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Public institutions of personality socialization

concept Institute originated in jurisprudence, where it was used to characterize a certain set of legal norms governing social and legal relations in a certain subject area. Such institutions in legal science were considered, for example, inheritance, marriage, property, etc. The borrowing of this concept, first by sociology, and then by social psychology and pedagogy, significantly expanded the interpretation of this term. Under social institution understood:

  • - form of social relationships; special value-normative complexes that regulate the behavior of individuals and, as stable configurations, form the status-role structure of society (T. Parsons);
  • - a set of various kinds of norms, formal and informal rules, principles, attitudes that perform a regulatory function in society (L. A. Sedov);
  • - models of behavior that reproduce certain norms, customs, stereotypes of thinking (T. Veblen);
  • - a consciously regulated and organized form of activity of a mass of people, the reproduction of repeating and most stable patterns of behavior, habits, traditions passed down from generation to generation (S. Lipset, J. Landberg, P. Blau, C. Mills);
  • - historically established forms of organization and regulation of social activity, conditioned by social, primarily production relations (K. Marx);
  • - systems of institutions in which certain people, elected by members of groups, are empowered to perform social and impersonal functions in order to meet essential individual and social needs and to regulate the behavior of other members of groups (J. Szczepanski);
  • - the rules of the game created in society by people and organizing interactions between them in a certain way (D. North).

The emergence of social institutions is a process largely due to socio-historical necessity. There are five main the needs of society, for the satisfaction of which, at various stages of its formation, the main groups of social institutions:

the need to reproduce the genus - the institution of marriage;

  • - the need for social order - state institution, which includes political institutions;
  • - the need for social existence - Institute of Economics;
  • - the need for knowledge, socialization of the younger generation - institute of education;
  • - needs related to the spiritual sphere of human life - institute of religion.

In general, the process of formation of a social institution consists of several successive stages:

  • 1) the emergence of a need, the satisfaction of which requires joint organized actions;
  • 2) formation of common goals;
  • 3) the emergence of social norms and rules in the course of spontaneous social interaction carried out by trial and error;
  • 4) the emergence of procedures related to rules and regulations;
  • 5) institutionalization of norms and rules, procedures, i.e. their adoption, practical application;
  • 6) the establishment of a system of sanctions to maintain norms and rules, the differentiation of their application in individual cases;
  • 7) creation of a system of statuses and roles covering all members of the institute without exception.

In socio-pedagogical literature, the term "institute" is more often used in the meanings of either community of people (family, informal group, etc.), or organizations, institutions (school, club, etc.).

Classification of social institutions can be built on various bases:

  • 1. By subject criterion, those. the nature of the tasks performed by institutions, distinguish:
    • - political institutions (state, parties, army);
    • – economic institutions (division of labor, property, taxes, etc.);
    • - institutions of kinship, marriage and family;
    • - institutions operating in the spiritual sphere (education, culture, mass communications, etc.), etc.
  • 2. By the nature of the organization institutions are divided into:
    • - on formal. Their activities are based on strict normative and legally fixed regulations, rules, instructions, etc. Formal institutions include the state, army, court, etc.;
    • – informal. They lack such regulation of social roles, functions, means and methods of activity, as well as sanctions for non-normative behavior. It is replaced by informal regulation through traditions, customs, social norms, etc. From this, the informal institution does not cease to be an institution and perform the corresponding regulatory functions.

Among the most common signs of a social institution include:

  • a) the allocation of a certain circle of subjects entering into relationships that acquire a stable character in the process of activity;
  • b) a certain (more or less formalized) organization;
  • c) the presence of specific social norms and regulations governing the behavior of people within the framework of a social institution;
  • d) the presence of socially significant functions of the institution, integrating it into the social system and ensuring its participation in it.

These signs are not strictly normatively fixed. In formal institutions (such as the army, the courts, etc.), signs can be clearly and completely fixed, while in other institutions, mostly informal or just emerging, they are less distinct.

Allocate structural elements of a social institution(Y. Shchepansky):

  • 1) purpose and scope of activities;
  • 2) functions provided for achieving the goal;
  • 3) normatively conditioned social roles and statuses presented in the structure of the institution;
  • 4) means and institutions for achieving the goal and implementing functions (material, symbolic and ideal), including appropriate sanctions.

It is fundamentally important to understand the institution as a sphere of socialization - in this sense, we can talk about institute of socialization. This kind of institution acts as the main channel for obtaining external resources for a particular person in the process of socialization. A prerequisite for the availability of a resource of a particular institution for a person is the acceptance by him of the norms and values ​​of this institution, the rules of conduct in it, etc. In the institutional sphere, the totality and interdependence of institutional norms and values, on the one hand, ensures the constancy of social statuses and roles of a particular individual, and on the other hand, makes personal and social growth of a member of society accessible through the conscious acceptance of norms and values ​​known and unambiguously interpreted in a particular society. . The relative stability of social ties, roles and statuses of representatives of the microsociety of a particular individual allows a person to use the resource of the microsociety as a prosocial support network in psychotraumatic situations.

Scope of the institute is a set of people and territory to which the norms and values ​​adopted at the institute apply. In this sense, society can be characterized as a combination of institutional and non-institutional spheres.

Institutional sphere- the space of society, in which the spheres of various institutions intersect.

Extra-institutional sphere society is understood as a set of people and territory, which is not subject to the norms and values ​​of a particular institution or group of institutions. We can talk about two multidirectional potentials of the non-institutional sphere of society:

  • A) constructive, contributing to the development of the child's personality, subject to the availability of pedagogical support;
  • b) destructive creating conditions for an overstrain of the adaptive mechanisms of the individual, the emergence of deviant and delinquent forms of behavior, and other violations of socialization.

Institutes of socialization

Table 15. Institutions of socialization.

Society and the group transmit to the emerging personality a system of norms and values ​​through signs. Those specific groups in which the individual is attached to the systems of norms and values ​​and which act as a kind of translators of social experience have received the name of socialization institutions.

At the pre-labor stage of socialization, such institutions are in early childhood. family and preschool children's institutions. Family considered traditionally as the most important institution of socialization in a number of concepts. It is in the family that children acquire the first interaction skills, master the first social roles (including gender roles, the formation of masculinity and femininity traits), comprehend the first norms and values. The type of parental behavior has an impact on the formation of the child's "image - I" (Berne, 1986). The role of the family as an institution of socialization depends on the type of society, on its traditions and cultural norms. Despite the fact that the modern family cannot claim the role that it played in traditional societies, due to the increase in the number of divorces, small children, the weakening of the traditional position of the father, the employment of women, its role in the process of socialization still remains very significant ( I.S. Kon, 1989.).

