1. Personality and society. Theories of personality development.
2. The purpose and meaning of human life.
3. Socialization of the individual: the meaning of the term and purpose. Agents and institutions of socialization.
4. Social roles and personality.
Personality and society. Theories of personality development. If we imagine society as a living organism, then its simplest “cell” is a person. But upon closer examination, it turns out that a person is a rather complex and sometimes mysterious entity, whose behavior does not always correspond to elementary norms and is characterized by unpredictability.
It is known that Reinforcement necessarily maintains a certain behavior and that its tendency is to increase the emission of responses. With negative reinforcement, even with the connotation of negation in its additional name, the same thing happens. Let us begin by stating clearly that the concepts of positive and negative behavioral psychology have nothing to do with good or bad, but with representation and sublation.
When we deal with negative reinforcement, we want to say that something has been taken away from environment organism, which led to the continuation of the behavior. But, in reality, what does the body remove? Something that is disgusting to him and that is the reason why even reinforcement, negative reinforcement is considered Aversive control or Coercive control.
Beginning with the Industrial Revolution and the Age of Enlightenment, interest in the study of human behavior arose. Scientific disciplines appeared - economics, sociology, psychology, anthropology, which formed the sphere of social and human sciences, or human sciences. With varying degrees of success, the human sciences use a variety of scientific methods to explain human behavior. Economics is trying to discover the laws that govern the processes of pricing, value and market, and the growth of national wealth. Anthropology strives to systematize the diverse world of cultures, languages, social institutions, and sociology attempts to relate these structures to individual behavior. The youngest of the human sciences, psychology, studies the human mind.
Contingency reinforcement leads to behavior that has the consequences that organisms seek when they emit a response, and in the case of negative reinforcement, the organism wants to escape or avoid something aversively. If your behavior leads to the success of this escape or evasion, there is a greater chance of maintaining and increasing your frequency.
For example, imagine a blazing 40 degree sun. You leave the house and have a pair of sunglasses in your hand. When you wear this, the bad feeling in your eyes no longer exists. The behavior of those wearing sunglasses was negatively reinforced.
Human in sociology it is considered as the highest stage of development of living organisms on Earth, a subject of socio-historical activity and culture. In contrast to other living beings, man is ultimately a product of his own material and spiritual activity.
If we are talking about an individual person as a representative of society, a people, a social stratum or class, or a given social group, then the term “individual” is used. Social individual- is a separate, isolated member of a social community. This concept is also used in cases where individual representatives of a sample population are considered, who are described contextually by belonging to this population.
This also happens when you avoid going to a particular establishment, such as while playing musical genre which you don't like. In this case, you are being negatively reinforced by avoiding listening to songs that are not legal in concept. But there is a difference between these two examples.
For a better understanding, we will consider each separately. Escape will always be the first to know because escape requires being in the same environment as the disgusting stimulus. Then it is considered salvation from such behavior that eliminates the disgusting stimulus of the environment, which is the organism, such as the cry of a child, a stone in a shoe, dirt in glasses or, as in the example, the scorching sun in the eyes.
Individuality can be defined as a set of traits that distinguish one individual from another, and the differences are made at a variety of levels - biochemical, neurophysiological, psychological, social, etc.
Personality- this is the integrity of a person’s social properties, a product of social development and the inclusion of the individual in the system of social relations through active substantive activity and communication.
Knowing that he didn't like the music, at least once he contacted it and had to run, but later the body begins to avoid contact because it already knows that it doesn't like it, dodging. The first example will easily become a subtle behavior later, when the organism no longer waits for contact with the scorching sun to put on sunglasses, but rather puts it down before leaving the house, for example.
These behaviors are important for survival, but due to Stimulus generalization, the organism tends to flee or avoid what appears to be the same as what it perceives to be disgusting. Understanding contingency through negative reinforcement is fundamental to explaining many behaviors that cause suffering to the organism because elements that seem aversive are often avoided or avoided but in fact should not be there.
For a more complete understanding of personality, it is necessary to consider the nature of its interaction with the environment. Speaking about the environment, we mean the social environment, namely those people among whom a person moves, on whom he depends or who are dependent on him, on whom he is oriented or who are oriented towards him.
Leave a comment and we will clarify! Ana, a freshman, decides to let her heart be warmed by Rafael, a senior year veteran of engineering, successful under his father's fruits. Against everyone and everything Ana and Rafael lives a young romance that tries to survive humiliation, resentment, jealousy, conflict, indifference, coercion and inconsistency, through a courage that will dig up its grave.
