O m O s ar i e ns ), possession of features that are common to all people. When it is necessary to emphasize that we are not talking about all of humanity, not about all people, not about any, but about a specific person, then the concept of “individual” is used. From this it is necessary to distinguish the concept of "individuality" as an expression of the originality, uniqueness and even the uniqueness of a particular person.

Along with this, the prevailing point of view on the concept of personality, there is one according to which any person is a person and therefore the division of people into personalities and impersonalities is excluded. In this case, the personality is understood as the totality of those features that, along with the general, each individual person possesses, i.e., in fact, her individuality.

1.2. Socialization of the individual and its mechanisms

Socialization is the accumulation by an individual over the course of his life of social roles, norms and values of the society to which he belongs.

The development of the theory of socialization of personality is associated with such scientists as G. Tarde, T. Parsons and others. In particular, Tarde based his theory on the principle of imitation, and proclaimed the "teacher-student" relationship as a model of social behavior, socialization. Actually, the way it is. Imitation is the essence of learning social roles. Persons in his works explained the process of socialization in a slightly different way. He believed that the individual absorbs common values in the process of communicating with significant others. However, if we neglect the nuances, then we can conclude that the theory of socialization is based on the classical formula of behaviorism “ S -K "and the theory of LS Vygotsky about the interiorization of external experience, its cultural and historical concept.

In Russian social psychology, there is a "broad" and "narrow" understanding of socialization. This approach to understanding socialization is proposed by BD Parygin. In contrast to the "narrow" understanding of socialization, which means the process of entering the social environment, adapting to it, the "broad" is meant to be a historical process, phylogenesis.

Along with the concept of "socialization" there are others that are quite close to it in meaning. These concepts include "education" and "adaptation".

G. M. Andreeva believes that in essence there is no difference between the concept of "socialization" and "education". At the same time, she understands upbringing as a purposeful impact on the personality of the whole society. But even this interpretation of upbringing does not provide grounds for equating these phenomena. Socialization is in any case broader than education. This is largely a spontaneous process, and not always conscious. The concept of "socialization" is closely related to the concept of "adaptation".

Adaptation can be considered both as an integral part of socialization and as its mechanism. The word "adaptation" means adaptation. There are two types of adaptation: psychophysiological and socio-psychological. There is a relationship between them. Socio-psychological adaptation is the mastery of the personality of the role when entering a new social situation. According to its results, socio-psychological adaptation is different: positive, negative, according to the mechanism of implementation, voluntary and compulsory. The process of socio-psychological adaptation breaks down into several stages:

a) familiarization; b) role orientation; c) self-affirmation.

So, socio-psychological adaptation is a specific process of socialization.

A tradition has developed according to which it is customary to distinguish the structure of socialization: 1) content (from this point of view, they speak of socialization and asocialization as an adaptation to negative experience); 2) the breadth of socialization, that is, the number of spheres in which the personality was able to adapt. There are also such characteristics of socialization as its mechanism, social institutions, factors and stages of socialization.

As a rule, first of all, they consider the content of socialization. What is important here is what is offered to the individual as a social and cultural "menu", what pictures of the world, attitudes, stereotypes, values are formed in the individual in the process of socialization.

In this case, the locus of control plays an important role. There are two extreme types of locus (lat. 1osi s -place) control: internal and external (D. Rotter). In the first case, a person is convinced that his achievements or successes depend on personal qualities: competence, purposefulness, intellectual abilities. In the second case, a person believes that his successes or failures are the result of the action of external forces-help or pressure from the environment, etc. The locus of control is a special personal characteristic, depending on which individuals are divided into those who are more sensitive to external influences, and those whose behavior is determined by internal strategy. But the formation of pictures of the world can be influenced by defense mechanisms, mythologization. As a result, a person can perceive social ugliness as a normal phenomenon and be fully adapted to it and vice versa. Therefore, the content of socialization should be assessed not from the position of the individual's adaptation to specific conditions (after all, you can get used to anything), but from the point of view of world standards, world civilization, culture, universal human quality, lifestyle and lifestyle.

The content of socialization is not a direct result of what a person sees and hears. A person can see one thing, hear another, speak a third, think a fourth. The content of socialization is determined, on the one hand, by the entire set of social influences (political programs and doctrines, media, culture), on the other hand, by the individual's attitude to all this. Moreover, these relations depend not only on the characteristics of the personality itself, but also on the social situation in which she finds herself: material conditions or, say, considerations related to a career. Therefore, a person can only outwardly demonstrate obedience to the law, loyalty to political and legal institutions, knowing that there are double standards in the field of politics, and for deviations from the rules of the game, prescribed norms, one will have to “pay”. In other words, the content of socialization cannot be judged only by verbal behavior.

The content of personality socialization is manifested in patterns of behavior, habits, the formation, according to T. Shibutani, of common meanings, that is, views.

The content of socialization is most clearly manifested in the peculiarities of national psychology: ethnic stereotypes, emotional assessments. With the expansion of certain cultures, these differences are erased. But to see only one good in such a unification is wrong. Civilization benefits from cultural differences. Humanity must free itself from the barbaric way of life, join civilization, but not at the expense of the loss of national cultures. The current trend is the integration of humanity in various ways. An important role in this is played by the process of socialization of the individual, the expansion of its content through familiarization with world social institutions.

The true meaning of socialization lies in the actualization of the "I", the disclosure of the potentials of the personality, its capabilities, the creative nature.

However, this is only possible in a real democracy. In a totalitarian state, however, everything is completely different.

From the point of view of E. Fromm, in these conditions such methods of socialization as masochism, sadism, destruction and conformism are observed. Masochism is the desire for submission, the rejection of the "I", its merging with someone or something, in other words, it is an escape from loneliness, freedom.

Socialization in the form of sadism is carried out by: 1) placing other people in a dependent position on themselves and acquiring unlimited power over them; 2) exploitation of others; 3) intimidation of others.

Destruction as a way of socialization consists in ridding a person of the feeling of his own powerlessness through the destruction of the surrounding world. To destroy the world is the last desperate attempt, according to Fromm, to prevent the world from destroying a person.

Conformism (from lat. Sop f og mis -like) in its extreme expression means the rejection of one's own "I" and the transformation of a person into a robot, an automaton, the replacement of a true personality with a pseudo-personality.

As a result of rigid socialization in a totalitarian society, a “one-dimensional” person or “mass” person is formed, a person of an “organization”, an “externally oriented personality”, an “automatically oriented personality”, “an automatically conformal personality”. The author of this concept is G. Marcuse. A one-dimensional person is characterized by: uncritical attitude to reality, to behavioral and propagandistic stereotypes, lack of individuality, manipulability, conservatism, distorted vision of the world; purely consumer orientation, unification of "I". Anyone who has comprehensively and deeply analyzed the problem related to the content of socialization knows that today neither at the level of the functioning of the mass communication system on a national scale, nor at the level of actions of the pedagogical corps in all links of the education system, nor in the educational activities of various public organizations and social institutions , are not visible, and in general and in particular, deeply thought-out, consistently purposeful and well-coordinated attempts to realize the belief that the main result of socialization is the assimilation of the fact that a person is the highest value.

It can just as definitely be argued that in all public and state institutions designed to form an objective picture of the world, there is no clear program, the implementation of which would arm people with a truly system of scientific knowledge about man. It follows from this fact that if a dominant attitude, humanistic in nature, is formed in the structure of personality relations, then all other relations of this personality will be subordinated to it.

Naturally, it is extremely difficult to realize this goal in the current social situation, but nevertheless, if we want to have a society with a human face, it is necessary to work hard on its implementation,

The individual learns social experience through

certain mechanisms. Since the time of Tarde there has been practically no disagreement among social psychologists on this matter. It was believed that the mechanism of socialization includes such forms as: 1) imitation, imitation; 2) identification; 3) leadership However, the mechanism of socialization is much richer and more diverse. In this regard, it should be noted that the socialization of the individual is carried out primarily in the process of various types of communication: mass, group, interpersonal, business, informal, the influence of the media, in general, culture... Conformism plays a special role in the structure of the socialization mechanism. The features of this phenomenon were studied in detail by S. Ash, K. Osgood and F. Krachfilf, and in domestic social psychology by I.S.Kon, A.P. Sopikov, as well as by the students of A.V. Petrovsky and others.