Children's preschool institutions turn out to be the object of study only in developmental psychology, while specific socio-psychological aspects do not receive full coverage.

In the second period of the early stage of socialization, the main institution is school. The school provides the student with a systematic education, which is itself the most important element of socialization, but in addition, the school is obliged to prepare a person for life in society and in a broader sense. Compared to the family, the school is more dependent on society and the state. The school sets the primary ideas of a person as a citizen and, therefore, promotes or hinders his entry into civil life. The school expands the child's opportunities in terms of his communication: here, in addition to communication with adults, there is a stable specific environment for communication with peers, which in itself acts as the most important institution of socialization. The attraction of this environment is that it is independent of adult control, and sometimes contradicts it.

Depending on whether the period of higher education is included in the second stage of socialization, the question of such a social institution as university. So far, there are no studies of higher educational institutions in this context, although the very problem of students occupies an increasingly significant place in the system of various social sciences.

As for the institutions of socialization at the labor stage, the most important of them is labor collective. Any analysis, for example, leadership style or group decision-making, characterizes the sides of the work collective as an institution of socialization, however, not all aspects of the problem are covered: one can say, for example, about such a side of this problem as the reasons for the separation of the individual from the work collective, his departure into groups of an antisocial nature, when the institution of socialization is replaced by a kind of institution of "desocialization" in the form of a criminal group, etc. The idea of ​​a reference group is filled with new content if it is considered in the context of socialization institutions, their strengths and weaknesses, their ability to play the role of transferring socially positive experience.

It is possible to name various social institutions on the basis of everyday observations. public organizations.

Each of the institutions of socialization named here has a number of other functions; its activities cannot be reduced to the function of transferring social experience.

Mechanisms and institutions of socialization

Even Z. Freud singled out a number of psychological socialization mechanisms: imitation, identification, shame and guilt. At the heart of modern ideas about the mechanisms of socialization lies social learning theory. According to this theory, human behavior is the result of his communication and interaction with other people, observing them, imitating their behavior, learning new effective patterns of behavior.

The theory of social learning denies the absolute dependence of an individual's behavior on his internal needs, arguing that the outside world has a decisive influence on socialization. The second important provision of the theory of social learning is the recognition of the fact that any form of human social behavior, if it is not based on genetic prerequisites, is learned as a result of using a system of rewards and punishments. Rewards stimulate and reinforce appropriate social behavior, punishments, on the contrary, suppress types of social behavior that are undesirable for society. So it should be noted that new forms of social behavior can be acquired by a person not only as a result of rewards and punishments, but also by observing the behavior of other people ("vicar learning") due to the fact that a person, like many higher animals, has an innate mechanism learning called imitation.

An important mechanism of socialization is identification. For young children, parents are the most important model of identification. In communication and interaction with parents, the child learns the values, attitudes, social skills and norms of behavior of parents. At a later age, peers, significant adults, representatives of various social groups who carry valuable qualities and forms of behavior can serve as a model for identification. Identification continues throughout the life of a person.

Imitation- Another mechanism of socialization, which is innate. Imitation also exists in the animal world. Imitation is the conscious or unconscious reproduction by a person of the experience and behavior of other people. Imitation plays an important role in infancy and preschool age. As they grow older, the item loses its leading role. In adults, compared with other mechanisms with. n. plays a secondary role.

Suggestion- this is a socialization mechanism through which the child unconsciously reproduces patterns of behavior, way of thinking, learns parental scripts. Messages coming from people who are authoritative for the child have a special inspiring power.

Conformity in social psychology is considered as the most important mechanism of socialization and adaptation of a person to the conditions of the social environment. Conformal is the behavior of a person in which he, consciously disagreeing with other people, nevertheless outwardly agrees with them. Conformity differs from other socio-psychological mechanisms of socialization in that a person has an internal conflict between what he thinks and how he actually behaves, what he really believes and values.

social facilitation- this is a mechanism of socialization, thanks to which the surrounding people have a developing and stimulating effect on the individual. Social facilitation is usually accompanied by imitation and suggestion and takes place in a circle of close people with whom the child feels comfortable. In an atmosphere of tension, when communicating with unfamiliar hostile people, the child may experience the opposite phenomenon - social inhibition (inhibition - inhibition). Social inhibition prevents the acquisition of new social experience and slows down the process of socialization.

In a separate problem that requires the connection of socialization mechanisms with the institutions of socialization, today's social psychologists distinguish sexual socialization. Sexual socialization is the process of acquiring by an individual the psychology and behavior characteristic of people of the same sex with them. Gender role includes a set of prescriptions and expectations that society imposes on an individual in accordance with his gender. The process of sexual socialization begins from the moment the child is born and is strictly regulated by society. The cultural traditions of society set the main direction of the sexual socialization of the child, depending on his gender. The attitude of the individual to his own gender and to the attributes of the corresponding role is expressed in his gender position. The most important period of sexual socialization is preschool childhood. Already in infancy, the child shows different reactions to men and women. At the age of one and a half years, the child knows what gender he belongs to, and by the age of three he can determine the gender of the people around him.

During puberty, the process of sexual socialization is most pronounced. In adolescents with the appearance of secondary sexual characteristics, a conscious interest in the opposite sex arises and its psychosexual orientations are formed. At this age, adolescents most acutely experience the degree of their incongruity with their gender role.

In early adolescence, sexual development is completed, psychosexual attitudes and orientations acquire relative stability. This period is characterized by erotic fantasies, the first love and the first sexual experience. At this age, the process of sexual socialization is basically completed, although under the influence of various social groups and situations, it can develop throughout life.

The main function in sexual socialization is performed by parents. They serve as role models for the child. Parents pass on to their children the attitudes and patterns of behavior that are characteristic of a particular gender. Parents form the necessary gender roles in children, using rewards and punishments for the appropriate forms of behavior inherent in this gender. So the girl will be more likely to scold for the mess in the room than the boy, and the ability to restrain emotions will more likely cause the boy to be encouraged than the girl. Parents also influence the formation of the gender role of children through toys, clothes, accessories, as well as through the distribution of household chores between children of different sexes. In families, fathers are usually responsible for the upbringing of sons, while the mother is primarily responsible for girls in the family. As children get older, they spend more time with a parent of the same gender. Parents guide sexual socialization by buying sex-appropriate toys, clothes, accessories for the child, encouraging sex-appropriate hobbies and hobbies. In our society, for boys, muscular sports are more encouraged - karate, wrestling, football, for girls - less competitive and more feminine - choreography, gymnastics, needlework. Children are more likely to identify with the dominant family member. This can lead to difficulties in the process of socialization if the mother dominates in the family where the boy grows up. Boys in such a family have difficulty developing masculine behaviors.



