Risks of socialization. Socialization disorders

The article identifies the features of minimizing the risks of socialization of a student in an educational organization. The main regulatory documents that update the study of the problem under study are analyzed. The author's position in defining the concept of “risks of student socialization” is substantiated, and a meaningful description of the problem areas of personal-environmental interaction between the student and society is given. The main idea of ​​minimizing the risks of socialization of a student in an educational organization is characterized - the creation of a special socializing space of the educational process based on the purposeful combination of a system of active interaction of the student with others and the outside world within the framework of content areas (“Social learning” - “Social communication” - “Social practice”) with optimal use of educational resources, social resources and personal resources to effectively identify and solve problems of personal-environmental interaction of a young person with the external sociocultural environment. The main positions of a teacher in minimizing the risks of student socialization are determined (facilitator, moderator, mentor, motivator).

socialization

student

educational organization

minimizing problem areas of personal-environmental interaction.

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Dynamic changes in the main spheres of modern society determine the multidimensional focus of reforming the education system and determine the transformation of the social order of post-industrial society in the context of the development of personal qualities, social knowledge, behavior patterns, and life attitudes of the younger generation for the purpose of their successful socialization. In modern society, a socializing personality is in demand, optimally adapting to changing areas of social and educational realities, self-determining in terms of the choice of life trajectory in the course of changes in the functionality of the main social institutions, actively acting and transforming the surrounding reality in accordance with the progressive influences of an innovative society.

The socialization of the younger generation is a particularly significant social result of the educational policy of the state and society, the study of which is updated in the context of the analysis of fundamental documents. The Concept of long-term socio-economic development of the Russian Federation until 2020 outlines the need to facilitate socialization in the context of the younger generation mastering knowledge and norms in the field of social relations and market economics. The Strategy of State Youth Policy in the Russian Federation until 2025 emphasizes the importance of expanding the opportunities of the younger generation for effective self-realization, successful socialization and growth of human capital in order to achieve sustainable socio-economic development, competitiveness, and national security of the country. The Project “Russian Education - 2020. Model of education for a knowledge-based economy” clarifies the importance and relevance of successful socialization of youth in order to ensure the unity of the post-industrial economy and society of the 21st century. In the State Program of the Russian Federation “Development of Education for 2013-2020.” the need to modernize educational programs aimed at achieving modern quality of educational results and socialization results was noted.

In this regard, of particular importance in pedagogical science and practice is the scientific substantiation of the content of pedagogical support for the socialization of students in an educational organization, which determines the minimization of the risks of personal-environmental interaction of a young person and the realities of post-industrial society. However, it should be noted that the modern student goes through the path of socialization in new conditions of social reality, which are characterized by: instability, uncertainty, endless changes and riskiness; the crisis of the Russian educational system in the context of the lack of positive impact on students from socialization institutions (D.I. Feldshtein); increasing intolerance in society; inconsistency of the world of values, dispersion of basic and derived value guidelines, commercialization of culture, Western influence on young people, the influence of the media, causing a confusion of what should be and what is, illegal and legal (A.A. Savenkov); significant differences in lifestyle, education, profession, family destabilization; lack of demand for sociocultural experience accumulated by previous generations in modern realities, etc. The extreme nature of the modern situation leads to the emergence of many risks of socialization of students as circumstances associated with the likelihood of events that may lead to negative consequences for young people and society (influencing, limiting, complicating the course of social development of the individual and threatening the realization of his life opportunities). The risks of socialization of students are caused not only by the objective influence of the external environment, which exists regardless of the will of the subjects of education, but also by their subjective decision, which determines the need to choose methods of action from the many available alternative options.

The following signs serve as indicators of the risks of student socialization: disruption of communication in the system of relationships “student - teacher”, “student - peers”, “student - social institutions”; low level of social achievements of a young person, significantly diverging from his potential; deformation of self-esteem; consumer psychology; a person's experience of emotional stress; lack of empathy, weakened feelings of shame, indifference to the experiences of others; presence of crisis life situations; personal behavior deviating from social norms and requirements; expansion of unofficial positions associated with participation in informal associations (educational program “Socialization and Education”). The consequences of the above risks cause a violation of positive socialization, characterized by the concepts of social exclusion (W. Wilson) and “socialization defect” (E.V. Rudensky), causing the student’s ontological uncertainty, his chronic failure, psychological encapsulation, social infantilism, alienation from the standards of functioning in society, aggressiveness, depersonalization, derealization, disintegration, deindividuation, escapism, heteronomy, frustration and personal anxiety, personal anomia, anapsiosis, i.e. pushing a young person outside of “normal” society.

In connection with the above, the problem of finding means, methods, and forms of minimizing the risks of socialization of a student in an educational organization is becoming urgent in the framework of providing him with assistance aimed at consciously understanding the value constructs of the surrounding reality, understanding oneself, one’s purpose and ways of self-realization in the modern social structure of society, reducing negative consequences of personal-environmental interaction (difficulties in communication, study, activity). The optimality of the student’s socialization process is significant in the context of the successful functioning and development of modern society, since from this perspective, post-industrial society acquires new subjects with innovative competencies (the ability to work in a team, act risky and responsibly, use innovations, be professionally and socially mobile, capable to the preservation and transmission of the cultural heritage of society, etc.).

A fundamentally significant idea of ​​minimizing the risks of socialization of a student in an educational organization is the creation of a special socializing space of the educational process based on the purposeful combination of a system of active interaction of the student with others and the outside world within the framework of content areas (“Social learning” - “Professional communication” - “Social practice” ), with optimal use of educational resources, social resources and personal resources for the effective identification and solution of problems of personal-environmental interaction of a young person with the external socio-cultural environment (weakening or eliminating factors that have a negative impact, providing assistance), his successful integration into society.

