Chapter 1 Social Work System

• 1.1 Features of social work as an activity
• 1.2 Formation of the system of social work in the Russian Federation
• Chapter 2 Relationship between psychology and social work
• 2.1 Psychological aspects of social work
• 2.2 Use of psychological methods in social work when interacting with a client
• 2.2.1 Psychological techniques in working with a social service client
• 2.2.2 Psychological theories applied when working with clients
• 2.3 The use of psychological technologies in the practice of social work
• Conclusion
• List of used literature
• ADD HYPOTHESES
• Introduction
• The socio-psychological orientation (personality - society) has evolved throughout the history of professional social work in the 20th century. and led to the emergence of the psychosocial approach. This approach is usually associated with the names of M. Richmond (Mary Richmond) and F. Hollis (Florence Hollis), and in the 1950s-1960s. the psychoanalytic ideas of Freud, then the work of J. Bowlby, had a great influence on its formation.
• In the research devoted to the psychosocial approach, the need to understand the personality of the client in his relationship with the world that surrounds him is substantiated. In other words, one should not separate such concepts as the inner world and external reality in order to understand the integrity of the “person in the situation”, i.e. psychosociality.
• The relevance of the topic is due to the fact that social work and psychology are related sciences. Knowledge of psychology helps the social worker in his daily activities. No wonder the discipline "Psychology" is included in the state educational standard social work specialist.
• In this regard, we have identified the goal of our work:
• 1. Consider (explore) the relationship between psychology and social work in theory.
• The goal defines the following tasks:
• - to define the system of social work;
• - to study (explore) the psychological aspects of social work;
• - consider the psychological methods and techniques used by a social worker in working with a client;
• The subject of our study: the relationship of social work and psychology.
• Object: implementation of psychological techniques in social work
• Research methods used in the work: analysis of documents; method of comparison and comparison; analysis of the current situation based on theoretical and practical data.
• The theoretical basis of this work is the works of domestic and foreign scientists in the field of social work, such as: V.M. Basova, M.A. Gulina, I.G. Zainysheva, A.I. Kravchenko, E.V. Kulebyakin and many others.
• The structure of the work is determined by the purpose and objectives of scientific research. It consists of an introduction, two chapters, including a certain number of paragraphs, a conclusion, and a list of references.
• The practical significance of the course work is due to the fact that the knowledge gained is of interest to workers and specialists in the field of social work, as well as practitioners in this field.

Chapter 1 Social Work System 1.1 Features of social work as an activity At the beginning of the 20th century, social work acquired the status of a new profession. In Russian universities, social work specialists are trained, whose activities are set by the demands of society. Social workers, as professionals, comprehend the essence of the life of an individual, a group of people, their changes under the influence of various economic, socio-psychological factors. And they not only comprehend, but also solve practical problems of helping individuals (groups, communities) to successfully solve life problems, realize interests and aspirations. A professional must be a competent specialist (possess a certain system of knowledge) and be a carrier of high moral qualities. Researchers in the field of social work, social pedagogy, including: V.A. Slastenin, I.A. Winter, N.V. Kuzmina, V.G. Bocharova, S.A. Belicheva and others believe that it is possible to master the profession of a social worker only in an individual, personal, activity context. Zainysheva, I.G. Technology of social work: textbook. allowance for students. higher textbook institutions / I.G. Zainyshev. - M.: VLADOS, 2002. - S. 73 V.G. Bocharova believes that professionalism as one of the leading components of social work is based and formed on the basis of personal and professional qualities, value orientation and interests of a social worker. Nikitin, V.A. Social work: problems of theory and training of specialists: study guide / V.A. Nikitin. - M .: Moscow Psychological and Social Institute, 2002. - S. 24 Before considering the specifics of social work as a form of practical activity, it should be recalled what is generally understood as activity. IN scientific literature The term "activity" is very broad. I. Hegel used this concept in relation to movement. In philosophy, this term is used as a tool for studying social life as a whole, its individual forms, and the historical process. In domestic science, the problems of activity were developed in various humanitarian disciplines, but, first of all, in philosophy (P.V. Kapnin, E.V. Ilyenkov, E.G. Yudin, M.S. Kagan, V.P. Ivanov, etc. .) and psychology (M.Ya. Basov, S.L. Rubinshtein, A.I. Leontiev, A.V. Petrovsky, V.A. Petrovsky, B.G. Ananiev, L.S. Vygotsky, P.Ya. Galperin, A. V. Zaporozhets, V. N. Myasishchev, etc.). L.P. Bueva defines activity as a way of existence and development of society and a person, a comprehensive process of transforming the surrounding natural and social reality, including himself, in accordance with his needs, goals and objectives. Firsov, M.V. Theory of social work: textbook. allowance for students. higher textbook institutions / M.V. Firsov, E.G. Studenova. - M.: VLADOS, 2001. - P. 121 In any activity, the subject can be singled out as the central component, that is, the one who performs actions and operations. L.P. Guslyakova and E.I. Kholostova believe that, considering the content and structure of social work as a type of professional activity, on the one hand, one must proceed from the generally accepted philosophical and psychological interpretation of activity, on the other hand, take into account the specific features and factors that characterize it. Activity is a way of existence and development of social reality, manifestation of social activity, purposeful reflection and transformation of the surrounding world. Consciousness (goal setting), productive and social character are inherent in it. Activity is divided into practical and spiritual, which complement each other. Social work is a special type of activity, the purpose of which is to satisfy the socially guaranteed and personal interests and needs of various groups of the population, to create conditions conducive to the restoration or improvement of people's abilities for social functioning. Considering social work as a special kind of professional activity, we adhere to the point of view of S.I. Grigoriev and his schools, which define social work as a kind of social activity aimed at optimizing the implementation of the subjective role of people in all spheres of society in the process of joint satisfaction of needs, maintaining life support and active existence of the individual in a particular habitat. Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M.: Phoenix, 2006. - P. 82 A variety of approaches to the consideration of the concept of activity and the interpretation of the term itself contributes to the emergence of many bases for classifying various forms and types of activity. Based on this, we can talk about legal activities, medical, industrial, etc. The profession of a social worker, the object of which is a person, belongs to the type of professions person - person; by class - to transformative professions; on the basis of the main tools of labor - to professions associated with the predominance of functional means of labor; in terms of working conditions - to a group of professions with increased moral responsibility. Increased moral responsibility is main characteristic working conditions of a social worker. That is why it is important to highlight the professional and ethical component in the structure of his professional activity. The specificity of the activity of social workers implies the presence of humanistically oriented personal qualities of its subject (moral responsibility, mercy, empathy, tolerance, etc.). I.A. Zimnyaya emphasizes that in its axiological and functional nature, social work is one of the most versatile and labor-intensive types of professional activity in the field of the "Man-man" profession. Its immediate initial subject - a social worker - performs various functions of organization, provision, support (including both psychological and physical), legal and administrative protection, correction, etc. The activity of a social work specialist is a professional activity aimed at shaping the situation of development the personality of the client as a subject, maintaining his life, individual and social subjectivity, mobilization of self-defense efforts, taking into account the specific conditions of the environment. This activity is characterized by a pronounced expression of its ethical aspect, since its motivational basis is the adoption of ethical norms based on the humanistic ethics of interaction. receive development from the standpoint of activity. The specificity of the functions of a social worker, as well as the pronounced expression of the ethical aspect of this activity, presupposes an organic combination of personal and professional qualities. Thus, social work is a special type of expedient and purposeful activity. Its content and development is multi-subjective, multi-factorial in nature, therefore, the role of unforeseen circumstances and side effects is great in it, accidents play a significant role, which can significantly deform the proposed means and goals. 1.2 Formation of the system of social work in the Russian FederationThe formation of the system of social protection of the population as a special social institution is in the process of its development. Social protection as a social institution, which is a set of legal norms designed to solve certain social and economic problems, in the international context usually deals with categories of citizens established by law who, due to disability, lack of work, or for other reasons, do not have sufficient means to meet their vital needs and the needs of disabled family members Kholostov, E.I. Theory of social work: textbook / E.I. Kholostov. - M.: Yurist, 1999. - P. 84. Within the framework of social protection systems, such citizens are provided with compensatory assistance in cash and in kind, as well as in the form of various types of services, in the event of adverse events established by law. In addition, social protection systems implement preventive measures aimed at preventing adverse events. Social protection is carried out in various organizational and legal forms, including such forms as the individual responsibility of employers, insurance, social insurance, targeted social assistance, state social security, etc. The use of certain organizational and legal forms of social protection may have various social and economic consequences that must be taken into account when managing this industry. Effective social protection involves the implementation of a policy that adequately responds to the social well-being of people, capable of capturing the growth of social discontent and social tension, and preventing possible conflicts and radical forms of protest.