The source for the formation of gender roles in children is also peers who make demands on their behavior that correspond to the behavior of representatives of the corresponding sex. Socialization occurs due to the distribution of roles in children's games: boys play war, and girls play mother-daughters. Such a sharp division of children in the process of joint activities and communication into same-sex associations is called "gender segregation". The phenomenon of sexual segregation has deep historical roots. In all archaic cultures, the upbringing of boys and girls, starting from 5-13 years old, was carried out separately. For example, in ancient Greece, any dwelling had two halves - male and female, and children were forbidden to be in a territory that did not correspond to their gender. This was due to the rigid polarization and hierarchy of sex roles that existed in ancient cultures. Thanks to sexual segregation, the child acquires the basic characteristics of psychological sex and begins to more clearly recognize gender differences. The peak of sexual segregation, in addition to senior preschool age, is middle school age. At this age, a teenager rethinks his own gender identity in a group of peers of his gender. The peer group, which is the reference group for the adolescent, imposes strict criteria of conformity to their gender and criticizes any manifestations of behavior characteristic of the opposite sex. Such strict standards of the sexual role are given to the child by the society of peers at all age stages.

At the same time, the peer group performs the following functions in the process of sexual socialization:

promotes the assertion of the child's own gender and his awareness of the psychological differences between the sexes;

· in communication and joint activities, there is a refinement and development of behavior in accordance with the gender role;

It is here that the child receives a significant share of information about sexual life;

· The society of peers provides the necessary emotional contact and promotes the establishment of relationships with members of the opposite sex.

L. Stolyarenko has his own view on the mechanisms of socialization. In fact, her approach also combines the mechanisms and institutions of socialization. Accordingly, she singles out the following social formations, calling them, however, the mechanisms of socialization.

1. traditional mechanism. This includes the assimilation of norms and values ​​in the family and in the immediate contact group.

2. Institutional mechanism. Here Stolyarenko places the process of interaction with such institutions of society as the school, clubs, the media, the army.

3. Stylized mechanism. It includes the process of interaction with representatives of various subcultures. Subculture can be age, professional, leisure.

4. Interpersonal mechanism. He acts in the process of contacts with significant persons.

5. Reflexive mechanism, presented as an internal dialog.

Institutes of socialization(agents, means of socialization) are specific social groups in which a person joins the system of norms and values ​​and which act as translators of social experience. The term "institution" in this case is used as a sociological concept - as a natural form of relations between people that has developed in the course of the development of society. As for experience, it can be horizontal - intragenerational - experience and vertical - intergenerational experience. The main sources of socialization are the family, the school, public institutions and organizations, various official institutions, the press, radio, television, and the education system.

The process of socialization goes mainly through the communication of people with each other. A social institution is a relatively independent social entity that has its own internal logic of development. From this point of view, a social institution should be considered as an organized social subsystem, characterized by the stability of the structure, the integration of its elements and functions. The main elements of social institutions are, first of all, systems of values, norms, ideals, as well as patterns of activity and behavior of people in various life situations. Social institutions coordinate and direct the aspirations of individuals into a single channel, establish ways to meet their needs, contribute to the expansion of social conflicts, and ensure the stability of the existence of specific social communities and society as a whole. By itself, the fixation of socio-cultural values ​​in the form of social institutions does not yet ensure their effective functioning. In order for them to "work", it is necessary that these values ​​become the property of a person's inner world and be recognized by social communities. The assimilation of sociocultural values ​​by the members of society is the content of the process of their socialization, in which a huge role is assigned to the institution of education.

The most important institution of socialization is family. In the era of crisis that the modern family is experiencing, social organizations, preschool institutions, and the media begin to act as agents of socialization at this age. The family is the main social institution through which society exercises primary social control over people's behavior and regulates their mutual responsibility and mutual obligations. At the same time, the family is that informal “court instance” that has the right to apply moral sanctions to family members for non-compliance or for improper observance of the norms of social and family life. It is in the family that children acquire the first interaction skills, master the first social roles (including gender roles, the formation of masculinity and femininity traits), comprehend the first norms and values. The role of the family as an institution of socialization naturally depends on the type of society, on its traditions and cultural norms.

In the second period of the early stage of socialization, the main institution is school. The school gives students knowledge that helps them in their further professional adaptation in society, and also provides a wide opportunity for communication with peers which themselves act as the most important factor of socialization. The school also contributes to the formation of citizenship and political socialization. Higher education institutions can also be considered as institutions of socialization, since they include young people with a student subculture and various student communities.

Work in all cultures is the most important environment in which the process of socialization takes place, although it is only in industrial societies that a huge number of people "go to work" - that is, spend several hours every day in a workplace separated from home. In industrialized and post-industrial countries, the beginning of "going to work" implies great changes in a person's life, the scale of which is more significant than the beginning of labor activity in traditional societies. The circumstances of the work put forward unusual requirements, forcing a person to fundamentally change his outlook and behavior. At the labor stage, the most important institution of socialization is also labor collective , especially the personality of the leader, his style and values, as well as the reference group that has the greatest influence on the employee in terms of his further socialization.

Mass media and electronic communications are also powerful agents of socialization. E. Giddens reports that British children spend the equivalent of one hundred school days in front of the TV screen during the year. Adults spend about the same amount of time on it. Studies show that when newspaper and TV coverage differ, twice as many people believe the TV version. But there is no doubt that the media have a profound impact on people's attitudes and worldview. They convey all the variety of information that cannot be obtained in any other way. Newspapers, books, radio, television, films, music recordings, and illustrated magazines allow us to experience experiences we would not otherwise have had the slightest idea of. There are as many agents of socialization, apart from those already mentioned, as there are groups and social contexts in which individuals spend any significant part of their lives. For rural residents, the agent of socialization will be local or religious community . In developed modern cities, the institutions of socialization are various voluntary societies, clubs, churches, leisure organizations, Internet communities , which have a profound effect on the thoughts and actions of those who take part in their activities.

institutions of socialization. At all stages of socialization, the impact of society on the individual is carried out either directly or through a group, but the set of means of influence itself can be reduced, following J. Piaget, to the following: these are norms, values ​​and signs. In other words, we can say that society and the group transmit to the emerging personality a certain system of norms and values ​​through signs. Those specific groups in which the individual is attached to the systems of norms and values ​​and which act as a kind of translators of social experience have received the name of socialization institutions. The identification of their role in the process of socialization is based on a general sociological analysis of the role of social institutions in society.