Minimizing the risks of student socialization reflects the need to implement the following provisions to ensure the socializing orientation of the educational process in the context of:

Purposeful implementation of social learning, which allows enriching the totality of a young person’s knowledge constructs about the surrounding reality - using interactive methods and forms of learning (social practices, educational and information classes, information online clubs, specially organized situations-events, situations-assessments, situations- problems, situations-illustrations, situations-exercises; social discussions, creative meetings-dialogues, intercultural associations), ensuring the accumulation of social experience in designing meaningful life activities in relation to diverse areas of personal and social reality;

Realization of the potential of social and educational activities of an educational organization (the priority areas of which are civil, patriotic, moral and aesthetic, promotion of a healthy lifestyle, formation of an active life position, research, development of self-government), ensuring the formation of student initiative, social activity, creative independence, civic responsibility, a stable social and moral position, activating the process of social orientation of the individual, his demand in society, producing a stable humanistic position of communication and national self-awareness;

Using the resources of society (bases of practices, educational and cultural institutions, administrative bodies, social and educational organizations, social and socio-political movements and organizations, etc.) as a system of social relations and interactions that determine students’ assimilation of value constructs of educational and communication spheres, mastering methods of socially significant activities that provide a search for a choice of designing productive types of relationships of the student to others, social realities, and himself.

At the same time, minimizing the risks of student socialization in an educational organization reflects the importance of:

Organization of psychological and pedagogical safety of the educational process (constructing a safe psychological atmosphere of acceptance of the student; building favorable relationships in various areas of educational activity and social interaction; designing situations of success; empathic perception; non-judgment according to external standards; building self-confidence);

Directions for the implementation of a humane attitude towards the student, acceptance of the originality of his inner world, rejection of authoritarian methods and forms of coercion and imposition, methods of humiliating his dignity;

Providing timely “developmental assistance” in the context of awareness of the near, middle and long-term tasks of reducing social and personal-educational risks within the framework of the selection of optimal means and methods of self-analysis, self-organization, self-education, and the search for understanding of life’s existence; creating conditions that provide a circle of enriching communication, social activity, self-actualization of the student and determine the accumulation of his social experience, the development of independent thinking, the need for self-development and self-improvement;

Formation of significant characteristics of the student: reflexivity in the context of deep knowledge of personal characteristics, advantages and disadvantages, establishing their correspondence to the spiritual and moral worldview; responsibility - as a manifestation of internal strength in achieving optimal decision-making, their effective implementation based on a system of public and personal requirements; self-confidence - within the framework of an adequate assessment of one’s own strengths and abilities, faith in the possibility of overcoming and minimizing problem areas of socialization; self-control - self-control, control of emotions, actions; variability - a multidimensional approach to assessing modern reality and making decisions that are adequate to the prevailing circumstances; perceptions - the ability to notice and highlight various properties of people, penetrate their inner world and construct productive relationships; empathy - empathy for the problems of others, emotional assessment of events.

The educational process is effectively carried out within the framework of minimizing the risks of socialization of the student only if it is aimed at the young person’s understanding of the socio-culture of society, the formation of a polyphonic moral-ecological worldview and worldview, the development of social skills of selective and conscious choice of constructing a life trajectory in the aspect of morality, creativity, responsibility and innovation thinking.

The organization of targeted, timely and comprehensive socio-pedagogical influence on all spheres of a young person’s personality (motivational, cognitive, operational) is considered as a leading factor in minimizing the risks of a student’s socialization. It should be noted that the result of minimizing the risks of socialization is expressed not so much in certain social skills, qualities, properties, characteristic behavioral methods, but in the form of personal new formations that rebuild the design of connections and relationships of a young person with the surrounding reality and allow him to form his social and personal vitality.

At the same time, to minimize the risks of socialization of a student in an educational organization, the teacher must act as a facilitator (an initiator who promotes and reduces emerging problems in the field of cognition, social interaction, social practice), a moderator (revealing the personal potential and reserve capabilities of a young person), a mentor (mentor, helping to assess the importance of social development as a necessary factor in achieving success in various areas of reality), a motivator (a stimulator that orients the student to achieve acme peaks and the need for self-improvement throughout life). The teacher, in the context of optimally minimizing the risks of a student’s socialization in an educational organization, implements the concepts of the value-semantic field of the teacher’s key attitudes: “Presumption of acceptability” (in the context of the priority of recognizing the right of a young person to his chosen behavioral methods); “The dignity of difference” (within the framework of awareness and acceptance of individual behavioral and value-substantive differences of the subjects of interaction); “Tolerance of uncertainty” (in the context of accepting the potential ambiguity of the prospects for social formation and ways of self-realization of the student); “Working in a space of opportunities” (within the framework of understanding education and the process of socialization as a dynamic space of opportunities); “Joint reflection” (in the context of joining the “group” comprehension of the updated level of conscious personal activity); “Methodological variability” (within the framework of free choice of methodological techniques, means of influence and ways of organizing interaction between subjects of education); “Contextual interaction” (in the context of updating in the student’s mind the processes of reflexive awareness of the personal space of possibilities, assistance in expanding the context of a life situation).

Thus, minimizing the risks of a student’s socialization in an educational organization determines: enriching the social experience of a young person in the context of expanding the range of interaction with society through inclusion in the active development and transformation of the surrounding reality; development of the student’s active, responsible life position, his ability to responsibly find solutions and comprehend their consequences; developing the skills to establish and maintain productive relationships with others; increasing focus on success in various areas of social and educational practice; preservation of sustainable sociality (reproduction of value constructs, social standards, which are supported by modern society and the institution of education), creation of prerequisites for the student to enter the open information and educational space and the realities of the market economy of knowledge, innovation, leadership.