What would you think of yourself if you were fascinated by a man who sexually abused a child! You may immediately answer that this is completely unlikely, but this reading will prove to you that nothing is impossible and that you really do not know what is happening in the next house.
Social environment is a set of social factors influencing the formation and behavior of an individual. There is a macroenvironment (the nature of the social division of labor, the resulting social structure of society, the system of education, upbringing, etc.) and a microenvironment (work collective, school, family, etc.). The social environment of an individual is determined by relationships at the level of society as a whole. The interaction of the individual and society is an interconnected process, on the one hand, of the active actions of the individual, capable of changing and changing both the social environment and the habitat, and on the other hand, the impact on the individual of the social system and habitats.
Man lives in constant interaction with his fellow men, and in this sense he depends on attention and affection for his own survival. This need for communication is already established in the child, even before birth, when it is communicated through the movements that it makes in the womb, especially after some significant stimuli, such as the father's voice or a caress, or a strange noise. If this child is isolated for a long time, only eating at scheduled times, her development will be affected; there are those who believe that he will even die.
The relationships that are formed and implemented in the process of such interaction are called social. Social relations are a certain stable system of connections between individuals that have developed in the process of their interaction with each other in the conditions of a given society.
The relationship between the individual and society can also be considered as the activity of an individual satisfying his needs and pursuing certain goals in specific social conditions. These relationships can be described by the formula: search (individual) – proposals (society) – choice (from what is offered). Connections and interactions between people are established because people, in the process of satisfying their needs, depend on each other in something specific.
But this is the kind of research and experience that could never be done with a child for moral and moral reasons. To understand human behavior, we must take into account the social environment in which the individual develops, and especially his innate characteristics. There is now evidence that many children receiving the same stimuli, the same nutrition and the same education in the same environment will not be similar in their behavior, since each of them has its own specific features, special needs and biological differences.
The issue of human development factors is still controversial. Supporters of biologization approach reduce human nature to the animal principle, based on the fact that he has the same sense organs, circulatory, muscular, hormonal, bone, nervous systems etc. Human behavior, in their opinion, is determined by his instincts. Representatives of this approach are Herbert Spencer, Sigmund Freud, Cesare Lombroso, William Sheldon. A significant drawback of biological theories in explaining human nature is one-sidedness, ignoring the cultural principle in individual behavior.
It can be said that the personality of an individual is the result of heredity, environment and situation, which influences the influence of heredity and environment on the personality. Although it is usually stable and constant, personality can change in different situations. In short, it implies that the same stimulus can have different effects on people.
Psychology 1 studied this issue in order to observe the process social interaction between two or more persons and in which the action. The influence of mass communication on the development of personality and behavior of people - Maria Esther Cambrea Alonso. These behaviors are usually called interpersonal or social because they occur not only when two or more people are together, but also on an imaginary and unconscious level when, for example, a person is preparing to meet a person. In these situations, it is understood that the individual is already behaving with reference to the person in anticipation of interaction.
The exact opposite approach to man, which is developed by sociological concepts, consists in recognizing the biological mechanisms of his life as unimportant. So, Marxism considered personality as a product, the result of existing social relations, where the main ones are material (economic) relations. Proponents of the role theory of personality (J. Mead, M. Kuhn, T. Parsons, R. Dahrendorf) understand personality as an “actor” playing various roles in relation to a specific situation. Society prescribes to an individual a certain standard of behavior in accordance with his status in the group.
We can say that there was behavior towards this person, which allows us to classify this behavior as social or interpersonal in nature. It is important to note that there is a very fine line between social psychology and other areas of psychology, as well as other disciplines such as sociology.
And this process of learning to be a member of a family, a community, larger group, begins in childhood and carries over throughout life, causing people to feel, think and act very similar to the behavior of the people with whom they coexist. The family is the greatest socializing agent, that is, the child's experience in the family, especially the mother, is of paramount importance in determining their behavior towards others. This is the “mother” who satisfies the basic needs of the child, nourishes him, warms him, relieves him from pain, etc. if these first interactions are useful, the child will begin to trust her and, by generalization, trust others; if the opposite happens, that is, if he cannot satisfy his basic needs, the child will develop a feeling of mistrust that will be generalized to others.
The truth, as a rule, is in the middle. It is impossible to ignore the biological foundations of human life, but it is unreasonable to neglect the importance of the social principle. In other words, human nature is dual.
The special role of biological mechanisms in human life is most manifested in the phenomenon of heredity, which provides the possibility of reproduction and development of biological properties of people.