On pre-labor stage socialization, such institutions are: in the period of early childhood - family and playing an increasing role in modern societies preschool children's institutions . The family has traditionally been viewed as the most important institution of socialization in a number of concepts. It is in the family that children acquire the first interaction skills, master the first social roles (including sex roles, the formation of masculinity and femininity traits), comprehend the first norms and values. The type of parental behavior (authoritarian or liberal) has an impact on the formation of the child's "image-I". The role of the family as an institution of socialization naturally depends on the type of society, on its traditions and cultural norms. Despite the fact that the modern family cannot claim the role that it played in traditional societies (increase in the number of divorces, small children, weakening of the traditional position of the father, employment of women), its role in the process of socialization still remains very significant.

Sociologists traditionally view the family as a social group whose members are related by kinship, marriage, or adoption and live together, cooperating economically in caring for children. Some scholars believe that psychological ties play a major role in families; they see a family as a tightly knit group of people who care for and respect each other.

Families differ in composition, type of inheritance, place of residence and the principle of distribution of power. Social relationships between men and women within the family can be organized on the basis of marital or family ties.

In recent years, many sociologists have come to the conclusion that industrialization and the extended family are not incompatible. Studying the family life of textile workers in New Hampshire in the 21st century, they found that industrialization strengthened family ties.

There are three types of families according to the type of inheritance. In a patrilineal structure where ancestry is traced through the paternal line, people trace descent and pass on inheritance through the paternal line. When matrilineal, inheritance is through the maternal line. In the bilineal type, both family lines of an individual are of equal importance.

There are three types of residence. In the case of patrilocal residence, the newlyweds settle in the house of the husband's family. The reverse scheme prevails under the conditions of the patrilocal model. Non-local model - young couples separate and live separately from their parents.

According to the type of power, there is a patriarchal way of life, where the role of the head of the family is performed by the husband, and in his absence, by the older man. The matriarchal family structure prescribes the concentration of power in the hands of women. The third type of way of life - elitist - power and authority are distributed between husband and wife on an equal footing. This type of family relationship has recently been gaining weight in all countries of the world.

People entering into marriage are representatives of different tribal groups and this has a decisive influence on the structure of the family. A kinship group has an interest in retaining some degree of control over at least some of its members after they marry.

Relationships between husband and wife can be built on four different principles: monogamy - one husband and one wife; polygyny - one husband and two or more wives; polyandry - two or more husbands and one wife; group marriage - two or more husbands and two or more wives. Monogamy was considered preferred in less than 20% of 862 societies. Polygyny is widespread in 80% of the societies in the sample where husbands are allowed to have two wives. Polyandry is extremely rare. As a rule, it does not mean freedom of sexual choice for women, often it means that the husband's younger brothers get the right to live with their older brother's wife. For example, among some peoples in India, if a family cannot afford to marry all the sons, it can only find a wife for the eldest son.

Throughout the world, the family has a responsibility to protect, support, and otherwise support children, the weak, the elderly, and other dependents. The family is an important mechanism for helping the individual learn to establish close and constant contact with other people. Healthy family relationships contribute to the development of feelings such as friendship, love, security, self-worth, as well as a general sense of well-being.

As for preschool children's institutions, their analysis has not yet received citizenship rights in social psychology. The "justification" for this is the assertion that social psychology deals with groups in which a developed personality functions, and therefore the whole field of groups associated precisely with the formation of personality simply falls out of analysis. The legitimacy of such a decision is the subject of discussion, but it should be noted that proposals either to include a section of developmental social psychology in social psychology or to create such an independent field of research can be found more and more often. One way or another, but until now, preschool institutions have been the object of study only for developmental psychology, while specific socio-psychological aspects do not receive full coverage. The practical need for a socio-psychological analysis of the systems of relations that take shape in preschool institutions is absolutely obvious. Unfortunately, there are no such longitudinal studies that would show the dependence of personality formation on what type of social institutions were included in the process of socialization in early childhood.

In the second period of the early stage of socialization, the main institution is school . Along with developmental and educational psychology, social psychology naturally shows great interest in this object of study. The school provides the student with a systematic education, which is itself the most important element of socialization, but, in addition, the school is obliged to prepare a person for life in society and in a broader sense. Compared to the family, the school is more dependent on society and the state, although this dependence is different in totalitarian and democratic societies. But, one way or another, the school sets the primary ideas for a person as a citizen and, therefore, contributes (or hinders!) His entry into civilian life. The school expands the child's opportunities in terms of his communication: here, in addition to communication with adults, there is a stable specific environment for communication with peers, which in itself acts as the most important institution of socialization. The attraction of this environment is that it is independent of adult control, and sometimes contradicts it. The measure and degree of importance of peer groups in the process of socialization varies in different types of societies (Bronfenbrenner, 1976).

Schools appeared several thousand years ago to train a select few for a limited range of leadership and professional activities. However, in the XIX century. free high schools became the main means by which members of society received elementary knowledge of reading, writing and arithmetic. Schools are of essential functional importance for the survival and preservation of modern societies. Schools are absent in many primitive and agrarian societies. The socialization of youth is carried out in them in the same "natural" way in which parents teach their children to walk or talk.

Adults in modern societies cannot afford to raise children in their own image. Very often, the skills of parents become obsolete, and they are faced with the fact that the profession they studied is no longer needed. The knowledge and skills needed in modern life cannot be obtained automatically and “naturally”, this requires a special educational structure.

All societies give certain statuses to individuals, regardless of their qualities and capabilities. Other statuses are achieved through choice and competition. Modern societies must select young people for positions and professions that require special talents. The institution of education, as a rule, performs this function by acting as an intermediary in the selection of individuals for certain types of professional activity. By issuing diplomas, certificates and certificates, he determines which of the young people will gain access to power, prestigious position and status. For many, schools act as "escalators" that allow talented and gifted people to climb the social ladder. But conflictologists dispute this statement and believe that schools serve to ensure that the offspring of elite parents, having the “necessary” certificates, can be guaranteed to get the best places. They see schools as mediators that reproduce and legitimize the existing social order and thus act to the benefit of some individuals and groups and to the detriment of others.