Bibliographic link

Approaches to the study of socialization

1. Subject-object approach : internalization, acceptance, development, adaptation. But it does not take into account that a person can influence the norms of the environment and his relationships with it.

Founder: E. Durkheim, 19th century. “Upbringing is the pressure that a child experiences every minute from the social environment, which seeks to mold him in its own image and has parents and teachers as its representatives and intermediaries.” Education must ensure a certain amount of homogeneity among the members of society. Recognition of the active principle of society and its priority in the process of socialization.

T. Parsons: “socialization is the internalization of the culture of the society in which the child was born, as the development of orientation requisites for satisfactory functioning in a role.

1. Subject-subject approach: not only society, but also the person himself plays an active role

W.I. Thomas and F. Znanetsky: social phenomena and processes must be considered as the result of the conscious activity of people.

J. Mead: symbolic interactionism, the concept of a generalized other - the same as a mirror, but a person tries to look at himself through someone else's eyes; the importance of play in learning norms

Socialization– development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in interactions with different living conditions. The essence of socialization consists in the combination of adaptation and isolation of a person in the conditions of a particular society.

Device is the process and result of an individual becoming a social being.

Separation is the process and result of the formation of human individuality.

Components of the socialization process:

• Spontaneous socialization. Occurs throughout life in the process of interaction with society. It occurs both in a person’s selective interaction with certain segments of society, and in the case of mandatory interaction with some segments (school, army), as well as in a situation of forced interaction with certain segments (prison).
• Relatively guided socialization . Occurs in the process and as a result of human interaction with the state and government agencies, which together manage society. It differs from spontaneous and controlled: spontaneous socialization is interaction with individual parts of society with an unintentional nature.
• Relatively socially controlled socialization – this is education, which can be defined as the relatively meaningful and purposeful cultivation of a person in accordance with the specific goals of the organizations and groups in which it is carried out. Education is a combination of family, religious, social, countersocial, and correctional education.
• Human self-changes: - This is the process and result of more or less conscious, systematic efforts of a person aimed at changing himself. This is due to: the desire to meet the expectations and requirements of society, to resist the demands of society and effectively solve problems, to avoid and overcome the dangers of socialization, to bring the image of the real self closer to the image of the desired self. Efforts can be directed both to the outside and to the inside. It can be self-improvement, self-construction, self-destruction

The difference between spontaneous socialization and education:

1. Spontaneous socialization is a process of unintentional interactions and mutual influences
2. Spontaneous socialization is a continuous process
3. Spontaneous socialization has a holistic character, i.e. the constant influence of the environment on a person, and education is partial, i.e. Different educational agents have different goals and means.

Stages of socialization:

1. Until the 60s. 20th century
   • Primary – socialization of the child
   • Marginal – teenagers
   • Sustainable or conceptual - from 17 to 25 years old
2. After 60's

• Primary
• Secondary

1. G.M.Andreeva

• Pre-labor
• Labor
• post-work

1. Mudrik A.V.

• Childhood:
  • infancy (0-1)
  • early childhood (1-3)
  • preschool childhood (3-6)
  • junior school age (6-10)
• Adolescence:
• Young adolescence (10-12)
• Older adolescence (12-14)
• Youth:
• Early adolescence (15-17)
• Youth (18-23)
• Youth (23-30)
• Maturity
• Early maturity (30-40)
• Late maturity (40-55)
• Old age (55-65)
• Old age
• Old age (65-70)
• Longevity (over 70)

Factors (conditions) of socialization:

A factor is one of the necessary operating conditions of a particular process.

• Megafactors (space, planet, world)
• Macro factors (country, ethnic group, state)
• Mesofactors (types of settlement, subcultures)
• Microfactors (family, neighborhood, peer groups, organizations)

All factors are closely intertwined and their influence is interconnected. It is impossible to single out one absolute factor.

Agents of socialization:

Microfactors influence a person through agents of socialization - persons in direct interaction with whom his life takes place. Agents are different at different ages of the child

Types of socialization agents

By the nature of influence (can be combined in one person):

• Guardians (carers)
• Authorities
• Disciplinarians and mentor teachers

By family affiliation:

• Parents and other family members
• Non-relatives (neighbors, friends, etc.)

By age:

• Adults
• Peers
• Senior or junior partners

Means of socialization

The means of socialization are different and vary depending on age. The means include the method of feeding, the language of socialization agents, household and hygienic skills of agents, elements of spiritual culture, etc.

The means of socialization also include positive and negative formal and informal sanctions adopted in society.

Mechanisms of socialization

G. Tarde considered the mechanism to be imitation. W. Bronfenbrenner – progressive mutual adaptability between an active, growing human being and changing environmental conditions. N. Smelser – imitation, identification, feelings of shame and guilt. V.S. Mukhina – identification and separation. A.V. Petrovsky – a natural change in the phases of adaptation, individualization and integration in the process of personality development. A.V.Mudrik summarized and identified the following universal mechanisms of socialization.