Mass communication and human behavior. At the same time, when mass communication has great power, it can also pose a danger if we notice that by manipulating information, for example, the dominant classes can take advantage of protecting their interests.
The same procedure can be amazing in other means mass media, such as television, which in turn encourages mass manipulation in some broadcasters by presenting distorted content without any educational or bona fide value. There are some issues that range from abusing the innocence of children to deceiving people lacking malice or cultural experience in favor of more critical thinking. In their absence, they pour out exaggerated doses of patterns of consumption, violence, infidelity and clear examples of disrespect and dignity for each other.
However, the social conditions of his existence and the culture of society are of decisive importance in human development. Personal development is impossible without social connections, since through social interactions the social experience of humanity is transmitted, its culture is assimilated, self-esteem and self-knowledge of the individual occurs.
The purpose and meaning of human life. The question of the purpose and meaning of life is an eternal one; it has arisen since time immemorial and still haunts the minds of mankind. The fact is that human behavior is purposeful and determined by those values and ideals that constitute the content of his moral and spiritual essence. An individual attaches to his actions and the actions of other people certain meanings, thanks to which it can interact with them. The question of why and for what man lives, found a variety of answers in science.
Our concern was especially in the sense that television, such a powerful means of communication that is rooted in almost every home on the planet, can be the cause of personality development and reflexes that give rise to human behavior. Nowadays, due to the need to share household expenses with their husbands, the entry of mothers into the labor market is increasingly repeated. How then is this uncritical monologue for a child who spends hours in front of the TV, not knowing how to choose the most suitable program?
Tom and Jerry, in whose scenes there is aggression. Is violence among children reflected in these models? Walking through children's channels, one notices the commercial appeal occupying the cosmic representative of programming, in a veritable panacea of advertisements and brands that actually impart consumerism. Such advertisements encourage children to believe that they can and should have all these toys, clothes, food, etc. Which are exposed several times.
Representatives of theology (religious philosophy) saw the meaning of human earthly life in preparation for afterlife by faith in God, in his comprehension. Aurelius Augustine(354 – 430) believed that the liberation of man from his sinful nature is possible through faith in God, which is the result of divine revelation. A famous medieval theologian spoke out against such a tradition Thomas Aquinas(1225 – 1274). In his opinion, belief in the possibility of comprehending the existence of God is possible not through divine revelation, but through rational processes. The main argument proving the existence of God for F. Aquinas was the necessity of the existence of a “first cause” of the creation of the world.
It is also important to emphasize the subconscious content of these television programs, such as psychological aspect process of identifying people in relation to characters, that is, people project their emotions onto certain characters and ultimately bring them to life with what they observe. This is something that happens on an unconscious level, so for the most part they do not perceive themselves as reproducing the behavior of their “idols”.
The big danger is when a child, for example at the preschool level, watches a superman fly out of a window and tries to repeat this behavior. Depending on the emotional fragility of not only the child or adolescent, but also the adult, behavior, no matter how absurd it may seem, can be reproduced as a way to get closer to appearance and the position of the idol.
Renaissance(XIX-XXI centuries) tries to rehabilitate the natural joys of earthly existence as the meaning of human life. Now happiness and bliss are achievable not in the afterlife, but in rational knowledge of the world around us. The Renaissance fostered individualism as a worldview in which man sees the purpose of life in himself, and its meaning is to obtain pleasure.
What can we, as educators and parents, do to improve, or at least mitigate, the evils that mass communication creates in homes and therefore in our culture? This type of communication enters the level of human fantasy and ends with desensitization, that is, the trivialization of crimes and acts of violence. Another benefit of this is the intensification of exaggerated consumerism, sexual immorality, constant violation of ethical, moral and even Christian standards, as a result of which many people enter into real social paranoia and invest their dreams, desires and expectations based on unrealistic elements. The result of these actions is an increase anxiety over the pursuit of pleasure and often depression due to repeated feelings of disappointment and impotence.
Age of Enlightenment(XXIII – XIX centuries) largely developed the humanistic ideas of the Renaissance. German philosopher I. Kant (1724 - 1804) saw the meaning of human life in his development as an end in itself, for man “has within himself a highest goal, to which, as far as it is in his power, he can subordinate all of nature.” However, a person can achieve his happiness only in accordance with universal moral laws. I. Kant believed that an action is moral if it can be given a universal character. In his opinion, people perform moral actions rationally, coordinating them with the “categorical imperative” (moral law). Its meaning is that it is necessary to “always treat everything human in oneself and in others as an end in itself and never see it only as a means.” I. Kant insisted that a person should never be used as a means to achieve someone else's happiness.