Constitution Russian Federation not only proclaims the right of citizens to social protection, but also clearly defines ways to implement it - first of all, this is state insurance for workers, the creation of other funds that are sources of financing social protection of the population, as well as the adoption of federal laws guaranteeing the implementation of these rights.

As a matter of priority, social protection of the population in the Russian Federation is in need of:

Citizens of the elderly, especially lonely and lonely living; disabled people of the Great Patriotic War and families of fallen servicemen; disabled people, including from childhood and children with disabilities; citizens affected by the consequences of the accident at the Chernobyl nuclear power plant and radioactive emissions elsewhere; unemployed; forced refugees and migrants; children with deviant behavior; families with disabled children, orphans, alcoholics and drug addicts; low-income families; large families; single mothers; young, student families; citizens infected with HIV and AIDS patients; persons with disabilities; persons without a fixed place of residence.

The management bodies of social protection and their subordinate enterprises, institutions, organizations, territorial bodies of social protection of the population form a single state system social protection of the population, which provides state support for families, the elderly, veterans and disabled people, persons dismissed from military service and members of their families, the development of a system of social services, the implementation of state policy in the field of pensions and labor relations.

Thus, social protection in any state is a complex system of socio-economic relations designed to provide comprehensive assistance to disabled or partially able-bodied persons, as well as families whose able-bodied members' incomes do not provide a socially necessary standard of living for the family.

Summing up the chapter, we note that modern concept social protection proceeds from the fact that it should not be reduced to free assistance and encouragement of its passive expectation. Its essence should be to revive and encourage the feeling of a master in a person, to form motives for highly productive work and involve him in such work; to create relatively equal "starting opportunities" in society for all its members. That is why the most important subject of social protection is the person himself, realizing his potential and strength, protecting his vital needs and interests. Conditions must be created in society - economic, organizational, legal, financial, etc. - for the formation of self-awareness, a system of knowledge and value ideas about the role and place of a person in protecting one's rights and protecting fundamental vital interests, ways of one's own self-realization and self-affirmation, interaction with others subjects and social protection.

Chapter 2 Relationship between psychology and social work

2.1 Psychological aspects of social work

The emergence of social work as a science and specific social activity was due to the aggravation of social conflicts in the 19th century. in connection with the rapid development of capitalism in Western countries - industrialization and urbanization and, as a result, a sharp increase in unemployment, crime, alcoholism, etc.

Already from the very beginning, in the process of formation and institutionalization of social work, it was clear that its organic component is psychological activity social workers and psychologists, psychosocial work with the individual and the group.

Within the framework of social work, social individual psychotherapy arose, therefore, in the first period, social work was even reduced to socio-psychological work.

Direct methodological framework psychological practice social work are, undoubtedly, fundamental general psychological doctrines about the personality, its structure; typology and development, the theory of temperament and character, the needs and motivation of behavior, the concept of group psychology and communication, conflict and deviation. However, these psychological concepts and theories were formed and developed by their authors most often (although not always quite consciously), in turn, under the influence of certain philosophical and sociological doctrines about the nature and essence of man. It should be noted that many of the philosophical-anthropological and sociological ideas themselves are directly related to the behavior of the individual and may well be used in the practice of social work. Among the philosophical and sociological teachings and ideas, the concepts of the essence and nature of man, the relationship between the social and biological in man and his development, the meaning of his life, social action, the interaction of the individual and society, and others have the most important methodological significance for the practice of social work. Kulebyakin, E.V. Psychology of social work / E.V. Kulebyakin. - Vladivostok: Publishing House of the Far Eastern University, 2004. - S. 7-8.

Many approaches to social work are based on certain psychological views. Psychoanalysis was the basis for the diagnostic theory of social work, which later determined the method of individual psychosocial work. In recent decades, the provisions of humanistic psychology have become especially important for the strategy of social work (the main ones are about A. Maslow's self-actualization and C. Rogers' personal growth). Firstly, at its core, the essence, content and methods of social work are determined by the principle of humanism and, secondly, these provisions allow us to understand a person as an integral person who is in interaction with his environment.

Both social work and psychology are of an applied nature, and the following areas are of particular importance for the practice of social work: Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M.: Phoenix, 2006. - S. 115

1. Psychodiagnostics - a branch of mental knowledge associated with the formulation of a psychological diagnosis (relevant for social forecasting, counseling and psychotherapeutic assistance, etc.).

2. Psychological counseling - mental assistance normal people to achieve their goals, more effective organization of behavior.

Modern psychology presents great opportunities for the use of social work in various ways of interacting with a client: psychodrama, music therapy, role-playing game and others. Romm. M.V. Theory of social work: textbook / M.V. Romm, T.A. Romm. - Novosibirsk: [b.i.], 1999. - S. 15.

If, as a practice, social work arose earlier than the scientific period in psychology - approximately in the 70s. XIX century, the theoretical understanding of its results and the development of skills went under great influence and in parallel with the development of the theory of psychoanalysis (until the end of the 1940s, psychodynamic and ego- psychological approach we were dominant in individual social work, i.e. in work with one client, and not with a group; "social casework") and later the theory of social psychology, learning theory, stress theory and other psychological concepts. Gulina, M.A. Psychology of social work: a textbook for universities / M.A. Gulin. - St. Petersburg: Peter, 2004. - S. 125.

Thus, social work is not conceivable without knowledge of the basics of psychology. Among other social sciences, the connection between social work and psychology is the most significant. Theoretical basis psychology form the basis of social work with the client.

2.2 Using psychological methods in social work when interacting with a client

2.2.1 Psychological techniques in working with a social service client

The study of the social work client begins at late XIX centuries. Class approaches to the personality of the needy are gradually giving way to natural-scientific approaches. A serious influence on the development of methods, as well as on the scientific reflection of social work, was made by research in the field of psychiatry, psychotherapy and personality psychology. Methods of psychoanalysis and humanistic psychotherapy are applied to the theory and practice of social work. Schools and areas of social work in explaining individual actions of a person, his behavior, emotional reactions, etc. based on the concepts and ideas of Z. Freud, K. Jung, K. Rogers, A. Maslow, E. Erickson and other psychologists and psychiatrists. Various approaches to personality psychology, developed by these and subsequent researchers, are reflected in approaches to the phenomenon of a social work client, determine one or another strategy for relationships with him, and make it possible to form various interpretive tools for the problems and situations of clients. Psychodynamic, humanistic and systemic psychological concepts had a special influence on the approach to the client in the theory and practice of social work. Firsov, M.V. Theory of social work: textbook. allowance for students. higher textbook institutions / M.V. Firsov, E.G. Studenova. - M.: VLADOS, 2001. - S. 265-267.

A social worker needs a certain level of psychological literacy for the effective performance of his professional duties related to the organization and functioning of social services.

If we proceed from the position that among the professional functions of social workers, the most important should be considered the provision of psychological support, the performance of intermediary functions through interaction with specific specialists (psychologists, psychotherapists, psychiatrists, teachers, sociologists, lawyers, etc.), then psychological training should include the study of both general tendencies of mental manifestations and special ones (depending on age, gender, profession, social status, etc.).