1. Psychological mechanisms
   • Imprinting – a person’s fixation at the receptor and subconscious levels of the features of vital objects affecting him. Occurs primarily in infancy, or a traumatic experience at any age, a vivid, impressive image at any age can be imprinted.
   • Existential pressure – the influence of a person’s living conditions, which determines his mastery of his native language and non-native languages, as well as the unconscious assimilation of norms of social behavior that are immutable in society and necessary for survival in it.
   • Imitation – voluntary or involuntary adherence to any examples and patterns of behavior that a person encounters in interaction with the people around him, as well as the proposed means of QMS.
   • Identification – (identification) the emotional-cognitive process of a person’s assimilation of norms, attitudes, values, behavior patterns as their own in interaction with significant persons and reference groups.
   • Reflection – internal dialogue in which a person considers, evaluates, accepts or rejects certain norms and values. Reflection can be an internal dialogue between different “I”s of a person, with real or fictitious persons.
2. Social and pedagogical mechanisms

• Traditional mechanism – (spontaneous socialization) a person’s assimilation of norms, standards, etc., which are characteristic of his family and immediate environment. Social mores (traditions, customs, etc.) common in specific regions, settlements, ethnic groups, confessions, social strata, which include prosocial, asocial and antisocial elements. Unconscious assimilation, imprinting. Often, traditions or norms may contradict “how it should be” and “what is right.”
• Institutional mechanism – functions in the process of interaction of a person with the institutions of society and various organizations, both specially created for his socialization, and those implementing the socializing function along the way, in parallel with their main ones (industrial, social clubs, QMS, etc.). In the process of human interaction, there is an increasing accumulation of relevant knowledge and experience of socially approved behavior, as well as experience of imitation of socially approved behavior and conflict or conflict-free avoidance of fulfilling social norms.
• Stylized mechanism – acts within the framework of a certain subculture (a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age, professional or cultural level, etc.). But the subculture itself does not influence the individual, but the members of the group, within the framework of their roles relative to the subject - imitation and identification.
• Interpersonal mechanism – functions in the process of interaction of a person with persons significant to him – identification, imitation. This mechanism is isolated separately because a specific person can exert influence that is contrary to the norms of the group.

Man as a subject- the active role of the person himself. But a person can also be a victim of socialization - conformism, alienation, dissidence, delinquency. Man as an object socialization must have a certain locus control- this is a person’s tendency to see the sources of control of his life either mainly in his environment or in himself.

Types of locus control:

• Internal – a person takes responsibility for himself, explaining what is happening in life with his behavior, actions, etc.
• External - a person attributes responsibility for his life to external factors - fate, other people, etc.

Typology of victims of unfavorable socialization conditions:

• The real victims are people with disabilities, psychosomatic defects and deviations, orphans, or children from disadvantaged families.
• Potential victims - borderline mental conditions, migrants, children born in families with low economic, moral, educational levels, mestizos, etc.
• Latent victims are people who were unable to realize the inclinations inherent in them due to the objective circumstances of their socialization.

The socialization of a person depends on the conditions surrounding him. Depending on them, he can turn into a victim of circumstances. The consequences of such negative socialization are varied. They need to be studied, known and taken into account, ensuring prevention and overcoming the consequences.

As a result of studying Chapter 11, the student should:

know

• concept, essence and content of socio-pedagogical victimology;
• the main prerequisites for turning a person into a victim of unfavorable conditions of socialization and their prevention;
• the essence of a difficult (victimized) life situation for a child and the need to provide him with social and pedagogical assistance;

be able to

• take into account the basic prerequisites for a person to become a victim of unfavorable conditions of socialization;
• take into account the occurrence of a difficult (victimized) life situation for the child and the need to provide him with social and pedagogical assistance;

own

• ways of taking into account the prerequisites for turning a person into a victim of unfavorable conditions of socialization;
• ways of taking into account the prerequisites for the emergence of a difficult (victimized) life situation for a child and the need to provide him with social and pedagogical assistance.

Socio-pedagogical victimology: its essence and content

In social pedagogy, problems associated with unfavorable socialization of a person are studied victimology.

Under socio-pedagogical victimology is understood as a branch of knowledge that studies actual or potential victims of unfavorable conditions of socialization, their development and education, as well as preventing and overcoming the consequences of desocialization.

Thus, victimology as a branch of socio-pedagogical knowledge studies:

• – the concept of socio-pedagogical victimology, its essence and content;
• – a person as a subject or object of socio-pedagogical victimization;
• – socio-pedagogical victimization as a process of desocialization of a person;
• – victimogenic factors (dangers) of the process of human socialization depending on age, gender, upbringing environment (family, foster family, boarding school), other characteristics;
• – general and special goals, content, principles, forms and methods of social and pedagogical activities to prevent desocialization and minimize its negative consequences;
• – general and specific goals, content, principles, forms and methods of social and pedagogical activities to stimulate social development, socialization of people of different ages with physical, mental, social disabilities, prevention of secondary deviations, their minimization, leveling, compensation and correction at the interdisciplinary level ;
• – types of victimized people of different ages, sensitivity of one or another gender, age to certain victimogenic factors and dangers;
• – socio-pedagogical and psychological recommendations for the prevention of victimization;
• – the reasons for a person’s perception of himself as a victim of socialization, predicting his further development and the possibility of providing assistance in correcting self-perception if resocialization is necessary;
• – the possibility of preventing and overcoming various types of victimization in the everyday conditions of human socialization.

A person (group of people) acts as both a subject and an object of victimization.

Subject of victimization- this is a person (group) distinguished by its victimization (overwhelming, disorganizing, destructive) possibilities of influence on a specific person. The subject contributes to victimization (social deformation, desocialization). He acts as victimizer(victimizing; encroaching on the well-being of the socialization of another). His purposeful actions introduce the object into a victim state, the result of which is disadaptation and negative desocialization. The position of the victimizer is externally destructive.

The roles of the victimizer and the victim can be:

• – clearly expressed (defined): for example, in cases of hazing between military personnel; hostage taking; purposeful violence of one person over another);
• – not outwardly expressed (not clearly expressed): for example, the joint activity of people experiencing psychological incompatibility, when one psychologically suppresses the other, makes him withdrawn, unable to concentrate, or actively express himself in activities.

