A social role means a certain pattern of behavior that a person must adhere to. This role is determined by his status, the presence of duties and rights.
In general, a social role denotes a person’s membership in a particular group. Therefore, adults and adolescents belong to different social groups. But both of them may have a number of common responsibilities and their social role may coincide.
What are the differences between an adult and a teenager
A teenager is considered a person under 18 years of age. When he reaches this age, a person is considered an adult. That is, he bears all the responsibilities of an adult and is perceived as a full-fledged member of society with all responsibilities.
The age of 18 years is considered the age of full legal capacity. This is a legal term that means that a person has the right to own and dispose of property, is responsible before the law for his actions, he can create a family and is obliged to take care of it.
Until the age of 18, a person does not have full legal capacity, since his property is managed by his parents or guardians, he cannot speak on his own behalf in court, and so on.
What social role is the same for an adult and a teenager?
Despite the differences, several social roles can be identified that are equally characteristic of adults and adolescents:
- Duty to comply with the law. This social role applies to both adolescents and adults. No one has the right to break the law. Every violator will be punished;
- Both adults and teenagers have the same obligation to care for their parents who are disabled;
- One more social role, the need for training should be mentioned. For example, an adult has the right to study, and a teenager has such a responsibility.
In general, the social responsibilities of adults and adolescents may overlap in many other situations. This concerns achieving the same goals, relationships with loved ones, and fulfilling one’s obligations. Therefore, there can be an infinite number of social roles. if the goals coincide, then the social role will be common.
A person's position in the social structure of a group or society primarily influences his behavior. Knowing what social level (position in society) a person occupies, you can easily determine most of the qualities that he possesses, as well as predict the actions that he will carry out.
Such expected behavior of a person, associated with the status that he has, is usually called social role . A social role actually represents a certain pattern of behavior that is recognized as appropriate for people this status in a given society. In fact, the role provides a model showing exactly how an individual should act in a given situation.
Each person has not one, but a whole set of social roles that he plays in society. Their combination is called the role system. Such a variety of social roles can cause internal conflict of the individual (if some of the social roles contradict each other).
Scientists offer various classifications of social roles. Among the latter, as a rule, there are the so-called main (basic) social roles. These include:
a) the role of a worker;
b) the role of the owner;
c) the role of the consumer;
d) the role of a citizen;
d) the role of a family member.
In adolescence, a person performs the following roles:
A schoolboy, a student - he is a student;
A son or daughter, grandson - he has a family, parents;
Athlete - member sports section and etc.
This age is characterized by youthful maximalism, self-affirmation, and youth slang.
A person’s mastery of a set of roles through the assimilation of behavioral patterns, social norms and spiritual values contributes to his socialization as a participant in social relations.
However, despite the fact that the behavior of an individual is largely determined by the status that he occupies and the roles that he plays in society, he (the individual) nevertheless retains his autonomy and has a certain freedom of choice. And although in modern society There is a tendency towards unification and standardization of personality; fortunately, its complete leveling does not occur. An individual has the opportunity to choose from a variety of social statuses and roles offered to him by society, those that allow him to better realize his plans and use his abilities as effectively as possible. A person’s acceptance of a particular social role is influenced by how social conditions, and its biological and personal characteristics(health status, gender, age, temperament, etc.). Any role prescription outlines only general scheme human behavior, offering to make a choice of ways to fulfill it by the individual himself.
In the process of achieving a certain status and fulfilling the corresponding social role, a so-called role conflict may arise. Role conflict is a situation in which a person is faced with the need to satisfy the demands of two or more incompatible roles.
We all, of course, remember Fonvizin’s immortal Mitrofanushka, whose name has long become a household name, and Pushkin’s Grinev from The Captain’s Daughter. Both of them are “undergrown,” and if today this word sounds at least derogatory, then in the 18th - 19th centuries.
It was just a designation of social status, partly determined by age. They called me a minor young man, who has not yet left the care of his parents. Some young man could have occupied exactly the same position...
Status refers to an individual's rank, value, or prestige within a group, organization, or society. Status reflects the hierarchical structure of a group and creates vertical differentiation, just as roles separate different occupations.
This is another way to reduce uncertainty and clarify what is expected of us.
Status characteristics.
Like roles and norms, status exists both inside and outside the organizational environment. At the broadest level of analysis we call it social...
I want to note that no one, no entity, cares about dirty energy. The energy of creation is filled with the light of pure consciousness, untainted by doubt, anger and other negative manifestations of dirty/dark energy.
Therefore, as soon as a person conceives a good deed, people come to him like flies...
Let us first note that psychology deals with social associations that really exist, i.e. explores psychological characteristics, patterns of real-life groups in which people are gathered together, united by some common characteristic, joint activity, placed in identical conditions and in a certain way aware of their belonging to this formation.
At the same time, the overwhelming number of studies in social psychology were carried out on the material of the so-called small...
Impression
Usually our perception of another person is based on the search for impressions that reflect the main characteristics of his personality. Once manifested, these characteristics allow us to explain various actions of a person and bring them into line with the impression of him. In an experiment.
In Asch's (1946) study, a person objectively described as "intelligent, skillful, industrious, decisive, practical and prudent" was described by one subject as being too cold...