The need for a sufficiently high psychological competence is due to the fact that the social worker, firstly, must constantly cooperate with professional psychologists, psychotherapists and find mutual understanding with them; secondly, to distinguish between those cases when a psychological or even psychiatric problem is hidden under the “mask” of a social problem and refer the client to the appropriate specialist; thirdly, to be able to provide primary social support to people in need; fourthly, constantly communicating with people burdened with psychological problems, he must master the principles of psychologically correct communication with them.

In the practice of social work, one of the central places belongs to individual work with a client. Often a social worker is faced with the erroneous actions of people, their confusion, helplessness, painful perception of others not only in extreme, stressful, but also in ordinary situations.

Often, people who cannot solve their problems due to their physical condition (elderly, lonely, sick, disabled) need the help of a social worker. They, as a rule, also have peculiar tendencies in the sphere of the psyche: aggression, depression, autism, etc.

In addition, social assistance is resorted to by people who do not know how or do not know how to choose a path to solve their problems, find the strength to realize their intentions. The object of the activity of a social worker is also persons who are in an altered (but within the limits of the norm) state of mind, where most often the leading role belongs to the psychological component. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova.- M.: INFRA-M, 2001. - S. 185-189.

Options for psychological assistance to a person are diverse. But they are only effective when they are applied in combination with theory, methodology and technology of use. psychological knowledge. It is important for a specialist in the field of social work to be able to choose and use in practice methods that correspond to the individuality of a particular person and take into account his social needs and interests.

According to world practice, there are two points of view regarding the use of psychological methods in helping a person. Some believe that only specialists with a special medical education can engage in psychological practice. For example, the American Psychoanalytic Association admits only certified physicians to its membership. Others believe that the requirements for practicing psychologists should not be so strict. For example, in the UK every third psychoanalyst does not have a medical education. In most Western countries, the role of a social worker in providing psychological assistance to the population is constantly increasing. And in the United States now, the number of social workers employed in the field of mental health care exceeds the total number of psychiatrists and psychoanalysts working in this field. The development of a network of psychological services, as experience shows, is also of great economic importance. According to Western experts, one ruble invested in the development of a system of psychological assistance to the population makes it possible to avoid investing ten rubles in the development of a medical psychiatric service.

Social assistance to the population is provided in the same areas of practical psychology: Kravchenko, A.I. Social work: a textbook for universities / A.I. Kravchenko. - M.: Prospect; Welby, 2008. - p. 120

Providing the client with objective information about his disorders based on psychodiagnostics. The client develops his own attitude to receiving information and decides on its use;

Psychological correction, with the help of which an individual program of a certain type of activity (reading, writing, counting, etc.) is developed for the client in accordance with general requirements;

Psychological counseling, the purpose of which is to help the individual find as many options for behavior, thoughts, feelings, actions as possible for active interaction with people and social groups within society;

Psychoprophylactic work aimed at preventing in advance possible violations in the development of the individual, creating conditions for a full-fledged mental development at every age stage.

An important area is psychotherapy - an organized impact on the client's psyche in order to restore or transform it. As a rule, it is carried out by social workers with the assistance of physicians. The therapeutic technology has a large number of psychotechnical, instrumental, training methods of influence. Zainysheva, I.G. Technology of social work: textbook. allowance for students. higher textbook institutions / I.G. Zainysheva.- M.: VLADOS, 2002. - S. 85-89.

Thus, when working with a client, a social worker often has to use various psychological techniques. This is due to the fact that the social worker first of all has to work with the personality of the client. This is especially evident in individual work.

2.2.2 Psychological theories applied when working with clients

Psychodynamic practice is based on the psychoanalysis of Z. Freud. The relationship that develops between client and therapist is the same as between patient and doctor. This is why, in psychoanalytic approaches, the client asking for help is defined as the patient. Initially, this method rigidly determined the patient's attitudes and the necessary procedures, thus lined up, as in medical practice, directive principles of relationships. Later, Freud came to the conclusion that the relationship between analyst and patient is part of the therapeutic contact and that it can interfere with or help the solution of the patient's problems.

The behavioral practice of working with a client is different from other types of therapy, it is based on behavior, and the feelings and thoughts of the client, even despite the emotional background, are secondary. Behavioral therapy focuses on teaching clients positive behavior patterns.

R. Dustin (R. Dustin) and R. George (R. George) highlight such basic principles of behavioral therapy.

1. The therapist's focus is on the behavior of the client.

2. Conceptualization of therapeutic behavioral goals.

3. Development of a treatment procedure based on the behavioral problems of the client.

4. Objective assessment of therapeutic goals achieved in the course of treatment.

Behavioral therapy allows not only to reflect, but also to measure the changes that occur with the client, to ensure the client's progress towards the goals. In this regard, behavioral therapy enables clients: Safonova, L.V. The content and methodology of psychosocial work / L.V. Safonov. - M.: Academy, 2006. - S. 71

change behavior;

Be involved in the decision-making process;

Prevent possible problems, form the necessary behavior.

Personally-oriented therapy is aimed at the client's self-actualization, his awareness of his attitude to himself, to the world around him, to his behavior. It develops the creative potential of the individual, his ability to self-improvement.

It is based on the understanding that people are able to resolve any conflicts, but they are limited in knowledge about themselves. Conflicts arise as a result of a discrepancy between one's own organismic evaluative process and the evaluative value position of the environment.

Clients are able to overcome the obstacles of perception of both external and internal experience, to form ideas about themselves as a fully functioning personality, a self-actualizing individual, if the therapist has the necessary personal qualities. Creating an atmosphere of relationship with the client is one of the main conditions of the therapeutic process. If these conditions are met, then clients can achieve self-actualization, resolve conflict, acquire positive values, increase the trend of positive personal growth. Firsov, M.V. Psychology of social work: Contents and methods of psychosocial practice: textbook. allowance for students. higher studies, institutions / M.V. Firsov, B.Yu. Shapiro. - M.: Academy, 2002. - S. 80.

Thus, in this section we have considered three types of psychological theories that can be partially applied in the practice of social work: psychodynamic, behavioral and personality-oriented approaches.

2. 3 Appspsychological technologies

in the practice of social work

Social work is aimed at helping a person in his family, social environment, in correcting his interpersonal relationships and intrapersonal status. Therefore, psychological technologies and techniques are rightly actively used both in the training of a specialist and in his professional activities. The variety of psychological technologies that are being actively developed, the practitioner applies, depending on his basic approach to man and society. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova.- M.: INFRA-M, 2001. - S. 187.

For the practice of social work, the following areas are of particular importance:

1) psychodiagnostics,

2) psychological counseling,

3) the use of techniques, methods and techniques of psychological interaction with the client.

Psychodiagnostics is a branch of mental knowledge associated with the formulation of a psychological diagnosis. Modern psychodiagnostics understands the term "psychological diagnosis" not only as the establishment of any deviation from normal psychological functioning or development, but also as the definition of the mental state of a particular object (individual, family, group), one or another mental function or process in a particular person. For example, a diagnosis of the level of mental development of a preschooler, psychodiagnostics of intelligence, voluntary attention, short-term and long-term memory, character accentuations, type of temperament, etc. can be carried out. The content and methodology of psychosocial activity in the system of social work: lecture [Electronic resource] // Bibliofond. Library of scientific and student information // Access mode: http://www.bibliofond.ru/view.aspx?id=9577

It is recommended to collect information about the client using one of the methods - the five-step model described by E. Ivey. It is also useful to observe expressions (facial expressions, pantomimes, posture, movements), by which one can understand the true experiences, the state of a person, and not evaluate them only by his words. It has been established that it is non-verbal manifestations in communications that most correctly signal the true, and not ostentatious, feelings of a partner. The results of observations should be analyzed according to a special scheme. In addition, special psychodiagnostic methods are common in psychodiagnostics: tests, questionnaires, projective procedures. Noting the need for professionalism in their use and interpretation of the results, experts pay attention to the following advantages of these techniques: Shemet, I.S. Integrative psychotechnologies in social work: scientific edition / I.S. Shemet. - Kostroma: KSU, 2004. - S. 112

1) they allow you to collect diagnostic information in a relatively short time;

2) provide information not about a person in general, but about one or another of his features (intelligence, anxiety, sense of humor, etc.);

3) information arrives in a form suitable for qualitative and quantitative comparison of an individual with other people;

4) the information obtained with the help of psychodiagnostic methods is useful in terms of choosing the means of intervention, as well as predicting the development, communication, and effectiveness of a particular activity of an individual.