It should be borne in mind that socialization is not a passive process, but an active one, where attitudes that determine the selectivity of the individual as an object of socialization play an important role. In this regard, the traditional point of view on the mechanism of socialization should be supplemented. Turning to the theory of social exchange allows us to do this. In the process of exchange transactions, the definition of benefits, a vector is formed, the direction of socialization of the individual, ultimately its self-determination.

An important parameter of socialization is the institutions of socialization, on which its content depends. The institutions of socialization include political, economic, social institutions, including the family, preschool institutions, schools, informal groups, and official organizations. The effectiveness of socialization depends on the moral, cultural, economic state of social institutions:

families, schools, etc.

The process of socialization acquires a dramatic character during the breakdown of social institutions, anomie (French. n O mi e-lack of laws) causing cognitive dissonance.

In addition to the concept of social institutions of socialization, it is necessary to highlight the factors that determine it. They should not be confused, despite the fact that they are used synonymously in the literature. The factors that create difficulties in the field of socialization include the state of the economy, i.e. the quality of life, the ecological situation, the occurrence of extreme situations (armed conflicts, natural disasters, major accidents), etc. paragraph. But this is not always the case.

A person cannot immediately assimilate all social experience from the moment of birth. Socialization is a long process, extended in time and space, even constant. The socialization of children is different from the socialization of adults, and even more so for the elderly. Moreover, it has an individual aspect and is associated with certain cycles in the field of physical, anatomical and physiological, sensory, emotional, cognitive and social development of the individual. The staging of socialization is explained by the relationship between the development of a person and the specifics of the social situation in which he finds himself in different periods of life.

There are various approaches to identifying the stages of socialization. Sociological - focuses on the process of assimilating a person's repertoires of social roles, gaining a position in a particular community, values, norms, culture. An example of this approach is the point of view of Professor G. M. Andreeva, who divided socialization into three stages: pre-labor, labor and post-labor. Such stages, of course, can be distinguished, but this approach is one-sided or, more precisely, one-linear.

"EGO" ("I") and "Super-EGO" ("Super-I"). The content of "It" is libido, that is, positive love, sexual impulses, and thanatos, that is; e. destructive, destructive impulses. "I" is the conscious principle. Finally, the “Super-I” arises on the basis of the “I” and embodies the moral prohibitions internalized by the individual “parental images”. This is, so to speak, moral censorship.

Socialization as a "typical" process means the similarity of its course for representatives of typical social groups or age-identical religions, cultures, the same positions. It was not for nothing that L.N. Tolstoy wrote that all happy families are alike. The socialization of the unemployed is typical of the unemployed, but different from the socialization of a successful businessman. The same can be said about vagrants, homeless people, chronically ill, disabled people. Here it is appropriate to recall the story of A. Chekhov "Thick and Thin". The socialization of emigrants, associated with the forced need to adapt to a foreign language environment and culture, takes place in a completely special way, but still typical. The socialization of national minorities and marginalized people is peculiar. Socialization as a "single" process arises due to its individual coloring: abilities, external data, the degree of conformity, the communicability of the individual, the individual level of identity, that is, the desire to develop their abilities, awareness of their life path as unique, etc.

The criteria for the socialization of a person are: 1) the content of formed attitudes, stereotypes, values, pictures of the human world; 2) adaptability of the personality, its normo-typical behavior, way of life; 3) social identity (group and human).

However, the main criterion for the socialization of a person is not the degree of its adaptability, conformism, but the degree of its independence, confidence, independence, emancipation, initiative, lack of complexities. The main goal of socialization of a person is not in its unification, turning into an obedient "cog" and "bolt", but in satisfying the need for self-realization (A. Maslow) and in developing the ability to successfully achieve this goal. Otherwise, the process of socialization loses its humanistic meaning and becomes an instrument of psychological violence aimed not at personal growth and not at achieving a unique individuality, but at unification, stratification, leveling of the “I”.

2. Features of personality development in adolescence

2.1. Adolescence as a special stage in the development of self-awareness

personality

The development of self-awareness is the central mental process of adolescence. What are the driving forces behind this process? How is individuality and its awareness formed? What are the components of youthful self-image? What determines the level of self-esteem and how does it affect the behavior of a teenager?

Biogenetic psychology derived the growth of self-awareness and interest in their own "I" in adolescents and young men directly from the processes of puberty. Puberty, a leap in growth, an increase in physical strength, a change in the external contours of the body, etc., really activate the adolescent's interest in himself and his body. But after all, the child grew, changed, gained strength even before the transitional age, and nevertheless this did not cause him a craving for self-knowledge. If this happens now, then, first of all, because physical maturation is at the same time a social symbol, a sign of growing up and maturing, which is paid attention and closely followed by others, adults and peers. The contradictory position of the adolescent, the change in the structure of his social roles and the level of aspirations - this is what first of all actualizes the questions “Who am I?”, “What will I become?”, “What do I want and should be?”.

The restructuring of self-awareness is associated not so much with the mental development of the adolescent (the cognitive prerequisites for it were created earlier), but with the emergence of new questions about himself and new contexts and angles of view from which he views himself.

The main psychological acquisition of early adolescence is the discovery of one's inner world. For a child, the only conscious reality is the external world, into which he projects his fantasy. Fully aware of his actions, he is not yet aware of his own mental states. If a child is angry, he explains this by the fact that someone offended him, if he is happy, then there are objective reasons for this too. For a young man, the external, physical world is only one of the possibilities of subjective experience, the focus of which is himself. This sensation was well struck by a 15-year-old girl who, when asked by a psychologist, "What thing seems to you the most real?" answered: "I myself."

Psychologists more than once, in different countries and in different social environments, suggested that children of different ages finish writing an unfinished story at their own discretion or compose a story based on a picture. The result is more or less the same: children and younger adolescents, as a rule, describe the actions, deeds, events, older adolescents and young men - mainly the thoughts and feelings of the characters. The psychological content of the story worries them more than its external, "eventful" context.

Having acquired the ability to immerse himself in himself, in his experiences, the young man re-opens a whole world of new emotions, the beauty of nature, the sounds of music. These discoveries are often made suddenly, like an inspiration: “Passing by the Summer Garden, I suddenly noticed how beautiful its lattice is”, “Yesterday I was thinking and suddenly I heard birdsong, which I had not noticed before”; A 14-15-year-old person begins to perceive and comprehend his emotions not as derivatives of some external events, but as a state of his own “I”.

Opening up your inner world is a joyful and exciting event. But it also causes many disturbing, dramatic experiences. The internal "I" does not coincide with the "external" behavior, actualizing the problem of self-control. “In my mind, I am two creatures:“ external ”or something and“ internal, ”the tenth grader writes. , arguments. But sometimes the "shell" enters into a fierce combat with the "inner" being. For example, if the "shell" wants to flirt or do not as it should, but as it wants, but from within she is shouted: "No! No! It is forbidden!" And how glad I am if the “inner” scale outweighs (fortunately, this happens much more often), - I trust the “inner” being more! "

Along with the awareness of their uniqueness, originality, dissimilarity to others comes a feeling of loneliness. The youthful "I" is still vague, vague, it is often experienced as a vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence, the need for communication grows and at the same time its selectivity, the need for solitude, increases.