From the point of view of conflictologists, there is a hidden learning process in schools; it consists of a set of vaguely expressed values, attitudes, and behaviors that gradually raise children in accordance with the ideas of dominant institutions. Teachers shape and encourage the qualities that embody the norms of the middle class - diligence, responsibility, conscientiousness, reliability, diligence, self-control, efficiency. Children learn to be calm, punctual, patient, respectful of teachers, receptive to the demands of the group.

As for the institutions of socialization at the labor stage, the most important of them is labor collective . In social psychology, the vast majority of research has been carried out precisely on the material of labor collectives, although it must be admitted that revealing their role precisely as institutions of socialization is still not enough. Of course, any study of the work collective can be interpreted in this way: in a certain sense, indeed, any analysis, for example, leadership style or group decision-making, characterizes some aspects of the work collective as an institution of socialization.

As controversial as the very question of existence post-labor stage of socialization , is the question of its institutions. It is possible, of course, on the basis of everyday observations, to name various public organizations as such institutions, the members of which are predominantly pensioners, but this is not an elaboration of the problem. If the recognition of the concept of socialization is natural for older ages, then the question of the institutions of this stage must also be investigated.

Naturally, each of the institutions of socialization named here has a number of other functions; its activities cannot be reduced to the function of transferring social experience. Consideration of these institutions in the context of socialization means only a kind of "extraction" from the totality of the social tasks they perform.

socialization society individual

INTRODUCTION

The construction of the social world is not carried out in a vacuum. An important role in this process is played not only by the past experience of an individual or group, but by the entire system of social institutions, in which the totality of various social ties is crystallized. These institutions include: family, school, media, church, various government agencies. Each of these institutions can have a contradictory impact on how a person forms a picture of the social world.

In the model of social influences on the process of socialization developed by W. Bronfenbrenner, three levels are distinguished: the micro level, which includes the family, the school class, and the group of peers; a kind of intermediate level, which is represented not by those groups where the child is directly included, but by those adults through whom this influence is exerted (for example, it can be an organization where one of the parents works: it influences not directly, but through a system of emotional assessments of this parent organizations) finally, macrosocial structures, which include laws, social policy, norms and values ​​of society, as well as traditions and customs.

The image of the social world develops in a person throughout his life, and in this process the early stages of the socialization of the individual, which are most often carried out in the family, are of particular importance. Therefore, here we can see the first stage of a person's subjective comprehension of everything that happens around him and his place in the world around him. According to P. Berger and T. Lukman, in the early stages of socialization, a person’s biography begins to “be filled with meaning”, a process of consistent legitimization of a child in the world occurs when knowledge of social roles, their explanations, and rules of action in each of them arises. There are four main levels at which this legitimization is carried out: the first one falls on the family, when the truth is revealed to the child for the first time - "this is how things work." Partially, the second level may also be present here - understanding the existing order of things through proverbs, fairy tales, folklore. The third level also begins in the family, when someone significant gradually, purposefully presents some truths. The first agents here are the parents, although later, at the next stages of socialization, these will be teachers, colleagues, the media, etc.

When a person overcomes all these levels, he masters the entire range of meanings circulating in society, i.e. for him, "everything falls into place."

In this model, as in many other approaches, the dominant role is assigned to the family, at least in the early stages of socialization. It is expedient to begin the analysis of the role of social institutions with a description of the role of the family.


1. Family as an institution of socialization

The specificity of the family as a social institution lies in the fact that, on the one hand, it can be considered as a structural element of society, and on the other, as a small group. Accordingly, the family, performing its socializing function in relation to the individual, is, firstly, a conductor of macrosocial influences, in particular cultural influences, and secondly, an environment of microsocial interaction, characterized by its own characteristics.

In the field of activity, the family is the primary cell where the child masters the initial forms of interaction. Another important component of activity is the mastery of a set of different roles, including social ones.

Another aspect is the child's perception of the first norms and values ​​in the family.

In the field of communication, the family also provides the first skills. Their character largely depends on what patterns of communication the adults themselves demonstrate.

The family is of particular importance for the formation of the child's self-awareness, and, consequently, for the formation of his self-image. R. Burns believes that the formation of the self-image also depends on the type of parental behavior - authoritarian or liberal.

The study of the family is included in the tasks not only of social psychology, but also of childhood ethnography, family sociology, developmental psychology, and personality psychology; it is a necessary element in the analysis of almost any psychotherapeutic practice. But no matter how varied the subject angles of her research, the general conclusion is that the role of the family in the sensorimotor, cognitive, psychosocial development of the child is decisive. No matter how different the theoretical and methodological foundations of family researchers may be, they are united in one thing: for their development, children need a safe, emotionally supportive and predictable environment that provides them with opportunities to show their own activity. The natural environment is the family. In all socio-psychological concepts of personality, the family is traditionally regarded as the most important institution of socialization. It is in it that children acquire the first interaction skills, master the first social roles (including gender roles, the formation of masculinity and femininity traits), comprehend the first norms and values. The type of parental behavior (authoritarian or liberal) has an impact on the formation of the child's image of I.

As an element of the macroenvironment, the family is the guide of the child to culture: children learn religious traditions, ethnic stereotypes and moral values ​​mainly through the family. At the same time, it is noted that the role of the family in the transmission of cultural influences is the greater, the higher the homogeneity of the social community surrounding it: in a heterogeneous, multicultural society, individual cultural traditions may be in conflict with each other, hindering the process of vertical transmission of culture. However, multiple studies show that even with a sufficiently culturally heterogeneous society, parents become a reference source for choosing values ​​and behaviors in those areas in which cultural norms are stable, such as religious beliefs, ethnic and gender stereotypes.

This can be seen especially clearly in the example of the translation of gender-role stereotypes. Starting from infancy, parental attitudes towards boys and girls bear a clear imprint of the ideas of a “real man” and “true woman” existing in culture: depending on gender, motor activity is encouraged to a greater or lesser extent, the number of verbal reactions increases / decreases directed at the child, the causal explanations of his behavior vary, and so on. At the same time, in the experimental situation, when the gender of the infant was specifically made difficult to identify (his clothes did not bear obvious signs of gender), the adult subjects, before the start of the interaction, one way or another still categorized him as a boy or a girl, and only then built their communication with them on this basis. him. It was also shown that there is a certain continuity of gender-role representations of parents and adolescents precisely from the point of view of masculinity/femininity stereotypes, although private assessments of the permissibility, for example, of certain aspects of sexual behavior can cause intergenerational conflicts.