A real example of the victimizing influence of a teacher on a child – a primary school student – ​​is given by Vasily Alexandrovich Sukhomlinsky(1918–1970) in the article "Difficult Children". He emphasized that there are children who are particularly sensitive. They are excited by the bustle of school - the running around, the noise, especially the screaming of the teacher, even when it is not related to him. The student becomes numb from the screaming. Fear constrains the child so much that he does not even hear his own name. The teacher’s speech loses its meaning for him; he cannot understand what he is talking about. It happens that 15–20 minutes of a lesson disappear from the student’s consciousness. He continues mechanically to do what he did until the time when fear deafened and stunned his consciousness. From time to time, the teacher's cry addresses him directly. If only the teacher knew that in those moments when he approaches, the boy’s legs tremble!

Object of victimization- this is a person who has been (is currently being exposed to) the influence of certain factors, conditions, situations, actions of the offender, which have adversely affected (affect) his socialization and determine his disadaptation and desocialization (leading to disadaptation and desocialization). He becomes victim of socialization – victimized person.

A certain category of people, due to their condition and uniqueness, tends to become a victim of certain life circumstances leading to maladjustment, social deviations, and desocialization. They most often become the object of victimization.

As a rule, such people are distinguished by social or other deviations, a negative, aggressive living environment, relationships with a specific, most often criminal, environment, playing a certain role in a crime (accomplice - witness), as well as personal qualities (gambling, greed), character traits (aggression, hot temper) and behavior (arrogance, cowardice), creating a favorable internal environment for victimization. At the same time, among them there are people whose individual characteristics can lead to the fact that a completely prosperous person considers himself a loser, unhappy, and treats himself as a victim of life’s circumstances. This state is most favorable for victimization.

The literature identifies the following types of victimization:

• – personal – as a set of socio-psychological properties of a person that determine his predisposition to become a victim of failure in something, to be influenced by a person of a destructive nature;
• – group– as a destructive influence of a group on its members. It can take place in a crowd, a children's "pack", as well as various youth and other informal negative associations that carry destructive potential and manifestation;
• – universal– determined by the existence of crime in society, which objectively puts any person in the position of a potential victim.

There are quite a lot of victims of victimization. They are conventionally divided into real, potential and latent, which include different types (categories) of people.

Real victims of victimization- these are people who, as a result of their originality, are already in a state characterized as desocialization. This group includes:

• – people with disabilities;
• - disabled;
• – with mental and somatic defects and deviations;
• – social orphans, street children.

Potential victims of victimization– these are people who, due to certain reasons, may have negative consequences of socialization. This group includes:

• – children, adolescents, young men with borderline mental states and character accentuations;
• – children with a depressive position that makes them vulnerable. Something constantly happens to them - either an icicle falls on them, or they are appointed “scapegoats” in kindergarten or school. A series of failures adds up to a pessimistic life line. A person seems to be trying to punish himself for sins, the oppression of which he received from his parents, through external and internal forces;
• – children of migrants, people forced to move from country to country, from region to region, etc.;
• – children born in families with low economic, moral, educational and cultural levels;
• – mestizos and representatives of foreign national groups in places of compact residence of another ethnic group;
• – children raised in state and non-state institutions, in foster and foster families, the conditions of which do not meet the needs of their social development and socialization.

Latent victims of victimization- these are those who were unable to realize the inclinations inherent in them due to the objective circumstances of socialization. These may be normally developed people who find themselves in a difficult life situation or a negative environment for socialization, the influence of which they are not able to counteract. This group includes highly gifted people whose socialization conditions are insufficient for the development and realization of the talent inherent in them, which neither they nor their loved ones even suspect.

The named groups of victims are not always presented in their pure form. Often primary defects, deviations from the norm, or some objective circumstance (dysfunctional family, orphanhood, disability) cause secondary changes in human development, forming an inadequate or defective attitude towards the world and oneself. Often there is an overlap of several unfavorable factors. For example:

• – disability and unfavorable living environment;
• – many orphans, graduates of orphanages (most of them are social orphans, i.e. without parents or close relatives) become outcasts of society (according to statistics, up to 30% of them become homeless, up to 20% become delinquents, up to 10% commit suicide).

Thus, socio-pedagogical victimology allows us to understand the essence of the phenomenon, types and features of the manifestation of victimization. It is necessary to reveal the most characteristic factors influencing this process and the possibilities of its prevention and overcoming.

• Cm.: Sukhomlinsky V. A. Problem children // Domestic social pedagogy: anthology / comp. L. V. Mardakhaev. M., 2003. pp. 375–376.

The reality is that every society, without exception, faces certain dangers that the world around us conceals. They have different sources of origin, differ in nature and intensity, but they are united by the fact that if they are ignored, the consequences can be catastrophic. Even the most insignificant social threat at first glance can lead to a popular revolt, armed conflicts and even the disappearance of a country from the map of the Earth.

Definition of “danger”

To understand what it is, it is necessary to first define the term. “Danger” is one of the fundamental categories of life safety science. In addition, it should be noted that most authors agree that threats, along with methods of protection against them, are the subject of study of the same science.

According to S.I. Ozhegov, danger is the possibility of something bad, some kind of misfortune.

This definition is very conditional and does not reveal the full complexity of the concept under consideration. For a comprehensive analysis, it is necessary to give the term a deeper definition. Danger in a broad sense can be interpreted as real or potential phenomena, processes or events that can actually harm each individual, a certain group of people, the entire population of a particular country or the world community as a whole. This harm can be expressed in the form of material damage, destruction of spiritual and moral values ​​and principles, degradation and involution of society.