Until adolescence, the difference between a child and others attracts his attention only in exceptional, conflicting circumstances. His "I" is practically reduced to the sum of his identifications with various significant people. For a teenager and a young man, the situation is changing. Orientation at the same time on several significant others makes his psychological situation uncertain, internally conflicting. An unconscious desire to get rid of previous childish identifications activates his reflection, as well as a sense of his own peculiarity, dissimilarity from others. Awareness of one's own peculiarity, dissimilarity from others causes the feeling of loneliness or fear of loneliness characteristic of early adolescence.

“A strange feeling now haunts me,” an eighth-grader writes in her diary. “I feel lonely. Before, I was probably the center of society, but now I am not. But surprisingly enough, it does not hurt me, it does not offend me. I began to enjoy being alone. I want no one to get into my life, I havecomplete indifference to everyone, but not to yourself. Before when ume indifference came, I thought: why live? But now I really want to live ... ”This girl is doing well both at school and at home, and she herself is very socially active. The feeling of loneliness that she writes about is normal, a consequence of the birth of inner life. But this experience can be dramatic as well..

The adolescent's self-image is always related to the group image."we"- a typical peer of the same gender, but never the same"we" fully. A group of Leningrad ninth-graders evaluated how certain moral and psychological qualities are typical for an average young man of a girl of their age, and then for themselves. The images of one's own "I" turned out to be much thinner and, if you will, more tender than the group"we". Young men consider themselves less brave, less sociable and cheerful, but more kind and able to understand another person than their peers. Girls ascribe to themselves less sociability, but more sincerity, justice and loyalty. The same trendB. Zazzo found in young Frenchmen.

The exaggeration of their own uniqueness typical of many high school students (“In my opinion, I’m not harder,” a girl from the Orenburg region wrote in “Scarlet Sail”) usually passes with age, but not at the cost of weakening the individual beginning. On the contrary, the older and more developed a person is, the more he finds differences between himself and the “average” peer. Hence - an intense need for psychological intimacy, which would be at the same time self-disclosure and penetration into the inner world of another. The awareness of one's dissimilarity to others historically and logically precedes the understanding of one's deep inner connection and unity with the people around.

It is equally important for the development of self-awareness and the consciousness of one's continuity, stabilityin time.

For a child, of all the dimensions of time, the most important, if not the only one, is the present - "now". The child weakly feels the passage of time. The child's perspective into the past is small, all significant experiences of the child are associated only with his limited personal experience. The future also appears to him only in the most general form.

In a teenager, the situation is changing. First of all, with age, the subjective speed of the passage of time noticeably accelerates (this trend continues in older ages: older people, when talking about time, usually choose metaphors that emphasize its speed - a running thief, a galloping horseman, etc., young men are static images: a road leading up a mountain, a calm ocean, a high cliff).

The development of temporal representations is closely related to both mental development and a change in the child's life perspective. The adolescent's perception of time is still discrete and limited by the immediate past and present, and the future seems to him to be an almost literal continuation of the present. In adolescence, the time horizon expands both in depth, covering the distant past and future, and in breadth, including not only personal, but also social perspectives. As he wroteA. WITH.Makarenko, “The older the age, the further the obligatory edge of the nearest ... perspective is pushed back. For a 15-16 year old boy, a close perspective no longer matters as much as for a teenager in 12 - 13 years".

Psychological research not only confirms this idea, but also shows that a change in time perspective is closely related to the reorientation of adolescent consciousness from external control to internal self-control and an increase in the need for achievement. Both are highly dependent on social and cultural conditions.

Expansion of the time perspective also means the convergence of personal and historical time. In a child, these two categories are almost unrelated to each other. Historical time is perceived as something impersonal, objective; the child may know the chronological sequence of events and the duration of eras, and, nevertheless, they may seem equally distant to him. What was 30-40 years ago, for a 12-year-old is almost the same "antiquity" as what happened at the beginning of our era. For a teenager to truly understand and feel the historical past and his connection with him, it must become a fact of his personal experience. This happens, for example, when the red trackers follow the traces of the heroes of the Great Patriotic War or hear a live eyewitness account.

The meaning of different projections of time - past, present and future - is not the same for people of different ages. Carefree childhood lives in the present, for a young man the future becomes the main dimension of time. Finishing the unfinished phrase “I am in my imagination ...”, suggested by “Scarlet Sail”, 16-year-olds most often talk about their potencies and prospects. Today, including one's own "I", is a guarantee of the future, the moment of becoming: "I am in my imagination ..." - as a short phrase at the end of an unfinished story: "To be continued ..." or: "I am a person, but not yet Human. "

But as the consciousness of his uniqueness and peculiarity leads the adolescent to the discovery of loneliness, so the feeling of the fluidity and irreversibility of time confronts him with the problem of the finiteness of his existence and the concept of death, which occupies an important place in youth's reflections and diaries.

2. 2. Features of socialization of the individual in

adolescence

To ensure the desired results of socialization, effective methods of mass manipulation, or, in other words, “modification” of people's behavior, have been created. These include methods of mass suggestion, hypnosis, disinformation, silence, launching rumors, “brainwashing”, “fooling”, carried out in order to ensure loyalty, the formation of a normo-typical personality, convenient for the ruling minority. In the conditions of totalitarianization, socialization is provided, in addition to the vowel psychological processing, and with the help of global surveillance of people, "the psychological impact of suggestion or fear for deviations from accepted standards, ostracism for dissent, mental violence, including psychotronic weapons.

It should be borne in mind that socialization is not a passive process, but an active one, where an important role is played by attitudes that determine the selectivity of the individual as an object of socialization. In this regard, the traditional point of view on the mechanism of socialization should be supplemented. Turning to the theory of social exchange allows us to do this.

families, schools, etc.

In the debate about the importance of institutions for the socialization of the individual, preference is usually given to the family. Indeed, in comparison with the influence of other social institutions, the family occupies a special place in the socialization of the individual. It cannot be replaced by anything. The fate of children brought up outside the family speaks of this. As a rule, these people suffer from maladjustment, disturbed emotional contacts, and group identity.

The strength of the influence of social institutions depends on their authority (reference) for the individual.

The difficulties of the socialization process are largely determined by the crisis in the education system. Lack of material resources, textbooks, a spiritual vacuum, the poverty-stricken position of teachers lead to ignorance, lack of culture, lack of spirituality in students and undermine the foundations of full-fledged socialization, give rise to complexes and fears.

The process of socialization acquires a dramatic character during the period of breakdown of social institutions, anomie (French, and n O mi e - the absence of laws), causing cognitive dissonance.

In addition to the concept of social institutions of socialization, it is necessary to highlight the factors that determine it. They should not be confused, despite the fact that they are used synonymously in the literature. The factors that create difficulties in the field of socialization include the state of the economy, i.e., the quality of life, the ecological situation, the occurrence of extreme situations (armed conflicts, natural disasters, major accidents), etc. paragraph. But this is not always the case.

An example of this approach c the point of view of Professor G. M. Andreeva, who dismembered socialization into three stages, is: pre-work, labor and post-labor. Such stages, of course, can be distinguished, but this approach is one-sided or, more precisely, one-linear.

Psychoanalytic is the opposite of the sociological approach. From the standpoint of this approach, the stages of socialization are linked to the manifestation of biological drives, instincts and subconscious motives of a person. 3. Freud, the founder of psychoanalysis, identified three components of the human psyche - "Id" ("It"), "EGO" ("I") and "Superego" ("Super-I"). The content of "It" is libido, that is, positive love, sexual impulses, and thanatos, that is; e. destructive, destructive impulses. "I" is the conscious principle. Finally, the “Super-I” arises on the basis of the “I” and embodies the moral prohibitions internalized (from the Latin tripods-internal) by the individual by the individual. This is, so to speak, moral censorship.

"I" and "It" are in constant conflict. Their relationship can be compared to the unnatural relationship between rider and horse: it is not the rider who controls the horse, but the horse controls the rider. Therefore, the rider is forced in every possible way to restrain and guide the horse, otherwise he may die. At the same time, the "I" is subjected to pressure from the "Super-I", moral consciousness, conscience. Violation of the requirements of the "Super-I" causes a person to feel guilty. This conflict, according to Freud, is insoluble, and in it lies the key to all problems of the individual and society.