The social worker, using simple psychodiagnostic procedures in his practice to obtain a more complete and objective characterization of the client, if necessary, directs him to a professional psychologist, formulating psychodiagnostic tasks for the latter. Particular caution should be exercised against the unskilled use of psychodiagnostic testing.

The test is a very subtle and sometimes insidious tool. It is not enough to have a test in hand, you need to know well its potential, the rules of interpretation, the clarity of the testing procedure, the rules for correlating the results obtained using different tests. Nikitin, V.A. Social work: problems of theory and training of specialists: study guide / V.A. Nikitin. - M.: Moscow Psychological and Social Institute, 2002. - S. 136.

At the same time, the competent use of testing expands the horizons of the psychologist and social worker. However, often the focus on solving obvious, obvious problems leads to forgetting what type of client they are dealing with. How the psychologist and social worker perceives the client often affects their judgment. Tests are a good way to avoid bias. They make it possible to assess the situation in a balanced way.

Psychological counseling of the population is a new type of practical activity of domestic psychologists, and so far, unfortunately, it is developing on a rather modest scale, although in many foreign countries Europe, America, Asia, a network of municipal, city, district (communal), local psychological consultations has been functioning for many years, giving a significant practical effect. Basova, V.M. Social work: textbook / V.M. Basova, N.F. Basov, S.V. Boytsova. - M.: Dashkov i K, 2008. - S. 98

It is customary to distinguish between psychological counseling and psychotherapy. Counseling - assisting mentally healthy people to achieve their goals, more effective organization of behavior. A counseling psychologist can help a person look at himself as if from the outside, realize the problems that he does not control, change attitudes towards others and adjust his behavior in accordance with them, etc.

Psychotherapy is a long-term process of personality transformation, characterized by profound changes in its structure. The opinion is often expressed that psychotherapy is work with a pathological personality. But in practice, the concepts of psychotherapy and psychological counseling merge. Counseling psychologists sometimes have many meetings with clients and work deeper than psychotherapists. Kholostova, E.I. Theory of social work: textbook / E.I. Kholostov. - M.: Jurist, 1999. - S. 234.

Thus, various psychological methods and technologies are used in social work. The most frequently used of them are: psychodiagnostics, testing, psychotherapy, psychological counseling.

Conclusion on the second chapter

In the first chapter, we examined the relationship between psychology and social work. Based on the analysis of the texts of the literature used, we were convinced that social work is unthinkable without psychology. Moreover, from the very beginning of its formation, social work relied on psychology. The psychological approach to the practice of social work was especially popular abroad.

On the this moment various psychological methods are widely used in social work with clients.

Conclusion

In the domestic methodology and practice of social work, the idea of ​​synthesis of the psychological and the social can be traced at all levels - in the formulation of the goals and objectives of social assistance to the population, in the qualification requirements and job responsibilities of social workers, in state educational standards for training social work specialists. Accordingly, an integrative approach is actually incorporated in the regulatory documents on the activities of social services and the job responsibilities of social workers. Thus, they include such activities as the provision of qualified socio-psychological assistance to citizens, in particular the provision of counseling; assistance to clients in conflict and psychotraumatic situations; expanding the range of socially and personally acceptable means for clients to independent decision emerging problems and overcoming existing difficulties; assistance to clients in actualizing their creative, intellectual, personal, spiritual and physical resources to get out of a crisis; stimulating self-esteem of clients and their self-confidence.

Social workers who deal with people in difficult life situations, in risk groups, therefore, must be quite competent in matters of mental health, the socio-psychological nature of a person, its characteristics in certain groups, in particular, in problems of personality typology, temperament, character, communication, etc.

The main goal of social work is to improve the lives of clients by changing their inner world and external circumstances that affect this world, therefore the psychological foundations of social work include both general theoretical psychological concepts and methods of practical psychology.

The need for a sufficiently high psychological competence is due to the fact that a social worker, firstly, must constantly cooperate with professional psychologists, psychotherapists and find mutual understanding with them; secondly, to distinguish between those cases when a psychological or even psychiatric problem is hidden under the “mask” of a social problem and refer the client to the appropriate specialist; thirdly, to be able to provide primary social support to people in need; fourthly, constantly communicating with people burdened with psychological problems.

All psychological states and behavioral patterns of clients are caused, on the one hand, by external social (or natural) causes, in particular, socio-economic difficulties, poverty, unemployment, retirement and its low standard of living, abuse of power and violence by other people and groups (including those associated with crime), failures in personal and family life (divorce or discord in the family, etc.), national-racial conflicts, the consequences of participating in hostilities, being in extreme situations (severe illness, disability, natural disasters, etc.). On the other hand, the psychological problems of clients are due to the peculiarities of the personality structure itself. It is the imposition of the noted objective life situations and the subjective internal characteristics of a given person that ultimately leads to psychological dissatisfaction with his life. From this it is quite clear that the psychosocial worker is obliged in his work with clients to provide him not only with social and organizational assistance within the framework of his abilities, but also to be able to quite competently solve purely psychological problems of the client, actively using corrective and rehabilitation methods and means.

Among the numerous methods and means of correction and rehabilitation of clients, psychological counseling and psychotherapy, which is a diverse set of specific techniques, methods, and techniques used in practical work, are of paramount importance in psychological work with clients. It should be noted that both psychological counseling and psychotherapy in solving clients' problems are based on basic principles and therefore include a number of relevant basic approaches: diagnostic (diagnostic scale), functional (functional school), problem solving method, psychoanalytic, cognitive, behavioral (behavioral). ), multimodal (along with the behavioral, it also includes an analysis of the sensory processes of the personality, interpersonal relationships, imagination), existential-humanistic (humanistic and existential psychology), transactional approach (based on the transactional analysis of gestalt psychology), systemic, integrative (based on the principle: for each client has his own psychotherapy), ontopsychological, approach from the standpoint of transpersonal psychology, activity and others.

List of used literature

1. Basova, V.M. Social work: textbook / V.M. Basova, N.F. Basov, S.V. Boytsova. - M.: Dashkov i K, 2008. - 364 p.

2. Gulina M.A. Psychology of social work: a textbook for universities / M.A. Gulin. - St. Petersburg: Peter, 2004. - 352 p.

3. Zainysheva, I.G. Technology of social work: textbook. allowance for students. higher textbook institutions / I.G. Zainyshev. - M.: VLADOS, 2002. - 240 p.

4. Kravchenko, A.I. Social work: a textbook for universities / A.I. Kravchenko. - M.: Prospect; Welby, 2008. - 416 p.

5. Kulebyakin E.V. Psychology of social work / E.V. Kulebyakin. - Vladivostok: Far Eastern University Press, 2004. - 82 p.

6. Nikitin, V.A. Social work: problems of theory and training of specialists: study guide / V.A. Nikitin. - M.: Moscow Psychological and Social Institute, 2002. - 236 p.

7. Romm, M.V. Theory of social work: textbook / M.V. Romm, T.A. Romm. - Novosibirsk: [b.i.], 1999. - 52 p.

8. Safonova, L.V. The content and methodology of psychosocial work / L.V. Safonov. - M.: Academy, 2006. - 224 p.

10. Firsov, M.V. Psychology of social work: Contents and methods of psychosocial practice: textbook. allowance for students. higher studies, institutions / M.V. Firsov, B.Yu. Shapiro. - M.: Academy, 2002. - 192 p.

11. Firsov, M.V. Theory of social work: textbook. allowance for students. higher textbook institutions / M.V. Firsov, E.G. Studenova. - M.: VLADOS, 2001. - 432 p.

12. Kholostova E.I. Theory of social work: textbook / E.I. Kholostov. - M.: Jurist, 1999. - 334 p.

13. Kholostova E.I. Technologies of social work: textbook / E.I. Kholostov. - M.: INFRA-M, 2001. - 400 p.

14. Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M.: Phoenix, 2006. - 346 p.