The term "danger" should not be confused with "threat". Although the two are related concepts, “threat” refers to an openly expressed intention by a person to harm physically or materially another person or society as a whole. Thus, this is a danger moving from the stage of probability to the stage of reality, that is, already active, existing.

Object and subject of danger

When considering dangers, it is necessary to take into account the interaction of their subject, on the one hand, and the object, on the other.

The subject is its carrier or source, which is individuals, the social environment, the technical sphere, and also nature.

Objects, in turn, are those that are affected by the threat or danger (person, social environment, state, world community).

It should be noted that a person can be both a subject and an object of danger. Moreover, he has an obligation to ensure security. In other words, he is its “regulator”.

Hazard classification

Today, there are about 150 names of potential hazards, and this, according to some authors, is not a complete list. In order to develop the most effective measures that would prevent or at least reduce their negative consequences and negative impact on people, it is advisable to systematize them. Classification of hazards is one of the central topics of discussion among specialists. However, numerous heated debates up to now have not brought the expected results - a generally accepted classification has not been developed.

According to one of the most complete typologies, there are the following types of hazards.

Depending on the nature of origin:

• natural, caused by natural phenomena and processes, relief features, climatic conditions;
• environmental, caused by any changes occurring in the natural environment that negatively affect its quality;
• anthropogenic, arising as a result of human activity and its direct impact on the environment through the use of various technical means;
• technogenic, arising in response to the production and economic activities of people at objects related to the technosphere.

Based on intensity they are distinguished:

• dangerous;
• very dangerous.

By scale of coverage there are:

• local (within a specific area);
• regional (within a specific region);
• interregional (within several regions);
• global, affecting the whole world.

By duration note:

• periodic or temporary;
• permanent.

As perceived by the human senses:

• felt;
• not felt.

Depending on the number of people at risk:

• individual;
• group;
• massive.

What can be said about the classification of social dangers

Social dangers, or social ones as they are also called, are heterogeneous in nature. However, there is one feature that unites them all: they pose a threat to a huge number of people, even if at first glance it seems that they are directed directly at a specific individual. For example, a person taking drugs condemns not only himself to suffering, but also his family, friends and relatives, who are forced to live in fear because of the “vice” of the person they care about and love.

Threats are numerous, which necessitates their ordering. There is no generally accepted classification today. At the same time, one of the most common typologies notes the following types of social dangers.

1. Economic - poverty, hyperinflation, unemployment, mass migration, etc.
2. Political - separatism, excessive manifestation of nationalism, chauvinism, the problem of national minorities, national conflicts, extremism, genocide, etc.
3. Demographic - the growth of the planet's population at a tremendous pace, illegal migration, which is currently reaching terrifying proportions, overpopulation in some countries, on the one hand, and the extinction of nations, on the other, the so-called social diseases, which include, for example, tuberculosis and AIDS and etc.
4. Family - alcoholism, homelessness, prostitution, domestic violence, drug addiction, etc.

Alternative classification of social hazards

They can be classified according to a number of other principles.

By nature there are social dangers:

• affecting the human psyche (cases of blackmail, extortion, fraud, theft, etc.);
• related to physical violence (cases of banditry, racketeering, terrorism, robbery, etc.);
• generated by the storage, use and distribution of narcotic or other psychoactive substances (drugs, alcohol, tobacco products, prohibited smoking mixtures, etc.);
• arising mainly as a result of unprotected sexual intercourse (AIDS, sexually transmitted diseases, etc.).

By gender and age, hazards characteristic of:

• children;
• teenagers;
• men/women;
• elderly people.

Depending on the preparation (organization):

• planned;
• involuntary.

Knowing the types of hazards is important. This will allow timely measures to be taken to prevent or quickly eliminate them.

Sources and causes of social dangers

The health and lives of people can be threatened not only by natural hazards, but also by social ones. Attention should be paid to all types, since ignoring them can lead to disastrous consequences. Sources of danger are also called prerequisites, the main of which are various events occurring in society and of an economic nature. These processes, in turn, are not spontaneous, but are determined by human actions, that is, by his actions. Certain actions depend on the level of a person’s intellectual development, his prejudices, ethical and moral values, the totality of which ultimately determines and outlines his line of behavior in the family, group and society. Wrong behavior, or rather deviant behavior, is a deviation from the norm and creates a real threat to others. Thus, it can be argued that the imperfection of human nature is one of the most important sources of social dangers.

Often, the causes of social dangers and unrest that develop into conflicts lie in need or lack of something. These include, for example, a pathological lack of money, lack of adequate living conditions, lack of attention, respect and love from loved ones, impossibility of self-realization, lack of recognition, the constantly worsening problem of inequality in society, ignorance and unwillingness of the authorities to understand and solve difficulties, which the population of the country faces every day, etc.

When considering the causes of social threats, it is necessary to rely on the principle that “everything influences everything,” that is, the sources of danger are everything animate and inanimate that threaten people or nature in all its diversity.

Summarizing the above, we can conclude that the main sources of danger are:

• processes, as well as phenomena that are of natural origin;
• elements that make up the technogenic environment;
• human actions and actions.

The reasons why some objects suffer more and others do not suffer at all depend on the specific properties of these objects.

What is the social danger of crime?

The figures demonstrating the annual increase in crime in the world are simply amazing and involuntarily make you think about the meaning of life. Anyone can become a victim of unlawful, violent actions, regardless of gender, age, race or religion. Here we are talking about a case rather than a pattern. Realizing the seriousness of the situation and the responsibility that adults bear for the life and health of children, they try to explain to their children in as much detail as possible what the social danger of crime is, what negligence or frivolity can result in. Every child must understand that a crime is a deliberate act directed against one person or group of persons. It is socially dangerous, and the criminal who committed the crime must suffer appropriate punishment.