In the 19th century, English philosophers I. Bentham and D. Stuart Mill developed an ethical theory known as utilitarianism. According to her, the purpose and meaning of life were determined by “as much happiness as possible for as many people as possible.” I. Bentham proposed the principle of “calculating happiness,” which was derived from the relationship between pleasure and pain. Based on this principle, he proposed developing laws in the state.
D. Mill divided all pleasures into higher and lower. At the same time, D. Mill gave preference to the higher ones, since these are intellectual pleasures, and the lower ones are carnal. “It is better to be a dissatisfied Socrates than a satisfied fool.” - noted the philosopher.
Unlike Western concepts, Russian philosophical thought saw the purpose of life in the spiritual improvement of man, and the meaning in love for people.
From the search for the global meaning and purpose of life, science in the person of existentialism in the mid-twentieth century moves on to justify the need to develop a subjective goal based on individual experience. Since there is no God, noted Zh.P. Sartre, each individual determines the purpose and meaning of life for himself. It lies in existence, i.e. everyone chooses their own existence and bears responsibility for choosing their future, since genuine actions are an expression of freedom.
Personality socialization: the meaning of the term and purpose. Agents and institutions socialization. Socialization is the process of assimilation by an individual of a certain system of knowledge, norms and values necessary for the effective fulfillment of social roles in a particular society.
As a result of socialization, a person becomes an individual, he develops self-awareness or an image of his own “I”, different from other people. Other people act as a kind of mirror for him into which he looks.
American sociologist Charles Cooley believed that a person’s awareness of his “I,” which he called the “Mirror Self,” consists of three components: 1) how we think others perceive us (for example, “I think people look pay attention to my clothes"); 2) how they react to what they see (for example, “they see my clothes and they like them”); 3) how we respond to the reaction we perceive (“since they like my clothes, I will continue to dress this way”).
Socialization as a process of assimilation of cultural values and development social roles carried out as a result of interpersonal interaction. Outside of social connections, it is pointless to talk about an individual’s self-esteem and its assessment by society. In the process of interpersonal interaction, the meaning and meaning of certain actions, social norms and values, and the development of social roles, rights and responsibilities are transmitted. In other words, a person is taught the basic rules of human society.
As a result of social interaction, internalization occurs, that is, the transformation of external norms and regulations into internal rules and beliefs. In this regard, not only is it impossible, but also self-knowledge of an isolated individual, like Mowgli or Robinson Crusoe. They are called feral people, that is, they have not become full-fledged members of society due to their isolation from society, their formation outside of communication with people (family, loved ones, social group).
The main purpose of socialization is the transition of a person from a biological being to a social one, in the individual gaining independence and determining his social place in society. This process is extended over time: it begins from the moment of birth and ends with death. Throughout his life, a person performs a significant number of social roles, the development of which is brought to life by specific circumstances: age, career movement, marriage, etc. And every time he is forced to assimilate experiences and attitudes that correspond to his social roles.
The formation of personality occurs in the process of exposure to various social groups, institutions that are interested in a person acquiring certain values and mastering specific social roles. These are agents and institutions of socialization. Among them are:
individuals are agents of socialization influencing the individual in the process of training and education (for example, a teacher, parents, etc.);
b. institutions - institutions of socialization that direct socialization and control its progress (for example, school, university, etc.).
Based on the nature of the impact of socialization agents (direct or indirect), primary and secondary socialization and their agents are distinguished. Agents of primary socialization are parents, relatives, family, friends, peers, teachers, doctors, etc. Agents of secondary socialization are the administration of schools, universities, enterprises, state institutions: the army, police, court, as well as the church, the media, political parties, etc.
Sometimes we can see a boy playing with dolls, a deteriorating adult who has lost his job. All these are cases of failed socialization caused by violations in its process.
One of the reasons for such violations is derivation, that is, the lack of parental care, which affects the emotional and mental health and cognitive abilities of the child.
The consequences of socialization disorders can include mental disorders, for example, schizophrenia, different kinds anxieties (phobias), personality degradation, marginalization, crime. They are especially acute in extreme situations.
Social roles and personality. The term "structure" translated from Latin. Means structure, arrangement, order. IN in a general sense social structure is a set of stable and ordered connections between the elements of the social system, giving society stability, stability and distinguishing it from other phenomena. The constituent elements of society as a whole are individuals, social connections and actions, social relationships, social institutions and organizations, social norms and values, etc. Each of these elements is in a certain relationship with the others. Thanks to social structure, a seemingly chaotic collection of individuals and groups acquires qualitative certainty.