An indirect confirmation of the role of parents in the transmission of ethnic and religious attitudes is the analysis of the causes of conflict relations in the family. For example, even in adolescence, when the process of emancipation of the child from the family begins, conflicts between parents and children over basic religious, political or national-cultural values ​​are extremely rare, and an independent ideological choice (if it occurs) dates back to the actual youth age.

It seems that for a socio-psychological presentation, it is logical to present a brief overview of studies of family influence through a description of empirically established interdependencies between the structural and dynamic features of a family as a small group and various aspects of the child's social development. In general, three main parameters can be distinguished: the composition of the family, its cohesion and the quality of communication.

So, in terms of family composition, the following is noted:

In the absence of one of the parents, the child's self-perception is centered on the image of the parent who lives with him and takes care of him: this tendency is more pronounced in boys brought up by the mother than in all other cases;

The total number of children in the family does not significantly affect their self-esteem, however, as well as the order of their birth; more important is the nature of the relationship with the parent of the same sex;

Emotional deprivation in early childhood (raising a child in the absence of parents or figures replacing them) leads to a feeling of insignificance, anxiety, and in adolescence - to normative disorientation, social self-isolation and a sense of powerlessness in front of public institutions;

Comparative longitudinal studies of children from complete families and children from orphanages have shown that even at the age of 20-25, the latter show less social maturity even if adopted at school age.

With regard to such a parameter as family cohesion, it was shown that:

In general, today, Western European countries are characterized by an increase in the level of family cohesion (compared to the 50-60s of the 20th century), which is expressed in greater material and emotional support for the children's generation by parents, in the increasing time spent by adolescents and young people in the parental home , in greater confidence in intergenerational relations;

In establishing a high level of family cohesion in the early stages of family life, the mother plays an important role, and at the stage of separation of the adolescent from the family, the father: it is he who occupies a key position in the behavioral and emotional emancipation of the adolescent, regardless of his gender;

The greatest efficiency in family life (in particular, in terms of the ability to constructively resolve conflicts with children and subjective satisfaction with relationships with them) is noted in families with an “average” level of cohesion: both disunited and “overconnected” families were less successful in this matter. ;

One of the main objective factors affecting the cohesion of a family as a small group is the age of children: according to numerous data, in general, families with small children are more cohesive than families with teenagers;

There is a relationship between the gender of adolescents and their self-assessment of family cohesion: in general, boys tend to view their families as less cohesive than girls.

The greatest empirical material has been accumulated on the nature of communication in the family. Basically, it concerns the allocation of certain classifications of parental behavior (types of parental authority, upbringing strategies, types of parental love, etc.) and the analysis of intergenerational conflicts. Thus, it is noted:

The influence of parental love and emotional support is different for boys and girls: if for girls the expression of parents' love for them has a more favorable effect on the general level of self-esteem, then for boys it is more significant in terms of the formation of social behavior skills and the speed of adaptation to the changed conditions of the social environment, moreover an overprotective parenting style rather negatively affects their self-esteem;

For the formation of the self-concept of the child, the following three parameters of parental attitude are important: the level of control, the degree of emotional closeness and interest. Thus, a high degree of authoritarianism in relations with a child prevents the formation of a positive self-concept in him, emotional alienation leads to the formation of an unstable self-attitude, and disinterest and indifference affect the structural components of the image of "I";

The style of parent-child relationships affects the characteristics of children's self-relationship. Adolescents who experience democratic, egalitarian, or permissive parental behaviors rarely experience feelings of abandonment and rejection, while they are typical of most adolescents who experience a condoning, ignoring, or autocratic parenting pattern;

The dependence of certain parameters of the child's social behavior on the nature of parental authority is also noted. An authoritarian and overprotective style leads to the formation of social rigidity, however, the authoritarian upbringing is traditionally assessed as one of the sources of the formation of prejudices in relation to outgroups; authoritarian upbringing in the family can cause insecurity in relationships with peers; increased aggressiveness in relationships with peers correlates with the level of physical violence in the family; the ability for independent decision-making and social choice is formed earlier in adolescents from families with a democratic model of parental authority;

Liberal parenting (emotional support in the absence of control) and authoritarian parenting (lack of support with a high level of control) equally contribute to the formation of adolescent values ​​that are different from parental ones;

Recently, more and more attention in the analysis of the patterns of formation of social behavior is given to the conditions in which it unfolds, for example, the nature of the accompanying parental discourse. Its importance is also noted in the situation of the child's internalization of social norms: for example, "internal" explanations to adults of the reasons for one or another of their prescriptions turn out to be more effective than "external" ones, facilitating the process of rationalization.

An analysis of child-parent relationships (in particular, the relationship of parents with adolescents) from the point of view of their conflict shows:

The real level of conflict is lower than one might assume, based on ordinary ideas about this age, despite all the difficulties in achieving emotional autonomy by a teenager;

The main themes of adolescent-parental conflicts are centered around everyday issues (clothes, hairstyles, daily routine, housework), habits, school performance and communication with peers, without affecting a deeper value level;

The objective factors of conflicts at this age are the gender of the teenager and the parent: girls more often than boys complain about difficulties in mutual understanding in the family; both boys and girls more often report conflicts with their father than with their mother;

The level of conflict in parent-child relationships is generally higher in families with an authoritarian parenting style.

Thus, the family has a decisive influence on the development of the child, setting the vector of his social, moral and personal development. The presence of emotional figures of identification - parents - creates conditions for the child to assimilate social experience: the internalization of values ​​and role models of behavior, the formation of a self-concept, i.e. "the individual becomes what he is by being guided by significant others." But time passes, and the circle of these significant others inevitably expands - educational institutions are included in the process of socialization.


2. Educational institutions and personality

Along with the family, the education system traditionally stands out as the second leading institution of socialization. In this capacity, it has a number of specific features.

At school, for the first time, a child is included in a certain system of acquiring knowledge, and this inevitably gives rise to the emergence of an achievement value. If he is loved in the family for being him, then at school, his assessment as a student begins to depend to a large extent on success in learning.

We can say that the situation of the school turns a person into a true subject of social cognition.

Firstly, by a clearly expressed purposeful nature of the impact: any historical form of education is characterized by a clear explication of its goals, and, no matter how their specific content varies, behind all possible (often only declared) nuances there is always the main task of the educational system as a social institution, namely, the reproduction of the existing social system, and in this sense, education is conservative.