The influence of the unconscious on the process of socialization of a person can hardly be overestimated. It is pointless to deny this. Nevertheless, a more realistic approach to considering the stages of socialization is a compromise, taking into account both sociological and psychoanalytic views on this matter. In this regard, we can distinguish: primary; marginal; sustainable socialization, as well as the stage associated with the need to adapt to a new situation; for example, in connection with a person's retirement and some other circumstances.

Marginal (intermediate or pseudo-stable) socialization-socialization of a teenager. Adolescence is the stage of puberty and continues until the moment a person becomes an adult. This is a transitional age from childhood to adulthood, associated mainly with self-affirmation of the individual, group identity.

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

The last stage of socialization is associated with the loss of status, a number of roles after a person's retirement. At this time, a person becomes maladjusted and, as a rule, experiences a difficult situation in which he finds himself. Difficult experiences are often caused by the loss of loved ones, the meaning of life, irreversible aging processes of the body, a feeling of loneliness and uselessness. But these experiences are largely compensated by love for grandchildren, which gives life meaning, creates a sense of usefulness, a repetition of life.

Socialization can be considered both a typical and a single process. Typicality is determined by social conditions and depends on class, racial, ethnic and cultural differences.

Socialization as a "typical" process meansthe similarity of its course for representatives of typical social groups or age-identical religions, culture, the same positions. It was not for nothing that L.N. Tolstoy wrote that all happy families are alike. The socialization of the unemployed is typical of the unemployed, but different from the socialization of a successful businessman. The same can be said about vagrants, homeless people, chronically ill, disabled people. Here it is appropriate to recall the story of A. Chekhov "Thick and Thin". The socialization of emigrants, associated with the forced need to adapt to a foreign language environment and culture, takes place in a completely special way, but still typical. The socialization of national minorities and marginalized people is peculiar. Socialization as a "single" process arises due to its individual coloring: abilities, external data, the degree of conformity, the communicability of the individual, the individual level of identity, that is, the desire to develop their abilities, awareness of their life path as unique, etc.

A person can outwardly demonstrate his socialization. In this regard, the question arises about the external and internal criteria of this process.

The criteria for the socialization of a person are: 1) the content of formed attitudes, stereotypes, values, pictures of the human world; 2) the adaptability of the personality, its normotypical behavior, lifestyle; 3) social identity (group and human).

However, the main criterion for the socialization of a person is not the degree of its adaptability, conformism, but the degree of its independence, confidence, independence, emancipation, initiative, lack of complexities. The main goal of socialization of a person is not in its unification, turning into an obedient "cog" and "bolt", but in satisfying the need for self-realization (A. Maslow) and in developing the ability to successfully achieve this goal. “Otherwise, the process of socialization loses its humanistic meaning and becomes an instrument of psychological violence aimed not at personal growth and not at achieving a unique individuality, but at unification, stratification, leveling of the“ I ”.

Conclusion

So, despite the fact that in adolescence self-esteem should be adequate in most cases, we must not forget that inadequate self-esteem occurs. The discovery of oneself as a uniquely individual personality is inextricably linked with the discovery of the social world in which this personality is to live. Youthful reflection is, on the one hand, awareness of one's own "I" ("Who am I? What am I? What are my abilities? Why can I respect myself?"), And on the other hand, awareness of my position in the world ("What is my life ideal? Who are my friends and enemies? Who do I want to become? What should I do to make myself and the world around me better? "). The first questions addressed to himself are posed, not always realizing this, by a teenager. More general, worldview questions are posed by a young man, in whom introspection becomes elements of social and moral self-determination. This introspection is often illusory, just as youthful life plans are illusory in many ways. But the very need for introspection is a necessary sign of a developed personality and purposeful self-education. In everyday consciousness, such concepts as "man", "individual", "personality" are often identified.

Since sociology is interested in a person, first of all, as a product of society, and not as a product of nature, the category “personality” is of paramount importance for it. The higher the education level of the parents, the more likely it is that their children are going to continue their studies after school and that these plans will be implemented. It should be noted that the level of realization of life plans by young men is much higher than by girls. Whether this is explained by the greater realism of young men, or their greater persistence, or simply by the fact that, other things being equal, many universities, based on their specifics, prefer to recruit men - the question still remains open.

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FEATURES OF SOCIALIZATION OF MODERN TEENAGERS

D.V. YARTSEV

The socialization of the child is carried out in the course of his activities, which in adolescence, according to such scientists as V.G. Ananiev, L.S. Vygotsky, D.B. Elkonin and others, includes two sides: subject and social. The latter is closely associated with the formation of the motivational-need-sphere of the individual. Noting this relationship, D.I. Feldstein came to the conclusion that "the disclosure of the developmental features of this activity, the patterns of this development provides opportunities for cognition of the most important moments of the formation of consciousness, self-awareness, and identifying ways of directed development of the child's social activity." Thus, the characteristics of the socialization of the personality of a teenager in a particular historical period affect the emergence and course of the adolescent crisis.

Based on this, it becomes clear the need to study the influence of the changed socio-economic conditions on the process of personality formation in adolescence.

In our research, we tried to determine some of the features of the socialization of a modern adolescent. It was carried out on the basis of secondary school No. 276 in Moscow. In total, 553 students took part in it, among whom 76 people were in the 5th grade, the 6th grade 80, the 7th grade 77, the 8th grade 137, the 9th grade 103, the X and XI grades 40 people each.

The experimental study consisted of two main stages. The first stage consisted of organizing group work with middle and high school students and included a survey (20-25 minutes), as well as reading specially selected fairy tales (15-20 minutes). The essence of the second stage consisted in conducting individual interviews with adolescents involved in economic activity.

In order to study the social and psychological characteristics of the formation of the personality of a modern adolescent, a special questionnaire was developed. The questions included in it made it possible to obtain information about the influence of the leading spheres of a teenager's life on the formation of his social relations. In total, we have identified five main areas: family (1 4 questions); school (10 14 questions); reference group (15-19 questions); intimate communication (20 24 questions) and emerging today socio-economic activity (5 9 questions).

The questionnaire below included the following questions and allowed three possible answers to them: "Yes", "No", "I do not know."

1. Do you enjoy interacting with your family members?

2. Do you tell your family about your experiences, worries, failures?

3. Do you feel confident in your family circle?

4. When you have a difficult situation, do you want to get advice from your parents?

5. Do you think that high human well-being is the result of hard work?

6. Are you thinking about how you can make money?

7. Do you make money?

8. Do you need money for your own needs?

9. Would you like to have the right not to study, but to go and earn money?

10. Would you like to study at the institute after graduation?

11. Do you like getting knowledge of subjects at school?

12. Do you use the knowledge you get at school on subjects in your real life?

13. Do teachers at school tell you how to be successful and avoid trouble in life?

14. Do you like criticizing teachers?

15. Do you spend your free time with your peers?

16. Do you like to be in the center of attention of your company?

17. Do you follow the laws that are adopted in your company?

18. Can you always stand up for yourself?

19. Can you protect the weak?

20. Is it necessary at your age to have a real friend?

21. Can you say that you have a real friend?

22. Can you say that you are a true friend yourself?

23. Do you think that at your age you can experience a feeling of deep sympathy, love?

24. Does love have negative consequences in your life?

ANALYSIS OF RESULTS

The data obtained in the course of the study indicate that the modern adolescent has, in general, an emotionally positive attitude towards his family. Thus, a significant number of positive answers to questions 1 and 3 were expressed for all studied classes (91.3%). Nevertheless, there is a tendency towards some isolation of the adolescent from the family and his unwillingness to try to solve his problems using the advice and experience of his parents. If in the 5th and 6th grades this fact occurs only in 20% of the respondents, then by the 9th grade this indicator reaches its apogee of 68% (questions 2 and 4).