Elements social structure there are social statuses, social roles, social institutions, social communities, social norms and values, social interactions, social action, social relationships.
The most elementary cell of social structure are social statuses and social roles. Their number, order of arrangement and nature of dependence on each other determine the content of the social structure of a particular society.
Social status represents the social position of a person in a society or group, endowed with certain rights and responsibilities and connected through them with other positions. The status of “doctor” makes sense only in relation to the status of “patient”, but not of “student”, “president”, etc. The doctor and the patient enter into social relations as bearers of social status: the doctor is obliged to treat the patient, and the patient is obliged to follow the doctor’s recommendations in order to recover.
Consequently, each social position has certain rights and responsibilities. Responsibilities prescribe what the performer of a given role or bearer of a given status must certainly do in relation to other performers or bearers of other statuses. Rights they talk about what a person can freely allow himself or allow in relation to other people. Responsibilities are strictly regulated; they limit behavior to certain limits and make it predictable. At the same time, rights and obligations are strictly interconnected, so that one presupposes the other.
Each person holds multiple positions as they participate in multiple groups and organizations. Thus, he has several statuses. The totality of all statuses occupied by a given individual constitutes a status set. The main status is the most characteristic status for a given individual, by which others distinguish him or with which they identify him, by which they determine his position in society. Social status is the position of a person in society, which he occupies as a representative of a large social group (profession, class, nationality, gender, age, religion).
Personal status- this is the position that a person occupies in a small, or primary, group, depending on how he is assessed by his individual qualities. Natural status- This is the position that is biologically inherited by a person from birth. (gender, nationality, race). An ascribed status is a position that a person acquires from birth or that is certain to be recognized as such by society or a group later on. The ascribed status very often resembles the innate one, but has differences, the main one of which is that the ascribed status is socially acquired. Achieved status is a position that a person achieves through one's own efforts, free choice, one's own efforts, or through luck or good fortune. The status achieved is strictly under the control of the person and is not related to the fact of his birth.
In the status set, one can distinguish the main statuses, that is, those social positions, which determine social status its carrier, the main thing in his life; and non-main statuses, that is, temporary social positions, the rights and obligations of whose bearers are difficult to determine (statuses of crowd participant, reader, television viewer, etc.).
Public opinion develops a hierarchy of statuses and social groups, according to which some are valued and respected more than others. The place in such an invisible hierarchy is called rank. They talk about high, middle and low ranks. Hierarchy can exist between groups within the same society, in which case it is called intergroup; and between individuals within the same group
(intragroup). And here a person’s place is expressed by the same term “rank”.
Social role- This is expected behavior due to a certain status. It represents a model, a standard of behavior, focused on a specific status. If status is a set of rights, privileges and responsibilities, then a role is actions within the framework of this set of rights and responsibilities.
A model of behavior oriented toward a certain status includes a set of status rights and responsibilities. Rights mean the ability to perform certain actions due to status. Status rights are inextricably linked with responsibilities. The higher the status, the greater the rights its owner is endowed with and the greater the range of responsibilities assigned to him.
Taken together, status rights, responsibilities, symbols and roles make up the status image - a set of ideas that have developed in public opinion about how a person should behave in accordance with his status, how rights and responsibilities in this status should relate to each other. Each status includes many roles. The set of all roles assigned to one status is called a role set. Each role in the role set requires a special manner of behavior and forms its own type of social relationships.
The most general characteristic of modern post-Soviet society is a value and practical reorientation. A constant imbalance of interests creates in the individual the feeling that his social security is decreasing, and three human reactions to such a violation come to the fore. The first is an increased focus on individual vertical mobility, on individual survival (“everyone for himself”). The second is the strengthening of the so-called group egoism, i.e. attempts to protect individual interests through group interests, and by any means: from informal to violent, criminal. The third is the strengthening of the spontaneous process of social comparison, as a result of which particularly aggressive types of behavior arise. They are based not so much on the absolute deterioration of one’s own position, but rather on the perceived unfair, undeserved improvement in the position of others.
The rapidly changing situation confronts a person with tasks for which neither the existing educational system nor the entire experience of his previous life prepared him. He can function successfully in it only if he has certain personal traits and behavioral skills, among which, first of all, efficiency, energy, activity, and the ability to build alternatives should be highlighted. life choice and readiness for the largest number options for the development of events, cognitive pluralism, responsibility, professionalism and competence. The lack of expression of these features ensured the stability of the previous system and gave rise to the social deformations that we face today.