15. Shemet, I.S. Integrative psychotechnologies in social work: scientific edition / I.S. Shemet. - Kostroma: KSU, 2004. - 226 p.

Introduction

The psychology and behavior of each individual essentially depend on his social environment, or environment. The social environment is a complex society, consisting of numerous, diverse, more or less stable associations of people called groups.

There are groups that are different in size, in the nature and structure of the relations existing between their members, in individual composition, in the characteristics of values, norms and rules of relationships shared by the participants, in interpersonal relations, in the goals and content of the activity, i.e. these features are not permanent. The general rules of conduct that all members of a group must adhere to are called group norms. All these characteristics are the main parameters by which groups are distinguished, divided and studied in social psychology.

Specifics of the socio-psychological approach

People who have a common significant social attribute based on their participation in some activity are united in groups. The problem of groups in sociology and social psychology is the most important issue.

In human society, many different kinds of associations arise, and therefore the fundamental question of sociological analysis is the question of what criterion should be used to isolate groups from them. In the social sciences, the concept of "group" can be used in different ways. In demographic analysis or statistics, for example, we mean conditional groups.

Conditional groups are arbitrary associations of people according to some common feature necessary in a given system of analysis.

That is, a group is considered to be several people who have some common feature, who have given certain indicators, etc.

In other sciences, a group means a real-life education. In such a group, people are united by some common feature, type of joint activity, or placed in any identical conditions, circumstances in the process of life. At the same time, people consciously refer themselves to this group (to varying degrees).

Social psychology deals primarily with real-life groups. In this regard, her approach differs from the sociological one. The main problem of the sociological approach is to find an objective criterion for distinguishing groups. These differences can be in religious, political, ethnic characteristics. From the point of view of some objective criterion accepted as the main one for each system of sociological knowledge, sociology analyzes each social group, its relations with society and the interpersonal relations of its members.

In the course of his life, a person performs various social functions, and can be a member of various social groups. Therefore, the socio-psychological approach considers a person as a point of intersection of various group influences. That is, a person is formed at the intersection of these groups. This determines the place of the individual in the system of social activity, and also affects the formation of the consciousness of the individual. The personality is included in the system of views, values, ideas, norms of the various groups in which he is a member. It is important to determine the resultant of all group influences. And for this it is necessary to establish the significance of the group for a person in psychological terms, which characteristics are important for this member of the group. Here in social psychology it is necessary to correlate the sociological approach with the psychological one.

If the sociological approach is characterized by the search for objective criteria for distinguishing between really existing social groups, then the psychological approach is characterized mainly by consideration of the very fact of the presence of a multitude of persons, in the conditions of which the activity of the individual takes place. In this case, interest is focused not on the meaningful activities of the group, but on the form of actions of this person in the presence of other people and interaction with them. The question was posed in this way in socio-psychological research at the early stages of the development of social psychology. The group here is not considered a real social cell of society, a microenvironment of personality formation. However, for some purposes, just such an approach is necessary, especially within the framework of general psychological analysis. The question is whether this approach is sufficient for social psychology. The definition of a group as a simple set, of which a person is an element, or as an interaction of people who have a common social norms, values ​​and are in certain relationships to each other, is only a statement of the presence of many people acting side by side or together. This definition does not characterize the group in any way, and in the analysis there is no content side of this multitude of persons. Words about the presence of certain relations within the group also say little: the presence of relations in any association is important, but without describing the nature of these relations, this addition is insignificant. When relationships are a characteristic of a social group included in some system social activities, then you can determine the significance of these relationships for the individual.

All of the above allows us to conclude that for social psychology, a simple statement of a multitude of people or even the presence of some kind of relationship within it is not enough. The task is to combine the sociological and (we will call it so) "general psychological" approach to the group. If we recognize that social psychology, first of all, explores the patterns of behavior and activities of people, due to the fact of their inclusion in real social groups, then we must also recognize that the focus of analysis is precisely the content characteristic of such groups, identifying the specifics of the impact on the personality of a particular social group. groups, and not just an analysis of the "mechanism" of such an impact. This formulation is logical from the point of view of the general methodological principles of activity theory. The significance of the group for the individual, first of all, is that the group is a certain system of activity, given by its place in the system of social division of labor, and therefore itself acts as the subject of a certain type of activity and through it is included in the entire system of social relations.

In order to provide this kind of analysis, social psychology needs to rely on the results of the sociological analysis of groups, i.e. turn to those real social groups that are identified according to sociological criteria in each given type of society, and then, on this basis, carry out a description psychological characteristics each group, their significance for each individual member of the group. An important component of such an analysis is, of course, the mechanism for the formation of the group's psychological characteristics.

If we accept the proposed interpretation of the group as a subject of social activity, then, obviously, we can distinguish some features that are characteristic of it as a subject of activity. The commonality of the content of the group's activity also gives rise to the commonality of the psychological characteristics of the group, whether we call them "group consciousness" or some other term. The psychological characteristics of the group should include such group formations as group interests, group needs, group norms, group values, group opinion, group goals. And although the current level of development of social psychology has neither the tradition nor the necessary methodological equipment for the analysis of all these formations, it is extremely important to raise the question of the "legitimacy" of such an analysis, because it is precisely in these characteristics that each group psychologically differs from the other. For an individual entering a group, awareness of belonging to it is carried out primarily through the acceptance of these characteristics, i.e. through the realization of the fact of some mental community with other members of this social group, which allows him to identify with the group. We can say that the "border" of the group is perceived as the boundary of this mental community. When analyzing the development of groups and their role in the history of human society, it was found that the main, purely psychological characteristic of the group is the presence of the so-called "we-feelings". This means that the universal principle of the mental formation of the community is the distinction for individuals in the group of a certain formation "we" in contrast to another formation - "they". “We-feeling” expresses the need to differentiate one community from another and is a kind of indicator of the awareness of a person’s belonging to a certain group, i.e. social identity. The statement of belonging of an individual to a group is of considerable interest for social psychology, allowing us to consider the psychological community as a kind of psychological "section" of a real social group. The specificity of the socio-psychological analysis of the group manifests itself precisely here: the real social groups identified by means of sociology are considered, but in them, further, those features of them are determined that together make the group a psychological community, i.e. allow each member to identify with the group.

With this interpretation, the psychological characteristics of the group are fixed, and the group itself can be defined as "a community of interacting people in the name of a conscious goal, a community that objectively acts as a subject of action." The degree of detail with which further analysis can reveal the characteristics of such a generality depends on the specific level of development of the problem. So, for example, some authors do not limit themselves to the study of these group characteristics, but also propose to see in the group, by analogy with the individual, such indicators as group memory, group will, group thinking, etc. At present, however, there is no sufficiently convincing theoretical and experimental evidence that this approach is productive.

While the last of these characteristics are controversial in terms of whether they relate to the psychological description of the group, others, such as group norms or group values, group decisions are studied in social psychology precisely as belonging to special group formations. Interest in these formations is not accidental: only their knowledge will help to more specifically reveal the mechanism of the relationship between the individual and society. Society affects the individual precisely through the group, and it is extremely important to understand how group influences mediate between the individual and society. But in order to accomplish this task, it is also necessary to consider the group not just as a "multiple", but as a real cell of society, included in the broad context of social activity, which is the main integrating factor and the main feature of the social group. The general participation of group members in joint group activity determines the formation of a psychological community between them and, thus, under this condition, the group really becomes a socio-psychological phenomenon, i.e. object of study in social psychology.

Much attention in the history of social psychology has been given to studies of the characteristics of groups and their impact on the individual. There are some characteristic features such studies.

1. The group approach is considered as one of the variants of the socio-psychological approach. In American psychology, there is also an individual approach. Both of these approaches are a consequence of two origins of social psychology: sociology and psychology. Proponents of both group and individual approaches find the causes of people's social behavior. But for supporters of an individual approach, it is characteristic to search only for the immediate causes of such behavior. The group is important to them only as the fact that there are many people, but outside the broad social system in which it is included. Here - a purely formal understanding of the group.