As M. Kle rightly notes, the family acts as a reference source where cultural norms are stable. Based on this, the relationship between social and cultural changes and the weakening of the family's reference function becomes obvious. Thus, it is difficult for a modern adolescent to form such value orientations that in the future could contribute to his more successful social adaptation.

Among them, first of all, we could name such as the development and optimal use of one's abilities, the attractiveness of building constructive and "plastic" relations with the people around, the preference for the formation of such consumption habits that would be based on the rational use of material wealth.

Another reference source is company peers. There is a slight decrease in the subjective significance of the yard company as adolescents grow up. This is evidenced by the number of positive answers received to question 17: V and I grades 69.7%; VII VIII classes 46.8%; IX class 37.5%; X XI classes 25% (hereinafter we resort to replacing the data of the original sample with intervals). Preliminary data obtained from interviews with working schoolchildren indicate that

a decrease in conformity is characteristic of them.

Another set of questions in our questionnaire (questions 10-14) was aimed at obtaining information about the characteristics of the adolescent's attitude to school. It should be noted here that there is a general emotional acceptance of the school by the adolescent. Nevertheless, with increasing age (transition to the senior class), such acceptance is less and less common (V and VI classes 92.5%; VII VIII classes 83.6%; IX class 59.2%; X XI classes 52.6%). We associate this fact primarily with the fact that with age the student, along with the need for "pure knowledge," more and more clearly and consciously arises the need for knowledge "about life" or what we call accumulated experience.

Observations obtained in the course of reading small-sized fairy tales of various topics allowed us to come to this conclusion. Here we aimed to reveal the attitude of schoolchildren to the accumulated experience, which, in particular, is reflected in such fairy tales and parables.

The attitude to such reading among students of different grades was not the same. So, children of the 5th and 7th grades reacted to reading fairy tales with laughter or indifference, noting at the same time the frivolity of this activity with such shouts from the seats: "Do you want to cheer us up?" Or "We are no longer small, better tell a joke!" In the classroom, the picture is changing dramatically. In the 8th and 9th grades, students listened attentively and tried to discuss the problems raised in this or that fairy tale parable. During the discussion, adolescents often appealed to similar problems that they faced themselves, and either offered their experience of solving them, or tried to jointly determine ways to overcome them.

The noted need of adolescents for some accumulated experience, on the one hand, indicates their desire to have theoretical experience in solving both social and personal problems, and on the other hand, the absence of real sources that would contribute to its independent formation.

The results of processing children's answers to question 13 indicate that school is no longer the environment where a teenager could learn to solve his personal problems and interact more effectively with society. About 80% of the pupils of the 5th and 6th grades answer this question in the affirmative, then the indicator decreases: the 7th-8th grades 51.5%; IX class 16.5%; X XI grades 11.3%, from which it can be concluded that the subjective importance of school for a teenager has decreased both in personal and social aspects.

However, this fact does not mean that school loses all meaning for a teenager. On the contrary, after analyzing the answers to question 12 and having received an average percentage of affirmative answers for all grades equal to 90.4, we come to the conclusion that adolescents need the subject knowledge that school gives them.

Such a one-sided function of the school, when the main emphasis is placed on the acquisition of only subject knowledge by students, often leads to the fact that the adolescent treats it as something archaic and does not meet his life needs and requirements. To a certain extent, this explains the growth of criticality towards teachers on the part of older schoolchildren. So, if in the 5th grade, when the need for social experience is not yet clearly expressed, the number of students who find it possible to criticize teachers is only 6.6%, then by the 9th grade this indicator reaches a peak of 32.5%. Obviously, it is at this age that the need for accumulated experience becomes most acute, while remaining practically unsatisfied.

The next block of questions (questions 20 - 24) was aimed at obtaining information on how the adolescent's intimate relationships with peers develop.

Corresponding data indicate that throughout the entire period of education from grades V to XI, students continue to have a need for friendly relations. About 98% of all survey participants spoke in favor of the need for such a relationship, while in reality 74.5% have them.

The nature of such relationships is determined by the tendency of the modern adolescent to a superficial type of communication, the consequence of which is his lack of desire to have special attachments. This can be judged by the statements of adolescents that took place during the discussion of fairy tales. Let's cite one of them, said by Ira K. (15 years old): “When I call a close friend, we often don't even say hello and avoid talking about personal things. I wonder why?” Can such communication be explained only by the lack of culture? Of course not. Here the problem may lie not only in the lack of such communication skills, but also in the fear of "opening up" to the person.

Another difficulty that adolescents face in developing close relationships with peers is the inner uncertainty that they will be able to live up to the "high ideal of a friend." This is evidenced by the number of negative answers to question 22 for all grades (V grade 63.2%; VI grade 57.5%; VII grade 42.9%; VIII grade 51.8%; IX grade 52.4%; X grade 62.5%; XI grade 55%). The lack of consistent changes in results by grade, we believe, indicates that the problem of establishing trusting relationships remains relevant throughout the adolescent period.

It is known that in adolescence, interest in persons of the opposite sex appears and the first romantic feeling arises. According to the results of our survey, about 40% of fifth-graders believe that already at their age it is possible to experience such a feeling, and in the older grades (VII IX) more than 95% of the respondents already hold this opinion. The need for such an experience to arise in the emotional world of a teenager is not in doubt, but it can be fraught with potential danger. This is evidenced by the growth of affirmative answers to question 24 from class to class (V and VI classes 28.6%; VII VIII classes 35.2%; IX class 53.4%). Obviously, the adolescent is afraid to a greater extent of any "emotional" failures (fear of being rejected, ridicule from friends, fear of the first sexual experience, etc.) than real negative consequences (early pregnancy, possible infection, etc.). In support of this, we cite one statement that took place during the unfolding discussion on the problem of the negative consequences of love experiences: “It is not scary to get infected, but scary because of such trifles (!) To become an outcast and be persecuted by teachers and parents. Thank God, now there are anonymous offices ... "After these words, the class literally applauded K. (16 years old) who said them.

Questions 5-10 were devoted to the study of the adolescent's views on some aspects of socio-economic relations.

A modern teenager not only wants to have money of his own (the average number of affirmative answers to question 8 was 87.8%) and thinks about how to earn it (question 6 - 75.5%); some of the children actually earn them. This is evidenced by the number of affirmative

answers to question 7 (V VI grades 19.7%; VII VIII grades 22.5%; IX grade 31.1%; X XI grades 27.5%).

Failure to meet the adolescent's need for individual economic activity has a number of both social and personal reasons. On the one hand, at present there are still no special conditions necessary to meet this need, and on the other hand, while maintaining the intention to obtain higher education (about 87% of all respondents), a certain number of adolescents admit the possibility of a complete withdrawal from the sphere of education into the sphere of economic activity. ... Whereas in the 5th grade only 5.3% were in favor of providing such an opportunity, in the 9th grade this indicator reaches a maximum value of 30.1% (question 9).

We believe that the conflict between the needs of an adolescent in learning and in individual economic activity is primarily due to the weakening of the family's reference function in terms of the formation of clear social orientations.

Within the framework of our research, the problem of adolescent involvement in real economic relations was considered fragmentarily and needs further special study.

1. It is difficult for a modern adolescent to form such value orientations that would facilitate his painless entry into the system of socio-economic relations. The reason for this is the changed socio-economic situation and, as a consequence, the weakening of the reference function of the modern family in terms of the formation of long-term personal attitudes of the child.

2. At present, adolescents are in no hurry to create close and trusting relationships with their peers, but prefer easier and non-binding contacts, but the need for deep intimate communication remains, not finding their satisfaction.

3. The modern teenager seeks to receive from school not only subject knowledge, but also a certain life experience that would help him in the future to be more effective in the social environment. But this need today is largely deprived due to the inability of the modern school to broadcast such an experience.