Socialization of the individual (from the Latin socialis - public) - the formation of the individual’s ability to live in society on the basis of his assimilation social values and ways of socially positive behavior.
In the process of socialization, a person learns social norms, masters ways of using social roles, and skills of social behavior. Socialization of the individual is based on the individual’s knowledge of social reality.
The sources of personal socialization are:
experience early childhood– formation of mental functions and elementary forms of behavior (certain omissions in the formation of personality at an early age are difficult to compensate for in later life);
social institutions - systems of upbringing, training and education;
mutual influence of people in the process of communication and activity.
Socialization is not a mechanism for imposing a “ready-made” social form", but the process of active self-construction of personality, which is stimulated by certain social conditions. Socialization gives the individual the opportunity to function as a full member of society.
The socialization of an individual is associated with the development of an adequate attitude towards social values. Fashion, tastes, and consumer orientations are changeable. People's ideological positions and the values of universal human culture are more stable. Each generation has its own problems of inclusion in life. Socialization does not mean “adjusting” new generations to previous social values and traditions. Historical process would have lost development if fathers had succeeded in making their own likeness out of their children. Socialization is the appropriation by the younger generation of the socio-psychological mechanisms of the full functioning of a person in human society.
The style of socialization is determined by the degree of dominance of elders over younger ones. Only in archaic and totalitarian societies does socialization come down to unconditional reproduction by younger people social stereotypes seniors In a civilized democratic society, the principle of interaction between generations is the principle of equality and cooperation, the possibility of free development of new generations within the framework of fundamental human values
Introducing an individual to social heritage means introducing him to the culture of society. Culture (from Latin cultura - cultivation, upbringing, education, development) is the achievements of humanity, represented in spiritual and material values, norms of social and interpersonal relations. The concepts of culture fix the standards of necessary behavior of people in various fields labor, life, social and political life. The result of an individual’s socialization is manifested in his personal characteristics, recognized by him and society as socially valuable qualities - qualities of mind, character, manners and style of behavior, upbringing and education, social adaptability of the individual.
On different age stages In the development of an individual, there are the greatest predispositions of his psyche to the formation of certain qualities.
In the process of socialization, it is formed very early life position personality – principles and generalized methods of its behavior, basic character traits.
All people want to be good, but their very understanding of good is different. “People usually think,” wrote L. N. Tolstoy in his novel “Resurrection,” “that a thief, a murderer, a spy, a prostitute, recognizing their profession as bad, should be ashamed of it. But the exact opposite happens. People who have been destined by fate and their sins and mistakes In a certain position, no matter how wrong it may be, they form a view of life in general in which their position seems to them good and respectful. In order to maintain such a view, people instinctively adhere to the circle of people in which what they have compiled about life and society is recognized. the concept"* has its place in it.
* Tolstoy L.N. Complete collection. Op. T. 32. pp. 151–152.
Drama mental state Raskolnikov and everyone who committed premeditated murder, their personal tragedy is that they attach a positive personal meaning to a vile, terrible crime - the murder of a person. Man's eternal desire for subjectively positive personal meaning-making has given rise to special psychological mechanisms for stabilizing the individual in a conflict situation by devaluing the values he violates, protecting his consciousness from traumatic influences, and using “false substitutions.”
A person’s behavior is determined by his need-orientation sphere, the system of values he accepts, the degree of socialization, the degree of involvement in universal human culture. Man, unlike animals, is not doomed to any single patterns of behavior; he is multifunctional. His behavior is determined not by unambiguous instinctive drives, but by the measure of his socialization.
The most dangerous factors for disrupting the socially positive self-realization of an individual are his “falling out” from the system of social connections and the weakening of the mechanisms of social self-control.
In human behavior, the system of external circumstances is refracted through the system of internal conditions formed in him. These include: a system of value orientations, features of goal setting and goal achievement, generalized modes of behavior, psychodynamic features of self-regulation.
Generalized modes of behavior, i.e., the characterological characteristics of an individual, are formed primarily under the influence of environmental conditions. Psychodynamic characteristics are a consequence of biological factors - genotype. All noted factors of behavior are not isolated - they form a single personal system of mental regulation of behavior. However, the system-forming factor of behavior is the orientation of the individual, the system of personal values (meanings), the hierarchy of values internalized by him, which determines the hierarchy of his motives.