The group approach, on the other hand, penetrates mainly beyond the limits of the group, where a given individual draws norms and values, into the social characteristics of social relations. In European social psychology, this approach is common. It substantiates the idea of ​​the need for a social context in any study. Here such a study of groups is criticized, when all group processes are divided into various fragments, while the significance of the meaningful activity of the group is lost.

2. Many authors who define a group separate the two main blocks of socio-psychological research. The first block is characterized by the study of processes that characterize human communication and interaction - communications, interactions, attractions, perceptions, etc. All of these processes are assumed to take place in a group, but studies do not present such a variable as group activity. The second block of research is related to the study of the groups themselves. He studies the size of the group, its composition, structure. The group processes studied in the first block are also mentioned, but without connection with joint group activity. Consequently, the description of the processes turns out to be isolated, the essential parameters of the group are excluded when studying its internal processes.

3. All attention in traditional social psychology is given only to a certain type of group - small groups. To a greater extent, they study the developing interpersonal relations, but it is not clear how they depend on the nature of group activity and how they are connected with social relations.

A clear formulation of the requirements of a new approach to the study of the group is necessary. The main task is to consider more specifically the patterns of human communication and interaction in real social cells, i.e. where they appear. To accomplish this task, in addition to the accepted certain methodological principles, it is necessary to set the conceptual apparatus. Within its framework, the group can be investigated and its main characteristics described. Such a conceptual scheme is necessary in order to be able to compare groups with each other, as well as to obtain comparable results in experimental studies.

social group psychological individual

This issue has been widely discussed in the literature. So, in the works of B. D. Parygin, the model of personality, which should take its place in the system of social psychology, involves a combination of two approaches: sociological and general psychological. Although this idea itself is not objectionable, the description of each of the synthesized approaches seems to be controversial: the sociological approach is characterized by the fact that in it the person is considered mainly as an object social relations, and general psychological - by the fact that here the emphasis is placed only "on the general mechanisms of the mental activity of the individual." The task of social psychology is “to reveal the entire structural complexity of the personality, which is both an object and a subject of social relations...” [Parygin, 1971, p. 109]. It is unlikely that both a sociologist and a psychologist will agree with such a division of tasks: in most concepts of both sociology and general psychology accept the thesis that a person is both an object and a subject of the historical process, and this idea cannot be implemented only in the socio-psychological approach to personality.

In particular, the general psychological model of personality raises an objection, which “usually is limited to the integration of only biosomatic and psychophysiological parameters of the personality structure” [Ibid. S. 115]. As already noted, the tradition of the cultural-historical conditioning of the human psyche is directed directly against this assertion: not only the individual, but also individual mental processes are considered as determined by social factors. Moreover, it cannot be argued that when modeling a personality, only biosomatic and psychophysiological parameters are taken into account here. Accordingly, it is hardly possible to agree with the interpretation of the socio-psychological approach to personality as a simple imposition of “a biosomatic and social program on top of each other” [Ibid.].

It is possible to approach the definition of the specifics of the socio-psychological approach descriptively, i.e. based on the practice of research, simply list the tasks to be solved, and this path will be fully justified. So, in particular, among the tasks are called: the determination of the mental make-up of the personality; social motivation of the behavior and activities of the individual in various socio-historical and socio-psychological conditions; class, national, professional personality traits; patterns of formation and manifestation of social activity, ways and means of increasing this activity; problems of internal inconsistency of the personality and ways to overcome it; self-education of the individual, etc. [Shorokhova, 1975, p. 66]. Each of these tasks in itself seems to be very important, but it is not possible to catch a certain principle in the proposed list, just as it is not possible to answer the question: what is the specificity of the study of personality in social psychology?

Does not solve the issue and the appeal to the fact that in social psychology the personality should be investigated in communication with other personalities, although such an argument is also sometimes put forward. It must be rejected because, in principle and in general psychology, there is a large layer of research into personality in communication. In modern general psychology, the idea is rather persistently held that communication has the right to exist as a problem precisely within the framework of general psychology.

It is possible to formulate an answer to the question posed, based on the accepted definition of the subject of social psychology, as well as on the understanding of personality proposed by A. N. Leontiev. Social psychology does not specifically investigate the question of the social conditioning of the personality, not because this question is not important for it, but because it is solved by the whole of psychological science and, first of all, by general psychology. Social psychology, using the definition of personality given by general psychology, finds out how, i.e. First of all, in which specific groups, the personality, on the one hand, assimilates social influences (through which of the systems of its activity), and on the other― how, in what specific groups it realizes its social essence (through what specific types of joint activities).

The difference between this approach and sociological lies not in the fact that for social psychology it is not important how socio-typical traits are presented in a person, but in the fact that it reveals how these social-typical traits were formed, why in some conditions they manifested themselves in full, and in others arose some other despite the individual's belonging to a particular social group. For this, to a greater extent than in sociological analysis, the emphasis is on microenvironment personality formation, although this does not mean a rejection of research and the macroenvironment of its formation. To a greater extent than in the sociological approach, such regulators of the behavior and activity of the individual as the entire system of interpersonal relations and their emotional regulation are taken into account here.

From general psychological approach, this approach differs not in that the whole complex of questions of the social determination of personality is studied here, but in general psychology it is not. The difference lies in the fact that social psychology considers the behavior and activities of a "socially determined personality" in specific real social groups, individual contribution each individual in the activities of the group, causes, on which the value of this contribution to general activities. More precisely, two series of such causes are studied: those rooted in the nature and level of development of those groups in which the individual acts, and those rooted in the individual himself, for example, in the conditions of his socialization.

We can say that for social psychology, the main guideline in the study of personality is the relationship of the individual with the group (not just personality in the group namely, the result obtained from relationship of an individual with a particular group). On the basis of such differences in the socio-psychological approach from the sociological and general psychological approach, it is possible to single out the problems of personality in social psychology.

The most important thing is to identify those patterns that govern the behavior and activities of an individual included in a particular social group. But such a problematic is unthinkable as a separate, "independent" block of research undertaken outside the group's research. Therefore, in order to realize this task, one must essentially return to all those problems that were solved for the group, i.e. "repeat" the problems discussed above, but look at them from the other side - not from the side of the group, but from the side of the individual. Then it will be, for example, the problem of leadership, but with the shade that is associated with the personal characteristics of leadership as a group phenomenon; or the problem of attraction, considered now from the point of view of the characteristics of certain features of the emotional sphere of the personality, which manifest themselves in a special way when perceived by another person. In short, a specifically socio-psychological consideration of the problems of the personality of races is the other side of the consideration of the problems of the group.

But at the same time, there are still a number of special problems that are less affected by the analysis of groups and which are also included in concept"social psychology of personality". In order to discover that across through which groups the influence of society on the individual is carried out, it is important to study a specific life path personality, those cells of the micro- and macroenvironment through which it passes [Psychology of a developing personality, 1987]. In the traditional language of social psychology, this is the problem socialization. Despite the possibility of distinguishing sociological and general psychological aspects in this problem, this is a specific problem of the social psychology of the individual.

On the other hand, it is important to analyze what is the result, obtained not in the course of passive assimilation of social influences, but during active development its entire system of social ties. How a person acts in conditions of active communication with others in those real situations and groups where his life activity takes place, this problem in the traditional language of social psychology can be designated as a problem social setting. This direction of analysis also quite logically fits into the general scheme ideas of social psychology about the relationship between the individual and the group. Although both sociological and general psychological facets are often seen in this problem, it, as a problem, falls within the competence of social psychology.

The result of the study of personality problems in social psychology should be considered the integration of the personality in the group: the identification of those personality traits that are formed and manifested in the group, the feeling of group belonging that arises on the basis of the reflection of these qualities. In the language of traditional social psychology, this problem is called the problem social identity personality. As in the first two cases, despite the presence of sociological and general psychological aspects in the problematic, in its entirety, this is a problem social psychology.