4. The adolescent's need for individual economic activity, which has arisen at the present stage of development of socio-economic relations, does not find its full and true satisfaction. The negative manifestations that accompany the adolescent's early involvement in economic relations are due, on the one hand, to the absence of a real possibility of the fullest and most adequate satisfaction of this need, and, on the other hand, to the lack of formation of the corresponding cultural traditions.

1. Cle M. Psychology of a teenager: Psychosexual development. M .: Pedagogy, 1991.

2. Kondratyev M.Yu. Typological features of the psychosocial development of adolescents // Vopr. psychol. 1997. No. 3. S. 69 - 78.

3. Krotov V.G. Massage thoughts. Moscow: Perfection, 1997.

4. Feldstein D.I. Problems of developmental and educational psychology. M .: International ped. academy, 1995.

Received March 3, 1998

The specifics of the socialization of adolescent children

Socialization of the individual occurs throughout a person's life. But it manifests itself most intensively in children and adolescents, as well as in adolescence. Some authors, focusing on the age characteristics of the socialization process, emphasize that there are quite significant differences in the process, which are expressed in the specifics of the course of this process in different age periods of a person.

Remark 1

According to domestic authors (for example, according to A. V. Petrovsky), in adolescence, a person strives to manifest his individuality. As a result, the individualization of the personality is actively carried out. Socialization can help resolve the contradiction that a person faces during this period of time: on the one hand, he identifies himself with society, but, on the other hand, he separates from society, because he seeks to identify unique features in himself.

That is, a successful adolescent socialization process presupposes the following:

Human adaptation to society and the social system, its norms and rules, values;
Self-development of a person, identifying his unique features, which will focus on his uniqueness, and not on the ability to be like all other members of society.

Features of socialization in adolescence should be considered from the point of view of several phases of a person's life path. Firstly, this is childhood, when it is adaptation that is actively taking place. Secondly, adolescence as a symbol of human individualization. Youth, in turn, becomes the integration of a person while preserving his unique features.

In adolescence, as in adolescence, a person seeks to become a part of some kind of association, which in the future will give him the opportunity to open up from new sides. Between the phases, some contradictions may also arise, which either motivate a person to more organized and purposeful activity, or make him understand that it is necessary to try on new social roles, to join other features and features of socialization, its values and guidelines.

The needs of a teenager in the process of socialization

Socialization always presupposes the satisfaction of the needs of those persons who are involved in this process. So, the features of a person's socialization in adolescence correlate with the needs in such aspects as independence and independence, self-determination and direct communication with peers for the exchange of experience and knowledge. Every teenager is faced with the desire to show that he is already ripe for making decisions, and can also be independent from his parents.

These are completely justified desires that may well come true. The adolescent applies the knowledge and skills already acquired at the previous age stages of his socialization, as well as patterns of behavior that can be both acceptable and unacceptable in society. But they do not stop there, because they continue to learn new patterns of behavior, but in an already more expanded social environment. The teenager seeks to take his place in the system of social relations, to enjoy the authority of his peers. This striving can be called a striving to acquire the highest possible status in society, to achieve public recognition.

Some adolescents strive for more, so their values and internalized norms are not limited to the family environment, as well as those of their peers. But most still decide to start from the bottom. For some, the maximum is to gain recognition among their friends and comrades. Such adolescents may resort to rather antisocial methods: they begin to drink alcohol, are addicted to smoking, so that they look “cooler” in the eyes of their friends. But, in this case, much depends on the upbringing of the teenager. So, if the family taught him that it is possible to achieve success and gain authority in other ways that will correspond to social norms, then in adolescence a person is unlikely to resort to the above negative actions.

In finding his place in society, a teenager can lose himself. His psyche is extremely unstable, very flexible, and at this age, false norms and values can be imposed on him, which will be perceived as the only true ones. In addition, a teenager very often changes his environment. This is due to classes in circles and sections, the search for a truly interesting business that will take a teenager. On the way to a hobby, he will have to try many other types of activities, which means he will change many other social groups.

The desire to achieve social recognition leads the adolescent to imitate adults, peers who are respected by others, and even the models and standards of successful people shown to the media and those who pretend to be such. Thus, the key factors in the socialization of adolescents include the peculiarities of upbringing and leisure activities within the family, attitude to any objects, processes and phenomena in society. priorities and attitudes, family values, the informal environment of a teenager and the company in which he spends his free time are important. An important role is played by educational institutions (for example, school), and the adolescent's attitude to the value system that is instilled during schooling. That is, the main institutions of adolescent socialization are such as:

Family - parents, older or younger brothers and sisters, close and distant relatives who take part in one way or another in the upbringing of a teenager and, in general, in his life
Informal group - friends, acquaintances and peers who surround the teenager and also demonstrate to him possible models of behavior and perception of key social norms and values;
School - teaching staff, classmates. Socialization can be assessed by how a teenager relates to the educational process, as well as his relationship with classmates, other students in the school and the teaching staff.

Features of adaptation of adolescents in society

2.1 Features of socialization of adolescents

Every person, especially in childhood, adolescence and adolescence, is an object of socialization. In the process of socialization, there is an internal, not completely resolvable conflict between the degree of adaptation of a person in society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance between adaptation in society and isolation in it. It is often during adolescence that this balance is most difficult to find. This age is usually called the transitional age, since during this period there is a transition from childhood to adolescence. For students of this age period, the features of childhood and features are intertwined, in many respects inherent in adolescence, but still in the stage of formation and development. This is why the adolescent is sometimes described as half-child and half-adult. As a semi-adult, he experiences a rapid increase in physical strength and spiritual needs; as a half-child, he is still limited by his capabilities and experience to meet all emerging requests and needs. This explains the complexity and contradictory nature of the character, behavior and development of adolescents, which gives reason to consider this age, to a certain extent, difficult for education. As adolescents grow up, they face several challenges:

Communication with peers. Relationships with comrades are at the center of a teenager's life, largely determining all other aspects of his behavior and activities. The attractiveness of classes and interests are mainly determined by the possibility of wide communication with peers.

School becomes a place for communication: friendship, enmity, first falling in love.

Often one of the most acute problems of adolescents is loneliness. Adolescents may feel lonely due to the fact that they find it difficult to establish contact with others due to low self-esteem, due to feelings of anxiety or depression, due to distrust of people or skepticism about their abilities in certain situations. Independent adolescents cope with their loneliness by setting goals for themselves; addicted adolescents overcome it by relying on external support.

Teenager and adults. The first source of this problem is the lack of understanding by adults of the adolescent's inner world, their false or primitive ideas about his experiences, the motives of certain actions, aspirations, values. In adolescents, both the desire to oppose themselves to adults, to defend their own independence and rights, and the expectation of help, protection and support from adults, trust in them, the importance of their approval and assessments are clearly expressed. The importance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to control himself / herself that is essential, but the recognition by the surrounding adults of this possibility and the fundamental equality of his rights with the rights of an adult.

The uniqueness of family education is that, being a small group, the family most fully meets the requirements of the gradual introduction of a teenage child into social life. Some parents do not want to, others cannot because of pedagogical illiteracy, others do not attach due importance to the process of family education. Consequently, each family has only its inherent educational potential.

School teenager. For all the importance of communication, the basis of the social situation of the development of a modern adolescent is the simple and obvious circumstance that he is a schoolboy. The main social requirement for a teenager is to master a certain amount of knowledge, skills and abilities, without which his further full participation in the life of society is impossible. Self-knowledge, self-realization. An analysis of the content and dynamics of the experiences of adolescents during this age suggests that both younger and especially older adolescents are characterized by experiences that are somehow connected with their attitude to themselves, to their own personality. But here's what is remarkable. Almost all experiences related to the adolescent self-cognition process turn out to be negative. The number of such experiences is growing with age.