An individual's behavior is determined by what he forbids and allows himself. With a low level of moral, socio-psychological development, spontaneously arising drives predominate. The mental structures of such an individual are not sufficiently integrated, his emotions can prevail over reason, and lower needs over higher ones.
Each person has his own set of “meanings for himself”, an individual classification and evaluation mechanism - a personal construct that determines the extent of his possible deviations from the norm in various typical situations. In acute conflict situations, in an environment of conflict of norms, in conditions of complex interaction between consciousness and subconsciousness, regression of behavior is possible - the individual’s transition to previous levels of his development. Regression can spread to individual regulatory components: need-motivational, semantic, goal-oriented or operational. Defects in mental self-regulation are most possible during crisis periods in an individual’s life.
A special “fragility” of the psyche is inherent adolescence. A critical turning point at this age is manifested in everything - a change in the face, voice, body structure, new ways of interacting with the environment. Awakened sexual instincts create significant internal tension. Excitability is increased, inhibitory processes are weakened, increased strength does not find worthy and emotionally intense use in a number of cases. As a rule, a teenager is treated like a child. Hence – teenage protest, negativism, distorted forms of self-affirmation. IN in some cases Seduction by “street” romance is also possible. Those who claim that juvenile delinquents are characterized by undeveloped interests are wrong. On the contrary, their interests have already been formed, but these are socially negative interests: early acquisition of sexual experience, sexual perversions, drug addiction, asociality.
The original type of deviant behavior is delinquent behavior - a system of minor offenses, offenses, and misdemeanors. Delinquency can be caused by both pedagogical neglect, bad manners, lack of culture, and mental anomalies, inappropriate reactions, rigidity (inflexibility) of behavior, and a tendency to affective reactions. Delinquent behavior is largely due to disadvantage family education, sometimes “overprotection” or extremely harsh treatment, unfavorable influence of the microenvironment, low pedagogical qualifications of individual teachers. The first manifestations of delinquent behavior are truancy, fights with peers, petty hooliganism, terrorizing weak peers, blackmail, theft of bicycles, motorcycles, defiant behavior in public places.
If not stopped in a timely manner, these forms of pre-criminal behavior are consolidated into appropriate behavioral stereotypes, an antisocial style of behavior is formed, which, under appropriate conditions, can develop into a stable antisocial type of behavior. Rejection of basic social values is the root cause of socially maladaptive behavior.
Social inadaptability of an individual and his deviant behavior are associated with weakening social control, neglect, connivance, and asocial manifestation of personality in the early stages of formation. External conditions that allow for the possibility of systematic uncontrolled behavior transform into the individual’s internal inability to self-restraint.
Social disadaptation of an individual is associated in a number of cases not only with value disorientation, but also with the lack of development of methods of psychological self-defense. Human tragedy - with youth feel like a doomed loser, capable of committing only negative actions. Irreversible consequences may result from the indifference of persons whose opinion is especially important to him. important. Fundamental social need a person’s need for self-esteem and personal recognition must resonate in a socially positive environment. A person rejected by society resorts to deviant forms of behavior.
The individual replaces the failed general social scale of personal self-measurement with an asocial surrogate available to him. And now a physically weak guy who starts drinking and smoking begins to feel like a “real guy.” And his first successes in the “business” create for him the aura of “his guy.” The exaggerated encouragement of the leaders flatters his painful pride. And only in this asocial subculture does the individual begin to find the meaning of his existence. The individual's motivation for deviant behavior is strengthened. Anti-normativity becomes the norm - this is the paradox of deviance.
For the formation of personality, defects in socialization at an early age, the influence of an asocial “socializer,” and the influence of asocial subcultures are especially dangerous. The greatest influence on the developing personality is exerted by the primary socializing group - family, peers, various small and primary groups.
So, socialization is the process (as well as the result) of the appropriation (internalization) by an individual of a system of social values and socially adapted modes of behavior, carried out both under the conditions of the targeted influence of social institutions, and under the conditions of spontaneous influence on the individual of various life circumstances.
The quality and nature of socialization are largely determined by the social structure of a given society.
Thus, under conditions of totalitarianism, contradictions arise between a person’s personal and social existence—a mental split in personality occurs. Highest manifestations human essence is inhibited. Life path ceases to be felt by most people as a movement towards personal perfection. The more a person is exposed to government-barracks ideology, the less individualized he is, the more he is drawn into the general flow of mass aspirations - this is how an authoritarian-dependent personality type is formed.