In the classical sense, crime is the most dangerous manifestation of deviant behavior, which causes significant damage to society. Crime, in turn, is an act of violation of the law - these are not natural dangers. They do not arise due to natural phenomena beyond the control of man, but consciously emanate from the individual and are directed against him. Crime “flourishes” in a society in which the poor predominate, vagrancy is widespread, the number is growing, and drug addiction, alcoholism and prostitution are not perceived by most of society as something out of the ordinary.

Main types of socially dangerous crimes

Crime undoubtedly poses serious social dangers. notes the following most common crimes that have a negative impact on the environment: terror, fraud, robbery, blackmail, rape.

Terror is violence with the use of physical force, including death.

Fraud is a crime the essence of which is the taking of someone else's property through deception.

Robbery is a crime whose purpose is also to take possession of someone else's property. However, unlike fraud, robbery involves the use of violence that is dangerous to the health or life of people.

Blackmail is a crime that involves the threat of exposing a person in order to obtain from him various kinds of material or non-material benefits.

Rape is a crime that is a forced sexual act during which the victim is in a helpless state.

Brief description of the main types of social dangers

Let us recall that social dangers include: drug addiction, alcoholism, sexually transmitted diseases, terror, fraud, robbery, blackmail, rape, etc. Let us consider these threats to public order in more detail.

• Drug addiction is one of the most powerful human addictions. Addiction to such substances is a serious disease that is practically untreatable. An individual who uses drugs, in a state of such intoxication, is not aware of his actions. His consciousness is clouded and his movements are inhibited. At the moment of euphoria, the line between reality and sleep is blurred, the world seems beautiful, and life is rosy. The stronger this feeling, the faster the addiction sets in. However, drugs are not a cheap “pleasure”. In search of funds to purchase the next dose, a drug addict is capable of theft, extortion, robbery for profit, and even murder.
• Alcoholism is a disease that occurs as a result of addiction to alcoholic beverages. An alcoholic is characterized by gradual mental degradation associated with the appearance of a number of specific diseases. The peripheral and central nervous systems are significantly affected. An alcoholic condemns not only himself, but also his entire family to torment.
• Sexually transmitted diseases - AIDS, gonorrhea, syphilis, etc. Their social danger lies in the fact that they spread at enormous speed and threaten the health and lives of not only those directly sick, but also humanity as a whole. Among other things, patients often hide the truth about their health status from others and irresponsibly engage in sexual intercourse with them, thereby spreading the infection at a tremendous rate.

Protection from social dangers

In his daily life, a person inevitably faces certain threats. Today we are looking at social dangers. BZD, that is, protection from them, is one of the most important functions of any state. Officials and other government officials are obliged to ensure the safety of the population who have delegated the right to rule to them. Their immediate responsibilities include the development and implementation of measures, as well as preventive measures, the purpose of which is to prevent or eliminate various types of hazards. Practice has shown that ignoring or neglecting social threats leads to the fact that the situation in society worsens significantly, becomes practically uncontrollable and moves over time to an extreme stage, acquiring the features and characteristics of social dangers awaiting humanity everywhere. Examples of the lives of drug addicts, alcoholics, and criminals should always remind us that we are responsible for what is happening around us and are obliged to help the needy and disadvantaged as much as possible. Only through joint efforts can we make the world a better place.

Man as an object, subject and victim of socialization .

Every person, especially in childhood, adolescence and youth, is an object of socialization. This is evidenced by the fact that the content of the socialization process is determined by society’s interest in a person successfully mastering the roles of a man or a woman (gender-role socialization), creating a strong family (family socialization), and being able and willing to competently participate in social and economic life (professional socialization), was a law-abiding citizen (political socialization), etc.

It should be borne in mind that the requirements for a person in one or another aspect of socialization are made not only by society as a whole, but also by specific groups and organizations. The characteristics and functions of certain groups and organizations determine the specific and non-identical nature of these requirements. The content of the requirements depends on the age and social status of the person to whom they are presented.

Emile Durkheim, Considering the process of socialization, I believed that the active principle in it belongs to society, and it is society that is the subject of socialization. “Society,” he wrote, “can survive only when there is a significant degree of homogeneity among its members.” Therefore, it seeks to mold a person “in its own image,” i.e. asserting the priority of society in the process of human socialization, E. Durkheim considered the latter as an object of the socializing influences of society.

The views of E. Durkheim largely became the basis for the developed Talcott Parsons a detailed sociological theory of the functioning of society, which also describes the processes of human integration into the social system.

T. Parsons defined socialization as “internalization of the culture of the society in which the child was born”, as “mastering the requisites of orientation for satisfactory functioning in a role.” The universal task of socialization is to form among “newcomers” entering society, at a minimum, a sense of loyalty and, at a maximum, a sense of devotion to the system. According to his views, a person “absorbs” common values ​​in the process of communicating with “significant others.” As a result of this, adherence to generally accepted normative standards becomes part of his motivational structure, his need.

The theories of E. Durkheim and T. Parsons have had and continue to have a great influence on many socialization researchers. Until now, many of them consider a person only as an object of socialization, and socialization itself as a subject-object process (where the subject is society or its components). This approach is summarized in the typical definition of socialization given in the International Dictionary of Educational Terms (G. Terry Page, J. B. Thomas, Alan R. Marshall, 1987): “Socialization is the process of learning roles and expected behavior in relationships with family and society and developing satisfactory connections with other people.”

Man as a subject of socialization. A person becomes a full-fledged member of society, being not only an object, but also, more importantly, a subject of socialization, assimilating social norms and cultural values, being active, self-developing and self-realizing in society.