Secondly, any education system is characterized by an orientation towards an ideal model: both the educational and educational impact in it presupposes the presence of some ideal model (expressed in the sum of skills and knowledge and/or in personality traits), which must be obtained "at the end" - its content may be more or less unified, declared more or less frankly, but it always exists.

Thirdly, any educational institution carries within itself rational criteria for evaluating its activities, understood, as a rule, through the degree of compliance of what turned out “at the end” with the declared ideal model.

Fourthly, the institutions of education imply a temporary fixation of the terms of influence and the presence of a staff of professional socializers, the child's relationship with which differs significantly from the nature of interpersonal relations in the previous, family institution of socialization.

In the pedagogical and psychological literature devoted to the analysis of education as an institution of socialization, one can find a very impressive list of educational goals and objectives: from listing specific "skills and abilities" to abstract canons such as "a comprehensively and harmoniously developed personality." In general, despite their diversity, these objectives of education can be summarized as follows:

· translation of existing in culture modes of action with material and symbolic objects;

broadcasting of established, traditional knowledge for a specific historical moment;

teaching role models of behavior in the system of dominance/submission;

· translation of value ideas and models of identification.

In fact, we are talking about the formation in the process of formation of a certain model of the world, including the social one.

Any educational system, having more or less structured ideas about the "ideal result" that it seeks to achieve, reflects the purposefulness of its influence on the individual. It is in the personality, according to two leading domestic experts in the field of educational psychology, that one should look for both the result and the meaning of educational institutions: “The development of the student as a person, as a subject of activity is the most important goal and task of any educational system and can be considered as its backbone component ". The combination of such a fundamental system-forming feature with the task of constant self-assessment of the effectiveness of one's activity leads to the constant reproduction of the didactic dominant in education: it is obviously easier to assess the level of intellectual development (often understood in a very reduced way - as the level of knowledge), rather than the degree of personal maturity.

Features of the education system as an institution of socialization can also be revealed through the system of interaction between the child and the professional socializer.

Thus, separating the processes of primary (family) and secondary (institutional) socialization, P. Berger and T. Lukman see their fundamental difference in the degree of emotional identification of the child with significant others: “roughly speaking, it is necessary to love your mother, but not the teacher.” In the family, the child internalizes the world of his parents precisely as a world, as an inevitable and unquestionable reality, outside a certain social context. The task of secondary socialization is the assimilation of the social context, and “some of the crises are caused by the realization that the world of parents is not the only one that exists and has a very specific social location, perhaps even having a pejorative meaning. For example, a growing child, once in school, begins to understand that the world that his parents represent is, in essence, the world of the lower class. Precisely because the teacher is, in fact, a representation of specific institutional meanings, he does not need to be a significant other in the absolute sense of the word: in secondary socialization, roles are characterized by a much greater degree of formality and anonymity, obviously implying much less emotional interpersonal interaction. It is this feature of secondary socialization that, according to P. Berger and T. Lukman, has a decisive influence on the personality of the child, namely, on the development of his self-awareness. Due to the formal and anonymous nature of the relationship, “the content that is assimilated in the process of secondary socialization is endowed with a quality of much less subjective inevitability. Willy-nilly, the child lives in the world defined by his parents, but he can happily leave the world of arithmetic as soon as he leaves the classroom. It's easier to "hide" from a teacher than from your mother. It can be said that developing this ability to “hide” is in itself an important aspect of growing up.” It is this multiplication of internalized worlds, differing in the degree of subjective significance, that creates the opportunity for differentiation of the self-concept: the identification of integral and particular self-assessments, general existential and specifically role-based ideas about oneself is associated with the beginning of the child's entry into the system of educational institutions.

With a certain degree of conditionality, the following areas of research of the school as an institution of socialization, presented in the psychological, pedagogical and socio-psychological literature, can be distinguished:

1) the study of the central socializing figure, i.e. the teacher - his personal characteristics (self-concept, identity, value orientations, etc.), the nature of communication and interaction (expressed primarily in the style of teaching), etc. and so on.;

2) the study of the psychological and socio-psychological characteristics of students: mainly studies of the cognitive sphere prevail here, but personal characteristics, in particular, the level of self-esteem, are also a fairly popular subject of analysis;

3) studying the processes of interaction between a teacher and a student, and they are mainly considered from the point of view of efficiency in achieving the main institutional goals;

4) comparative study of value orientations, educational attitudes and ideas about the education system of teachers and students;

5) the study of the social effectiveness of education systems, while a characteristic feature of both foreign and domestic works is their critical focus.

Being limited by the scope of this section, we will dwell only on some studies of the selected areas.

With regard to the characteristics of the personality of the teacher and their influence on the educational process, the following was shown:

Features of the teacher's self-concept are associated with his choice of one or another teaching style: the more positive it is, the higher the teacher's behavioral flexibility in the teaching process (alternating monologues and dialogues, expanding the repertoire of evaluative statements, reducing the number of auxiliary actions in the lesson, searching for alternative , non-traditional forms of teaching, etc.);

Features of the teacher's personal identity (in particular, the so-called open identity) specify the features of his feedback in interaction with students in the direction of greater non-judgmental and descriptive;

There is evidence of a relationship between the positivity/negativity of the teacher's self-concept and self-esteem of students: due to the greater emotional support received from a teacher with a positive self-concept, students' ideas about themselves become more realistic;

A comparative analysis of the ideas of teachers and schoolchildren about the goals of domestic education shows their sufficient mismatch: while teachers prepare “critical-minded people, patriots who are ready to take responsibility”, the overwhelming majority of high school students believe that school usually “does not teach anything”, but it would have to prepare “educated people who are able to create a strong family and achieve their own in life”;

A comparative study of the value perceptions of teachers and their pupils, on the contrary, shows a certain intersection: in both groups of respondents, the values ​​of family life and family well-being come to the fore.