Puberty and psychosexual identity. Nobody deals with the problems associated with what in psychology is called "psychological gender", "psychosexual identity". The statement that our pedagogy is sexless, that modern educational and educational processes are absolutely the same for girls and boys, has become a commonplace, which is fraught with various negative consequences. All this leads to the fact that the problems of the formation of psychosexual identity are exacerbated in older adolescence, when adolescents develop a clear orientation towards the future, and the motives of the time perspective begin to play a noticeable role. Difficulties of some adolescents in relationships with the opposite sex are due to their increased shyness.

In different age periods, there are typical dangers that affect the further socialization of the individual. So for adolescence it is drunkenness, alcoholism, immorality of parents; family poverty; hypo- or hyper-care; computer games; mistakes of teachers and parents; smoking, substance abuse; rape, molestation; loneliness; physical injuries and defects; bullying by peers; involvement in anti-social and criminal groups; advancing or lagging behind in psychosexual development; frequent family moves; divorce of parents.

Adolescents are a special socio-psychological and demographic group that has their own norms, attitudes, specific forms of behavior that form a special adolescent subculture. The feeling of belonging to a “teenage” community and a certain group within this community, which often differs not only in the interests and forms of leisure activities, but also in clothing, language, etc., is essential for the development of a teenager’s personality, influencing the norms and values.

2.2 Institutions of socialization of adolescents as places of adaptation and assistance

Since social adaptation takes place in conditions of social interaction of people, the degree of adaptation of a teenager to a group or society will be determined, on the one hand, by the properties of the social environment, and on the other, by his own properties and qualities. The socialization of a teenager is inextricably linked with his adaptation to the world around him, acceptance of himself as a full member of the society in which he lives and the feeling of comfort among people.

The successful transition of young people to adulthood is ensured through the effective functioning of traditional institutions of socialization - family, education. However, in modern conditions, these institutions of socialization, or agents of socialization, as they are also commonly called, give way to other agents of socialization, whose influence is rapidly increasing in the emerging information society. We are talking about the media and the Internet, which have a strong influence on the formation of a young personality. The virtual world into which a young person finds himself gives him freedom of action to express his emotions, feelings, life positions, moods, views, overcoming intrapersonal and external conflicts that arise in real life in family relationships, relationships with peers, etc. The family is the child's first and closest “social environment”. In the family, the child first gets acquainted with gender role stereotypes and goes through the process of sexual identification. Thus, it is in the family that the primary social essence of the individual is formed. The family plays an important role in the process of social development of a teenager due to the fact that its approval, support, indifference or condemnation affects the claims of the teenager, helps or hinders him from looking for solutions in difficult situations, adapting to the changed circumstances of his life, and resisting changing social conditions

The social status of parents determines the social status of a person during the first 20 years of his life. Where and how parents live defines the social context in which the child grows and develops. The profession of the parents determines the cultural and educational level of the family.

The modern family is very significantly different from the family of past times not only by a different economic function, but also - what is even more important for us - by a radical change in its emotional and psychological functions. Relationships between adolescents and parents have been changing over the past decades, becoming more and more emotional and psychological; for a greater number of people, it is children who become one of the main values in life. But this, paradoxically, does not simplify family life, but only complicates it. There are reasons for this:

A large number of families have one child and consist of two generations - parents and children; grandparents and other relatives usually live separately. As a result, parents do not have the opportunity to benefit from the experience and support of the previous generation on a daily basis. Thus, the diversity introduced into interpersonal relationships disappeared;

While maintaining the traditional division of "male" and "female" labor, the first among the mass of families is reduced to a minimum. The status of a woman has increased in connection with her typical leadership role in the family and out-of-home employment;

Relations between adolescents and parents have become more complicated. Teenagers often have a higher level of education, they have the opportunity to spend most of their free time outside the family. They fill this time with activities adopted among their peers, and they do not always care about the approval of their pastime by their parents. The authority of parental authority often does not work today - it should be replaced by the authority of the personality of the parents.

Whichever side of adolescent development we take, it will always turn out that the family plays a decisive role in his effectiveness at a given age stage.

Sport is one of the agents of socialization that has a positive role in the formation of a physically and spiritually healthy personality. It helps to develop strong-willed qualities, focus on results and the ability to bring things to the end.

The development of computer technology and the computerization of schools, families, etc. reduces the level of physical activity of children, which parents are greatly concerned about. There are many reasons why children pay insufficient attention to physical activities, and among them: workload at school and, accordingly, lack of time, low sports motivation of children, lack of sports sections in the area of residence, lack of financial opportunities for parents, etc.

School as an agent of socialization is fundamentally different from the family in that it is an emotionally neutral environment, where the child is treated not as the only one and beloved, but objectively, in accordance with his real qualities. At school, the child learns in practice what competition, success and failure are, learns to overcome difficulties or gets used to giving up in front of them. It is during the school period of socialization that a child develops self-esteem, which in many cases remains with him for life. Since the school is part of a larger social system, it usually reflects the dominant culture with its values and prejudices. Thus, P. Bourdieu showed that for a child a serious obstacle at school is the parents' belonging to a non-prestigious class, a non-prestigious profession, poverty, etc. At school, the child begins to understand what social injustice is.

Do not forget that the school has an educational function. In the conditions of a general education school, the tasks of labor education of students are solved:

Formation of a positive attitude towards work as the highest value in life, high social motives for work, the need for creative work, the desire to apply knowledge in practice; - preparation for the conscious choice of a profession, the formation of a culture of work, diligence, hard work, respect for school;

Education of high moral qualities: hard work, a sense of duty and responsibility, honesty, enterprise, efficiency, purposefulness, the ability to plan your life activities taking into account the near, medium and long-term prospects;

Development of organizational skills: the ability to cooperate in collective labor activities, to compete, to provide mutual assistance and mutual support; - equipping students with a variety of work skills and abilities.

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Zaets Natalya Anatolyevna,
Crimean Federal University named after V.I. Vernadsky
Motsovkina Elena Vladimirovna, Candidate of Science, Associate Professor
Vernadsky Crimean Federal University

CHILDREN'S AND YOUTH ORGANIZATIONS
INFORMAL ASSOCIATIONS
SOCIALIZATION

The article reveals the essence of the process of socialization of adolescents in the activities of children's and youth organizations, including informal youth associations

Professional orientation of secondary school students
Characteristics of the personality of juvenile convicts serving a sentence of imprisonment
Prevention of additive behavior (for example, Internet addiction)
Features of self-actualization of the personality of a modern woman in the family

Formulation of the problem. The active activity of children in associations and organizations reflects their need for the implementation of socially and personally significant actions. Through participation in various associations, children begin to strive for creative self-expression, for self-affirmation in the community. This aspiration characterizes the orientation of children in preparation for a conscious life. In children's organizations, they begin to participate in the system of social activities.

The main directions of social and pedagogical work in children and

youth associations are determined by the problems that arise in the course of socialization.

Research analysis. The functions of a children's public association in the process of socialization, considered by I.D. Avanesyan, N.F. Basov, A.G. Kirpichnik, A.S. Korshunova, D.N. Lebedev, A.B. Mudrik, K.D. Radina and others, having certain specific characteristics of age, in general, can be defined as follows:

Target: consider the features of the socialization of adolescents in the activities of children's and youth organizations

Presentation of the main material. Creation of the necessary condition, i.e. supporting the status of the children's community as an association, increases the social activity of a teenager in various spheres of its manifestation. This ensures the formation of the properties of socialization and personality traits, of the new generation as a whole.

The term "socialization" is complex. It is considered in many sciences: philosophy, sociology, psychology, pedagogy and other types of scientific knowledge. The concept of socialization, the features of its process and structure, were made especially by such famous scientists: V.S. Barulin, E. Durkheim, I.S. Cohn, B.G. Ananiev, L.G. Vygotsky, L.N. Leontiev, A.V. Mudrik, T. Parsons, S.L. Rubinstein and others. All of them came to the unanimous opinion that socialization is the process of joining and integrating a person into society.