The consideration of man as a subject of socialization is based on the concepts of American scientists Ch.X. Cooley, W.I. Thomas and F. Znaniecki, J. G. Mead.

Charles Cooley author of the "mirror" theory I" and small group theory, believed that individual I acquires social quality in communications, in interpersonal communication within the primary group (family, peer group, neighborhood group), i.e. in the process of interaction between individual and group subjects.

William Thomas And Florian Znaniecki put forward the position that social phenomena and processes must be considered as the result of the conscious activity of people, that when studying certain social situations, it is necessary to take into account not only social circumstances, but also the point of view of the individuals included in these situations, i.e. . consider them as subjects of social life.

George Herbert Mead While developing a direction called symbolic interactionism, he considered “interindividual interaction” to be the central concept of social psychology. The set of interaction processes, according to Mead, constitutes (conditionally forms) society and the social individual. On the one hand, the wealth and originality available to this or that individual I reactions and modes of action depend on the diversity and breadth of interaction systems in which I participates. On the other hand, the social individual is the source of movement and development of society.

Ideas Ch.X. Cooley, W.I. Thomas, F. Znaniecki and J.G. Mead had a powerful influence on the study of man as a subject of socialization, on the development of concepts of socialization in line with the subject-subject approach. The authors of the ten-volume International Encyclopedia on Education (1985) state that “recent studies characterize socialization as a system of communication interaction between society and the individual.”

A person becomes a subject of socialization objectively, for throughout his life at each age stage he is faced with tasks, for the solution of which he more or less consciously, and more often unconsciously, sets appropriate goals for himself, i.e. shows his subjectivity(position) and subjectivity(individual originality).

Man as a victim of the socialization process. Man is not only the object and subject of socialization. He could become her victim. This is due to the fact that the process and result of socialization contain an internal contradiction.

Successful socialization presupposes, on the one hand, the effective adaptation of a person in society, and on the other, the ability to to a certain extent resist society, or more precisely, part of those life collisions that interfere with the development, self-realization, and self-affirmation of a person.

Thus, it can be stated that in the process of socialization there is an internal, not completely resolvable conflict between the degree of adaptation of a person in society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance between adaptation in society and isolation in it.

A person who is fully adapted to society and is not able to resist it to some extent, i.e. conformist, may be viewed as a victim of socialization. At the same time, a person who is not adapted to society also becomes a victim of socialization - dissident(dissident), delinquent, or otherwise deviates from the accepted way of life in this society.

Any modernized society, to one degree or another, produces both types of victims of socialization. But we must keep in mind the following circumstance. A democratic society produces victims of socialization mainly contrary to its goals. While a totalitarian society, even declaring the need for the development of a unique personality, in fact purposefully produces conformists and, as a side inevitable consequence, people who deviate from the norms implanted in it. Even creative people necessary for the functioning of a totalitarian society often become victims of socialization, because they are acceptable to it only as “specialists” and not as individuals.

The magnitude, severity and manifestation of the described conflict are associated both with the type of society in which a person develops and lives, and with the style of education characteristic of society as a whole, for certain socio-cultural layers, specific families and educational organizations , as well as with the individual characteristics of the person himself.

Man as a victim of unfavorable conditions of socialization. The socialization of specific people in any society takes place in various conditions, which are characterized by the presence of certain dangers, influencing human development. Therefore, objectively, entire groups of people appear who become or may become victims of unfavorable conditions of socialization.

At each age stage of socialization, we can identify the most typical dangers that a person is most likely to encounter.

During the period of intrauterine development of the fetus: the ill health of the parents, their drunkenness and (or) chaotic lifestyle, poor nutrition of the mother; negative emotional and psychological state of parents, medical errors, unfavorable ecological environment.

In preschool age(0-6 years): illnesses and physical injuries; emotional dullness and (or) immorality of parents, parents ignoring the child and his abandonment; family poverty; inhumanity of workers in child care institutions; peer rejection; antisocial neighbors and (or) their children; video viewing.

At primary school age(6-10 years): immorality and (or) drunkenness of parents, stepfather or stepmother, family poverty; hypo- or hyperprotection; video viewing; poorly developed speech; lack of readiness to learn; negative attitude of the teacher and (or) peers; negative influence of peers and (or) older children (attraction to smoking, drinking, theft); physical injuries and defects; loss of parents; rape, molestation.

During adolescence(11-14 years): drunkenness, alcoholism, immorality of parents; family poverty; hypo- or hyperprotection; video inspection; computer games; mistakes of teachers and parents; smoking, substance abuse; rape, molestation; loneliness; physical injuries and defects; bullying by peers; involvement in antisocial and criminal groups; advance or lag in psychosexual development; frequent family moves; parents' divorce.

In early youth(15-17 years old): antisocial family, family poverty; drunkenness, drug addiction, prostitution; early pregnancy; involvement in criminal and totalitarian groups; rape; physical injuries and defects; obsessive delusions of dysmorphophobia (attributing to oneself a non-existent physical defect or deficiency); misunderstanding by others, loneliness; bullying by peers; failures in relationships with people of the opposite sex; suicidal tendencies; discrepancies, contradictions between ideals, attitudes, stereotypes and real life; loss of life perspective.

In adolescence(18-23 years): drunkenness, drug addiction, prostitution; poverty, unemployment; rape, sexual failure, stress; involvement in illegal activities, in totalitarian groups; loneliness; the gap between the level of aspirations and social status; Military service; inability to continue education.

Whether a particular person will encounter any of these dangers largely depends not only on objective circumstances, but also on his individual characteristics. Of course, there are dangers that any person can become a victim of, regardless of his individual characteristics, but even in this case, the consequences of encountering them can be associated with the individual characteristics of the person.

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