A separate research topic is the study of the influence of various types of interaction, characteristic of school education, on the child's personality. In general, as is known, there are two such main types: characteristic of subject-oriented teaching (traditional, formal, monologue, etc.) and characteristic of student-oriented pedagogy (innovative, informal, dialogic, subject-subject, etc. .). Interestingly, a comparative analysis of their effectiveness does not give unambiguous results. Thus, it was shown that the hypotheses about differences in self-esteem, in the structure of the self-concept and in the educational achievements of students in "traditional" and "informal" schools are not confirmed, the only exception is the nature of the attitude of children to school: more positive in the second case, moreover, for for children with increased anxiety, the “informal” style of teaching is an additional stress factor. Of greatest importance is the discrepancy between the pedagogical attitudes of a particular teacher and the organizational structure of the school as a whole: for example, the situation of “traditional” teaching in an “informal” school has the most negative impact on the self-esteem of the majority of students. If we talk about the influence of the principles of organizing teaching in general, then unambiguous results were obtained only in relation to the principle of desegregation of education. According to numerous data, the experience of interethnic cooperation in the process of education contributes not only to an increase in academic performance, but also to the formation of a consistently high self-esteem.

In conclusion, it is necessary to dwell at least briefly on the main lines of criticism of modern education as an institution of socialization. Despite all the variety of approaches, the common basis for negative assessments and stating the crisis of education as a fait accompli is the growing gap between the educational system and the life of society. As for domestic educational institutions, then:

It is noted that education has lost its value orientation due to the dominance of technocratic thinking in it;

The insufficient social effectiveness of modern education is repeatedly emphasized: due to its disunity with other social institutions, due to the objectively high rates of social development, due to its excessive “nationalization” and centralization;

There is a lack of flexibility and receptivity of the domestic education system to new learning technologies, educational forms, etc.

Note that the general critical attitude is not alien to the participants in the educational process themselves. In this regard, the data of recent sociological studies are interesting. The majority - more than 70% - of teachers, noting the deep crisis of the modern school, at the same time see the causes of its actual difficulties "outside" - in insufficient material security, the family's self-exclusion from the processes of upbringing, the decline in the prestige of education in society, etc. More "internal" causes, such as the social apathy of teachers, their unwillingness to change, are noted much less frequently.

It is characteristic that, despite the predominance of critical self-assessments, the attitude of the vast majority of teachers towards school remains positive, which cannot be said about the direct “customers” of their work: the parents of high school students are demonstrating an increasingly negative attitude towards school. Among adolescents, indifference becomes decisive in relation to their own school. Socio-psychological studies specially devoted to this issue even make it possible to speak of a peculiar phenomenon of the adolescent's alienation from the school, the school from the teacher, and the teacher from the nature of his work. And if even 10 years ago such a feature of the national school was not very “striking”, then today, it seems, we can talk about a certain norm of alienation as a mechanism for the social adaptation of schoolchildren, which has its long-term consequences even at older ages: inability to choose, low tolerance for Uncertainty is laid, despite all its "perestroika", precisely by the education system.


3. Influence of the media

Along with the family and the education system, today the most powerful agents of social influence on a person are the mass media (mass media): print, radio, television, and the Internet.

On the one hand, this is due to global macrosocial changes. The world of the turn of the century is increasingly categorized as an information society, i. as such a socio-economic and socio-cultural reality in which information becomes an independent economic and social resource, determining both the processes of material and spiritual production, and social stratification.

On the other hand, the strengthening of the role of information agents of influence is determined by their specific features, which are most in demand by a person of the modern era. The acceleration of the pace of social development, the increase in the number of uncertain social situations and the absence of rigid grounds for social identification constantly pose the task of orienting a person in an increasingly complex social world, and the media, due to the interpretative nature of the information they transmit, allow solving this problem in the most “convenient” way. The information they provide has already passed through the selection, classification, categorization of facts and phenomena of public life. As a result, a person receives an interpretation of information, no matter how its objective nature is emphasized. In fact, in front of every ordinary person, the social world is already in a certain way “marked” by the mass media.

The media also provide modern man with more scope for finding grounds for social identification. Today, the point is not only that information transmitted through the media "expands before the individual the possibility of choosing an affiliation group, because it gives a wider list of different groups, their range and improves their assessment by the consumer of information." The significantly greater interactivity of modern information flows (primarily television and electronic) also determines the great opportunities for direct active participation of a person in this process, the possibility of constructing one's social identity.

Another noted characteristic feature of modern media - their expressiveness - also contributes to the general task of a person's social orientation (building his image of the social world and social self-categorization): ready-made images, mostly visual, are literally "imprinted" in his mind, forming certain ideal models of social self-categorization .

All of the above leads to a logical conclusion: in the analysis of the information realities of our day, the socialization approach should become the leading one.

In most cases, its statement is based on data on an increase in the number of hours of consumption of media products in the general structure of a teenager's leisure time (mainly television). In the early 1990s, an American schoolchild watched TV on average 6.5 hours a day, his Western European peers were not far behind him - about 5 hours a day (according to UNESCO), and their Russian peers spent an average of up to 3 hours in front of the screen. day, and since that time the proportion of "television fans" in the domestic teenage sample has increased significantly.

However, the point is not only that for a large part of children the channels of "active" and independent assimilation of culture are being replaced by "passive" and interpretive ones. As V. S. Sobkin convincingly proves on the material of sociological studies of younger schoolchildren, certain types of television programs are “embedded” in traditional, culturally normalized educational rituals (for example, “Good night, kids!” Instead of a parental bedtime story) and not only “serve » them, but also push out. As a result, parent-child relationships are mediated by television (“children’s” programs are watched, as a rule, by the child alone, and “adults” are watched together, or rather, next to their parents), more and more “attached” to the adult structure of TV consumption.

The increasing role of modern media in the process of socialization of the younger generation is also evidenced by data on the changed reference of various sources of information: for example, in comparison with traditional sources of information (parents, friends, teachers), the importance of the media (primarily television and electronic) is constantly growing.

Finally, the socialization influence of the media is determined by the fact that they largely determine the content space in which the socialization of the modern teenager unfolds: ethical norms and behavioral models broadcast by the media are appropriated by the teenager, forming his value orientations and often real behavior. This can be especially clearly seen in the example of the formation of political preferences, as well as aggressive and gender-based behavior. It is noted that in the field of political socialization of the Russian teenager, the role of the media exceeds the role of the family and school. A detailed analysis of television broadcasts from the point of view of scenes of violence and eroticism and their impact on the emotional state of the child and adolescent audience - despite the duality of possible theoretical interpretations - indicates their rather “destructive” influence on the personality.

Analyzing the role of informational influence on a person in the course of socialization, we practically only outlined possible modifications of this problem as a result of the rapid development of new information technologies. Meanwhile, it is obvious that their increasing penetration (especially in the form of electronic media) into everyday social practice sets both new sociocultural and psychological realities and, accordingly, possible directions for their research.

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