The main qualities of this type of personality are: conventionalism - uncritical acceptance of dogmatic norms and rules; alarming preoccupation with the universal fulfillment of dogmatic demands; loyalty; authoritarian dependence - admiration for official power; uncritical idealization of political leaders, belief in their indispensability; authoritarian aggressiveness – hatred of all dissenters; ethnocentrism - an extreme overestimation of the role of one’s own nation in the world-historical process, the attribution of other nations negative qualities; rigidity, inertia of thinking, peremptory judgments, assessments, inability to dialogue and understand opponents; confidence in the “moral purity” of only representatives of one’s own group, the desire for self-affirmation through belonging to corporate, caste associations, arrogance and hostile attitude towards people who are not members of the corporation; deprofessionalization, loss of competence and social responsibility.
This is the “personal production” of a totalitarian regime. The socio-psychological networks of totalitarianism primarily capture people who are prone to mental assimilation - conformism. They do not resist the mythologization of their consciousness and are easily susceptible to ideological contamination. And the more primitive and understandable the “idea”, the more well-wishers there are. And if the idea is also profitable and gives privileges, then even the struggle for greater orthodoxy begins.
Without analyzing the semantic sphere of a particular person, it is impossible to understand the mechanism of its interaction with the environment. Each person has his own living space, his own “technique” of life, self-imposed responsibilities, his own innermost aspirations and commitments.
A person strives to streamline his understanding of the world, to make the world predictable and understandable for himself. To maintain her stability, she can even resort to self-deception. And there is no greater tragedy for a person than the destruction of his subjective world, the deconceptualization of his existence - the collapse of hopes and beliefs.
Everyone experiences difficulties in life. But only highly adapted individuals are able to transform difficult situation, use the mechanism psychological protection, reassess values, reorient to value priorities, see new life perspectives, mitigate a traumatic situation. To do this, the individual’s consciousness must be ready for conceptual restructuring. In situations of life disasters, individuals who are able to adapt to any conditions switch to a new scheme of mental self-regulation. In all the difficult life situations a person can see his saving chance, a new support in life. Its inability to strategically reorient itself could be disastrous.
Fate sometimes deals such heavy blows that it completely changes a person’s character, his entire value-regulatory system. People who “anticipate sadness” and are psychologically prepared for possible blows of fate show greater resilience. People who are focused only on the “joys of life” often end up broken. Strong personalities are able to rebuild themselves without betraying their ideals, without causing defeat to themselves as an individual.
IN general view people are divided into two categories: those who blame external circumstances for all failures (externals), and those who tend to blame themselves first of all for their failures (internals). Internals are more adaptive - they are able to promptly adjust their behavior and correct mistakes. Their behavior is more socially responsible. Externals interpret social norms as something imposed from the outside. A predominant focus on external control reduces their level of self-control. They interpret difficult life circumstances as punishment from fate. Internals, on the other hand, view these difficulties as an opportunity to show resilience; they are more likely to high level social responsibility.
There are different types of individuals: socialized - adapted to the conditions of their social existence, desocialized - deviant, deviating from basic social requirements (extreme forms of this deviation - marginality) and mentally abnormal (psychopaths, neurotics, people with mental retardation). mental development and with personal accentuations - " weak points"in mental self-regulation).
It is possible to identify a number of features of a socialized personality that is within the limits of the mental norm.
Along with social adaptation of development, the individual has personal autonomy, the need to affirm his individuality. In critical situations, such a person retains his life strategy, remains committed to his positions and value orientations(integrity of the individual). She prevents possible mental breakdowns in extreme situations with a system of psychological defenses (rationalization, repression, revaluation of values, etc.). The norm for an individual is to remain in a state of continuous development, self-improvement and self-realization, constantly discovering new horizons for oneself, learning the “joy of tomorrow,” searching for opportunities to actualize one’s abilities, in difficult conditions – tolerance, the ability to take adequate actions. A mentally balanced individual establishes friendly relationships with other people and is sensitive to their needs and interests.
In making life plans stable personality proceeds from real possibilities, avoids inflated claims. A developed personality has a high developed sense justice, conscience and honor. She is decisive and persistent in achieving objectively significant goals, but is not rigid - she is capable of correcting behavior. She is able to respond to the complex demands of life with tactical lability, without mental breakdown. He considers himself the source of his successes and failures, and not external circumstances. In difficult living conditions, she is able to take responsibility and take justifiable risks. Along with emotional stability, she constantly maintains emotional reactivity, high sensitivity to the beautiful and sublime. Possessing a developed sense of self-respect, she is able to look at herself from the outside, and is not without a sense of humor and philosophical skepticism.