We can agree with the idea that “the social psychology of personality still appears as a rather unstructured area of ​​socio-psychological research, and therefore difficult for any systematic presentation of it” [Belinskaya, Tikhomandritskaya, 2001. P. 24], but nevertheless the less suggested three aspects of the problems may outline its subject matter.

Literature

Ananiev B. G. Problems of modern human knowledge. M., 1976. Asmolov A. G. Personality as a subject of psychological research. M., 1988.

Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. M., 2001.

Kon I. S. Sociology of personality. M., 1967.

Leontiev A.N. Activity. Consciousness. Personality. M., 1975.

Parygin B. D. Fundamentals of socio-psychological theory. M., 1971.

Platonov K. K. Socio-psychological aspect of the problem of personality in the history of Soviet psychology // Social psychology of personality. M., 1979.

Smelzer N. Sociology / Per. from English. M., 1994.

Shorokhova E. V. Socio-psychological understanding of personality // Methodological problems of social psychology. M., 1975.

Yadov V. A. Personality and mass communications. Tartu, 1969.

Chapter 16

Socialization

The concept of socialization. The term "socialization", despite its wide prevalence, does not have an unambiguous interpretation among different representatives. psychological science[Kon, 1988. p. 133]. In the system of domestic psychology, two more terms are used, which are sometimes proposed to be considered as synonyms for the word "socialization": "personal development" and "education". Without giving yet an exact definition of the concept of socialization, let's say that the intuitively guessed content of this concept is that it is the process of "entry of the individual into social environment”, “assimilation of social influences by him”, “introducing him to the system of social ties”, etc. The process of socialization is a set of all social processes, thanks to which the individual acquires a certain system of norms and values ​​that allow him to function as a member of society [Bronfenbrenner, 1976].

One of the objections is usually built on the basis of such an understanding and consists in the following. If there is no personality outside the system of social ties, if it is initially socially determined, then what is the point of talking about its entry into the system of social ties? The possibility of exact dilution of the concept of socialization with other concepts widely used in domestic psychological and pedagogical literature is also doubtful. ("personal development" And "upbringing"). This objection is very important and deserves to be discussed. specially.

The idea of ​​personality development is one of the key ideas of domestic psychology [Development Psychology, 2001]. Moreover, the recognition of the individual as the subject of social activity attaches particular importance to the idea of ​​personality development: the child, developing, becomes such a subject, i.e. the process of its development is inconceivable outside of its social development, and therefore outside of its assimilation of a system of social ties and relations, outside of inclusion in them. In terms of the scope of the concept of “personal development” and “socialization”, in this case, it seems to coincide, and the emphasis on the activity of the individual seems to be much more clearly represented precisely in the idea of ​​development, and not socialization: here it is somehow muted, since it is in the center of attention - social environment and emphasizes the direction of its impact on the individual.

At the same time, if we understand the process of personality development in its active interaction with the social environment, then each of the elements of this interaction has the right to be considered without fear that the predominant attention to one of the sides of the interaction must necessarily turn into its absolutization, underestimation of the other component. A truly scientific consideration of the issue of socialization in no way removes the problem of personality development, but, on the contrary, suggests that a person is understood as a becoming active social subject.

Several more difficult the question of the relationship between the concepts of "socialization" and "education" [Rean, Kolominsky, 1999. p. 33]. As you know, the term "education" is used in our literature in two meanings - in the narrow and broad sense of the word. In the narrow sense of the word, the term "education" means the process of purposeful influence on a person by the subject of the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms, etc. The emphasis here is on purposefulness, regularity of the process of influence. As a subject of influence, we understand a special institution, a person appointed to achieve the named goal. In the broad sense of the word, education is understood as the impact on a person of the entire system of social relations in order to assimilate social experience, etc. The subject of the educational process in this case can be the whole society, and, as is often said in everyday speech, "whole life". If we use the term "education" in the narrow sense of the word, then socialization differs in its meaning from the process described by the term "education". If this concept is used in the broad sense of the word, then the difference is eliminated.

Having made this clarification, we can define the essence of socialization as follows: socialization is a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, the system of social ties; on the other hand (often insufficiently emphasized in studies), the process of active reproduction by the individual of the system of social ties due to his vigorous activity, active inclusion in the social environment. It is these two aspects of the process of socialization that many authors pay attention to, accepting the idea of ​​socialization in the mainstream of social psychology, developing this problem as a full-fledged problem of socio-psychological knowledge.

The question is posed in such a way that a person is not just assimilates social experience, but transforms it into one's own values, attitudes, orientations. This moment of transformation of social experience fixes not just its passive Adoption, but presupposes the activity of the individual in the application of such transformed experience, i.e. in famous recoil, when its result is not just an addition to the already existing social experience, but its reproduction, i.e. moving it to the next level. This explains the continuity in the development of not only a person, but also society.

The first side of the process of socialization - the assimilation of social experience - is a characteristic of what how the environment affects a person; its second side characterizes the moment human impact on the environment through activity. The activity of the position of the individual is assumed here because any impact on the system of social ties and relations requires the adoption of a certain decision and, therefore, includes the processes of transformation, mobilization of the subject, construction of a certain strategy of activity. Thus, the process of socialization in this sense does not in any way oppose the process of personality development, but simply allows us to identify different angles of view on the problem. If for developmental psychology the most interesting view of this problem is “from the side of the individual”, then for social psychology it is “from the side of the interaction of the individual and the environment”.

If we proceed from the thesis accepted in general psychology that one is not born a person, one becomes a person, then it is clear that socialization in its content is a process of becoming a person, which begins from the first minutes of a person’s life. There are three areas in which this formation of personality is carried out first of all: activity, communication, self-consciousness. Each of these areas should be considered separately. General characteristic all these three spheres is the process of expansion, multiplication of the individual's social ties with the outside world.

11 Another principle of revealing the content of socialization is also possible, for example, considering it as enculturation(transmission of culturally assigned values), internalization(learning patterns of behavior), adaptation(ensuring regulatory functioning), constructing reality(building a strategy of "co-owning behavior") [Belinskaya, Tikhomandritskaya, 2001, pp. 33–42].

Concerning activities, then throughout the entire process of socialization, the individual deals with the expansion of the “catalog” of activities [Leontiev, 1975. P. 188], i.e. the development of more and more new activities. At the same time, three more extremely important processes take place. First, this orientation in the system of connections present in each type of activity and between its various types. It is carried out through personal meanings, i.e. means identifying especially significant aspects of activity for each individual, and not just understanding them, but also mastering them. One could call the product of this orientation a personal choice of activity. As a consequence of this, a second process arises: centering around the main, chosen, focusing on it and subordinating all other activities to it. Finally, the third process is the development by the personality in the course of the implementation of activities new roles and understanding their significance. If we briefly express the essence of these transformations, then we can say that we have before us the process of expanding the capabilities of the individual precisely as subject of activity.

This general theoretical outline allows us to approach the experimental study of the problem. Experimental studies are, as a rule, borderline in nature between social and developmental psychology, they study for different age groups the question of what is the mechanism of personality orientation in the system of activities, what motivates the choice that serves as the basis for centering activity. Particularly important in such studies is the consideration of the processes goal setting. Unfortunately, this issue does not yet find much development in its socio-psychological aspects, although the orientation of the individual, not only in the system of connections given to him directly, but also in the system of personal meanings, apparently, cannot be described outside the context of those social “units”. ”, in which human activity is organized, i.e. social groups.

The second area is communication - is considered in the context of socialization also from the side of its expansion and deepening, which goes without saying, since communication is inextricably linked with activity. Extension communication can be understood as the multiplication of a person's contacts with other people, the specifics of these contacts at each age limit. As for grooves communication is, first of all, the transition from monologue to dialogic communication, de-centration, i.e. the ability to focus on a partner, a more accurate perception of him. The task of experimental research is to show, firstly, how and under what circumstances the multiplication of communication links is carried out and, secondly, what a person receives from this process. Studies of this plan bear the features of interdisciplinary research, since they are equally significant for both developmental and social psychology. From this point of view, some stages of ontogeny have been studied in particular detail: preschool and adolescence. As for some other stages of human life, the small number of studies in this area is explained by the debatable nature of another problem of socialization - the problem of its stages.