Socialization is the assimilation by a person of a certain system of knowledge, norms, values that will allow him to become an individual capable of functioning in a given society.

Socialization is the process of forming social qualities (various knowledge, skills, and values). This is the assimilation of social experience by an individual, during which an all-developed personality is created.

We come to the conclusion that socialization is a two-way process, which includes, on the one hand, the individual's assimilation of social experience through entering the social environment, as well as the system of social communications; on the other hand, the process of active reproduction of the system of social communications by a person through his active activity, active entry into society.

In the course of socialization, the individual tries on and performs various social roles. In the process of socialization, the personality manifests itself, reveals and presents itself through social roles. The ability of a person to join various social groups without much obviousness and without self-deprecation testifies to a fairly good level of this process. The following social conditions of socialization are distinguished:

Subject-spatial environment (environment; public, home interiors; planning and architecture of settlements).
Social relations (family, friendly, industrial)
Socially significant information (the nature of daily, industrial, scientific, aesthetic, religious data around the world, available to a person and mastered by him).

There are four main institutions of socialization:

a family,
school and other institutions (sometimes cultural institutions are singled out separately),
youth and children's public associations,
unorganized environment (ie "street").

It is in the public interest to manage groups of adolescents. The most common type of organized group is school classes, school groups, college groups, etc. They consider the institution of socialization "school". However, they do not fully meet the socialization needs of adolescents.

Youth and children's social organizations are run by the community. Socialization occurs by the method of organizing the social activities of adolescents, organizing their interaction in the community and with the surrounding social environment.

Features of children's and youth public associations as an institution of socialization and its differences from school and family.

We can talk about the special position of the adults participating in the unification. These are not only teachers, educators, educators, but also the comrades of the young members of the association, who act only "on equal terms." In this union, the distance is less than in the family and school. As a consequence: in the adolescent's perception of an adult, the reaction of emancipation is less manifested. As we can understand, this is more than trust. All those values, the bearer of which is an adult, are more easily appropriated by a teenager, and in the future they affect the development of the individuality of children.

The special situation of a teenager. In the union, he receives a large set of social rights, the opportunity to make free choices: voluntarily comes to the union and also leaves it; voluntarily highlights the values of the association, chooses the circle of contacts and actions that is interesting to him; participates in self-government, collective decision-making, etc.

In any association, a teenager gets the opportunity to show a subjective position.

The subjective position of a teenager in a children's association is a position in which a teenager acts as a subject of promoting the perspective and organization of the association's activities, develops general requirements, evaluates, and is not a passive object of educational and educational influences. Another priority in the children's association is to create conditions for the realization of the rights and personal freedoms of young men and women. The adolescent as a subject is obliged to act for the sake of the goals of unification and consciously represent himself as a doer; strive to be at the level of the public and their own requirements for themselves. At the same time, he has the right to personal self-manifestation, self-knowledge and self-development.

Thus, in the conditions of a public association, the processes of self-education and mutual education are activated, which contribute to the formation of a mature moral personality.

The main features of the life of the association:

a large number of areas and types of activities, a flexible response to any change in the interests of the members of the association (compliance with the development of cognitive abilities in adolescence);
emotional saturation: the presence of romanticism, creativity, a sense of unity, "adulthood", etc .;
the important role of play in the activities of the association;
a combination of common interests and opportunities for creative self-realization of each individual.

Thus, the activities of children's and youth organizations are attractive to children in that they create favorable conditions for the assignment of the values broadcast by the association and potentially contributes to the expansion of the association's influence in the adolescent environment.

The coordination function in the activities of public associations and organizations ensures the optimal integration of the individual into the system of public relations based on the created adaptation and communication skills through the development of various social roles, the adoption of social ideals, social norms, traditions, customs, beliefs, the culture of society as a way of human life, group, collective, nation. Members of children's organizations participate in various types of socially significant activities for the benefit of people. The organization achieves the interaction of the individual with the living environment, helps the development of its own opinion, is aimed at finding ways of socially significant decisions, i.e. a conscious, active civic position is being formed, which in the long term builds the foundation of a sociopolitical position.

In this regard, children's organizations implement a socializing function, including the personality in different types of activity: cognitive, creative, social and practical. Thanks to the listed functions, the space of deviant, delinquent (illegal) and adfictive (the presence of addictions in an individual - the use of alcohol, drugs, toxic substances, tobacco smoking, etc.) behavior decreases. Thus, in the course of socially significant activities, students develop actual volitional qualities: responsibility, commitment, result orientation, self-restraint and self-organization skills. This is facilitated by the acquired life abilities, which imply the experience of performing various social roles: a worker, a citizen, a student, a leader, a consultant, a comrade, an executor, a delegate, a representative, a speaker, etc.

The facilitation (support) function of children's public associations and organizations includes the function of providing adolescents with assistance in difficult life situations, in situations of contradiction with the law, in cases of maladjustment and desocialization associated with a reduction in the adaptive personality traits, loss of socially significant skills. In this regard, targeted social and pedagogical assistance within the organization is very important as assistance in adapting to new conditions of life, in resolving life problems through the provision of intermediary services based on interaction with various organizations, government entities, cultural institutions, leisure, health care, law enforcement agencies, the de facto executive branch.

The purpose of the children's public association is manifested in the demand of society to organizationally formalize the social activity of children, that is, to direct the child's socialization to a socially acceptable course. Through the children's public association, the child is not only enriched with socially significant experience, but also accepts himself as a creative person, transforming life circumstances. In this context, the goal of the children's public association is of a purely subordinate nature and reflects the specific features of the children's organization. It is always definite and ultimately takes on the bottom line.

Features of socialization of adolescents in informal youth organizations

The peculiarities of leisure activities, the nature of the collective values of young people are manifested in the specific models of life defined by them - youth associations, clubs, associations, movements that guarantee their members social security, freedom of independent activity, the choice of forms of creative self-realization, but not always positive. All possible forms of future social behavior, including innovative moments for which there are still no forms of behavior approved by society, young people lose on the example of informal associations.

The youth subculture as a system of values, attitudes, ways of behavior and life styles of young people is clearly traced in the functioning of informal youth associations. The desire to create informal associations is specific to young people. The status of a young man in his own eyes does not coincide with the status in the eyes of society; accepted norms and values differ from those accepted by society. Thus, young men and women create organizations "for themselves", create "the same" as they are, showing their "non-belonging" to the existing society.

We come to the conclusion that informal associations, various amateur groups and organizations act as an important specific institution for the socialization of young people. In various associations, opportunities for young people to “play” many future social “scenarios” often open up, and the necessary skills and abilities are formed. However, in addition to the positive aspects, young people in informal associations also face acquisitiveness, deception, self-interest and other negative manifestations of human character. Therefore, from the standpoint of morality, the problem is not that young people unite in groups, but that orientation is in the interests of the group.

At the same time, it should be noted that the growth of informal youth associations is facilitated by the paradoxical nature of the socialization process: as young people grow up, they enter a world for which they are not well prepared. The emerging condition of uncertainty affects the processes of socialization and the origin of new structures. It is significant that T. Parsons saw the grounds for opposing the world of youth to the world of adults in the desire to take the place of “fathers” in the social structure of society. The creation of youth organizations can be seen as a natural result of the socialization of the younger generation.

The area of opportunity and freedom of choice are prerequisites for shaping the personality of young people. This process is based on the significant need of all living things to determine the boundaries of their capabilities. A society with developed democratic principles should give young people the opportunity to choose a variety of examples of social behavior, controlling only the end result of their search.

Output. Thus, we revealed the features of the socialization of adolescents through the activities of children's public associations that organize their work on the principles of voluntariness, choice, an equal share of relations between children and adults, social orientation and self-regulation. In the activities of children's public associations, personality traits are developed that contribute to the socialization of adolescents.

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The needs of a teenager in the process of socialization

Features of adaptation of adolescents in society

2.1 Features of socialization of adolescents

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