Finally, the third area of ​​socialization is the development self-awareness personality. In the most general form, we can say that the process of socialization means the formation of the image of his “I” in a person: the separation of the “I” from activity, the interpretation of the “I”, the correspondence of this interpretation with the interpretations that other people give to the personality [Kon, 1978. P. nine]. In experimental studies, including longitudinal studies, it has been established that the image of the “I” does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences. From the point of view of social psychology, it is especially interesting here to find out how the inclusion of a person in various social groups sets this process. Does the fact that the number of groups can vary greatly, and therefore the number of social “influences” also vary, play a role? Or is such a variable as the number of groups irrelevant at all, and the main factor is the quality of the groups (in terms of the content of their activities, their level of development)? How does the level of development of his self-consciousness affect a person's behavior and activities (including in groups) - these are the questions that must be answered in the study of the process of socialization.

Unfortunately, it is in this area of ​​analysis that there are especially many conflicting positions. This is due to the presence of those numerous and varied understandings of personality, which have already been mentioned. First of all, the very definition of "I-image" depends on the concept of personality, which is accepted by the author. There are several different approaches to the structure of the "I". The most common scheme includes three components in the "I": cognitive (knowledge of oneself), emotional (self-assessment), behavioral (attitude towards oneself). Self-awareness is a complex psychological process that includes: self-determination(search for a position in life), self-realization(activity in different areas), self-affirmation(achievement, satisfaction), self-esteem. There are other approaches to what is the structure of human self-consciousness [Stolin, 1984]. The most important fact that is emphasized in the study of self-consciousness is that it cannot be presented as a simple list of characteristics, but as an understanding of oneself as a certain personality. integrity, in defining one's own identity. Only within this integrity can we speak of the presence of some of its structural elements.

Another property of self-consciousness is that its development in the course of socialization is a controlled process, determined by the constant acquisition of social experience in the context of expanding the range of activities and communication. Although self-consciousness is one of the most profound, intimate characteristics of the human personality, its development is unthinkable outside of activity: only in it is a certain “correction” of the idea of ​​oneself constantly carried out in comparison with the idea that is emerging in the eyes of others. “Self-consciousness, not based on real activity, excluding it as “external”, inevitably comes to a dead end, becomes an “empty” concept” [Kon, 1967. p. 78].

That is why the process of socialization can only be understood as a unity of changes in all three designated areas. They, taken as a whole, create for the individual an "expanding reality" in which he acts, learns and communicates, thereby mastering not only the nearest microenvironment, but the entire system of social relations. Along with this development, the individual brings his experience, his creative approach into it; therefore, there is no other form of assimilation of reality other than its active transformation. This general fundamental position means the need to identify the specific "alloy" that occurs at each stage of socialization between the two sides of this process: the assimilation of social experience and its reproduction. This problem can be solved only by defining the stages of the socialization process, as well as the institutions within which this process is carried out.

In his Everyday life we are faced with such heterogeneous and important phenomena for us as communication; role, interpersonal and intergroup relations; conflicts; gossip; fashion; panic; conformism. The phenomena listed and similar to them are based, first of all, on the mental activity and behavior of people who interact with each other as social subjects. In other words, we are talking about phenomena generated by the interaction of both individuals and their associations - social groups: this is a family, and a production team, and a company of friends, and a sports team, and Political Party, and the whole people constituting the population of a country.

Any of the mentioned social subjects - a specific person or a specific social group - interacts with another social subject (subjects) in accordance with certain patterns that have a psychological and at the same time social nature. However, this psychological is so closely intertwined with the social that an attempt to separate them in a concrete interaction of people is doomed to failure in advance.

For example, the course of a conflict between two students will certainly be influenced by the characteristics of their characters, temperaments, motives, goals, emotions, social statuses, roles and attitudes. But; however, factors of a completely different order will be decisive here, namely: the actual behavior of these persons, their mutual perception, relationships, as well as the social situation in which all this takes place. Even without a deep analysis, it is clear that each of these factors is, as it were, an alloy of the social and psychological. Therefore, the designation "socio-psychological" is best suited to these factors and their corresponding phenomena. In turn, the science that studies such phenomena and their patterns can rightly be called social psychology.

Here it should immediately be noted that social psychology studies not only socio-psychological phenomena. As an applied science, it explores the socio-psychological aspect (or side) of any real phenomena in the life and activities of people in almost all areas. This fully applies to the spheres of economy, politics, law, religion, national relations, education, family, etc.

In order to show how the socio-psychological aspect relates to aspects of other sciences and how these sciences themselves relate in the study of a particular phenomenon, let us take an ordinary examination as an example. From the point of view of sociology, this is a type of interaction between representatives of two social groups (teachers-students), aimed at realizing their public and personal interests and goals. From the point of view of general psychology, an exam is an episode of mental activity and behavior of a certain individual (subject). At the same time, if a teacher is taken as a subject, then the student here will be nothing more than an object of his activity. If the position of the subject is assigned to the student, then, accordingly, the teacher becomes the object of his activity. From the standpoint of pedagogy, the exam is one of the forms of control over the assimilation of knowledge by students, and from the standpoint of informatics, it is a special case of information exchange. And only from the point of view of social psychology, the exam is considered as a specific communication of individuals within their specific social roles and interpersonal relationships.

In other words, if the exam interests us as a kind of communication (conflict or contact, role-playing or interpersonal, etc.), during which its participants influence each other, as well as this or that development of their mutual relations, then we must turn to specifically to social psychology. In turn, this will make it possible to use appropriate theoretical knowledge, conceptual apparatus, optimal means and methods of research. At the same time, in order to understand the whole essence of what is happening during a particular exam, in addition to social psychology, certain knowledge in the field of sociology, general psychology, pedagogy and, of course, in that academic discipline for which this exam is taken.

Social psychology has relatively recently entered the state educational standard for all pedagogical specialties. For a long time, social psychology was studied only by students of psychological faculties, and most domestic textbooks and teaching aids in social psychology were focused specifically on them. In fact, s.p. as a science and a branch of knowledge, it is relevant for all specialists working in the field of "human-to-human".

(and you will understand this as soon as we touch on the subject of its study)

Social psychology as an independent branch of scientific knowledge began to take shape at the end of the 19th century, but the concept itself began to be widely used only after 1908 in connection with the appearance of the works of W. McDougall and E. Ross. These authors were the first to introduce the term "social psychology" into the title of their works. Some questions of s.p. were set a very long time ago within the framework of philosophy and were in the nature of understanding the features of the relationship between man and society. However, the study of socio-psychological scientific problems proper began in the 19th century, when sociologists, psychologists, philosophers, literary critics, ethnographers, physicians began to analyze the psychological phenomena of social groups and the characteristics of mental processes and human behavior depending on the influence of people around them.

By this time, science was quite "ripe" in order to identify some socio-psychological patterns. But it turned out that the problems posed were very difficult to study within the framework of the then existing sciences. Integration was needed. And above all - the integration of sociology and psychology, because psychology studies the human psyche, and sociology - society.

Regularities are the most significant, recurring phenomena that occur every time, under certain conditions.

G. M. Andreeva defines the specifics of social. psychology as follows: - is the study of the patterns of behavior and activities of people, due to their inclusion in social groups, as well as the psychological characteristics of these groups.

S.P. - This is a branch of psychological science that studies the patterns of emergence and functioning of socio-psychological phenomena that are the result of the interaction of people as representatives of different communities. (Krysko V. G.)

For comparison, the definitions of the American school of social. psychology:

SP is the scientific study of the experience and behavior of an individual in connection with the impact on him of a social situation.

SP - Scientific research relations of individuals to each other, in groups and in society. (from the book by P.N. Shikhirev “Modern joint venture of the USA”)?

SP is a science that studies how people learn about each other, how they influence and relate to each other (David Myers) - he gives this definition based on the fact that SPs, in his opinion, study attitudes and beliefs, conformity and independence, love and hate.