Depending on the development, through the mediation of emotional content and the presence of values of joint activities for survival, it is possible to determine the stratifications, layers of groups due to the hierarchical law according to the value-interpretive structure of society and the emotional coloring of cultural and historical layers.
Emotions, from the point of view of the cultural-psychological approach, can be considered as the highest mental functions of consciousness, possessing all the relevant...
It is much more important and primary to establish material security and stability, simply to have a decent job and gain in society, if not success and respect, then at least not condemnation and rejection. However, it is precisely the “secondary”, non-vital needs that determine social growth.
And it is this “excess” that we will be talking about. In the context of “bread and circuses” - this is a “spectacle”! This is a tail that you can live without. But how! you can live with a tail (a peacock, for example), especially if...
It is necessary to understand how a person interacts with society in particular and with the universe in general. To do this, we took the “Deutsch social model” as a basis, that is, we looked at the assigned tasks from the point of view of Kabbalistic theory.
Question 1: Are people simply smart animals, or does social interaction, the constant need to cooperate with each other, form in them special mental properties that are not inherent in animals?
Neither one, nor the other, nor the third. That is, are people...
It is difficult to imagine a more diabolical punishment (if such a punishment were physically possible) than if someone ended up in a society of people where he was completely ignored...
§ 3. social status of youth
Basic concepts. Adolescence and adolescence are always interpreted as transitional and critical. But what does “critical period” mean?
In biology and psychophysiology, critical, or sensitive, periods are those phases of development when the body is characterized by increased sensitivity (sensitivity) to some well-defined external or internal factors, the impact of which is particularly significant at this (and no other) point of development. important, irreversible consequences.
In sociology and other social sciences, this partly corresponds to the concept of social transitions, turning points in development that radically change the position, status or structure of an individual’s activity (for example, the beginning labor activity or marriage): they are often formalized by special rituals, “rites” of passage.
Since sensitive periods and social transitions are often accompanied by psychological tension and restructuring, in developmental psychology there is a special concept - age-related crises, with which a state of more or less pronounced conflict is associated. In order to emphasize that these conditions, no matter how complex and painful they may be, are natural, statistically normal and transient, they are called “normative life crises”, in contrast to “non-normative life crises” and events that do not follow from the normal logic of development, but from some special, random circumstances (for example, the death of parents).
Normative life crises and the biological or social changes behind them are repeating, natural processes. Knowing the relevant biological and social laws, it is possible to predict quite accurately at what age the “average” individual of a given society will experience one or another life crisis and what are the typical options for resolving it. But how a specific person will respond to this “challenge” of life, science cannot say.
The transition from childhood to adulthood. The life path of an individual, like the history of mankind, on the one hand, is a natural-historical, natural process, and on the other hand, a unique drama, each scene which is the result the cohesion of many individually unique characters and life events. Recurring structural properties of life events can be recorded objectively. But personal significance, the measure of the fate of any event depends on many specific reasons.
When assessing the impact of certain life events on a person, ordinary consciousness tends to pay attention primarily to the brightness, drama of events, its chronological proximity to the moment of the supposed change in personality, large-scale (the word “event” itself implies something significant, not quite ordinary) and relative unity, integrity, which makes it look simple and one-time. But deep personal changes are not always caused by the most striking, dramatic and recent events.
Many psychological changes are the result of the accumulation of many small events and impressions over a period of time, rather than one large event, and the potential effect of the cumulative interaction of different types of life events must be taken into account. For example, to understand shifts in a teenager’s self-image, not only changes in his physical appearance and psycho-hormonal processes are important, but also such a seemingly external, random event as moving to a new school, which causes the need to adapt to a new team, the need see yourself through the eyes of new comrades, etc.
Our life circumstances, actions, experiences and their awareness are often dispersed in time. In addition to obvious behavior known to others, each person has a secret inner world, where invisible, but very important hidden events take place, hidden not only from others, but sometimes from the person himself.
The objective process of multidimensionality and multivariance of human development includes ontogenesis, socialization, and creative life search. To some extent, they can be somehow “averaged” by saying that the transition from childhood to adulthood generally covers the age from 11-12 to 23-25 years and is divided into three stages.
Adolescence, adolescence (from 11-12 to 14-15 years) is transitional, primarily in the biological sense, since this is the age of puberty, in parallel with which other biological systems of the body generally reach maturity. Socially, the teenage phase is a continuation of primary socialization. All teenagers of this age are schoolchildren who are dependent on their parents or the state. Social status a teenager is not much different from a child. Psychologically, this age is extremely contradictory. It is characterized by maximum disproportions in the level and pace of development. The teenage “sense of adulthood” is mainly a new level of aspiration, anticipating a position that the teenager has not actually achieved yet. Hence the typical age-related conflicts and their refraction in the self-awareness of a teenager. In general, this is the period of the end of childhood and the beginning of “growing out” of it.
Early adolescence (from 14-15 to 18 years) is literally the “third world”, existing between childhood and adulthood. Biologically, this is the period of completion of physical maturation. Most girls and a significant part of boys enter it already post-puberty; it falls to its share of the task of numerous “finishing touches” and eliminating imbalances caused by uneven maturation. By the end of this period, the main processes of biological maturation are in most cases completed, so that further physical development can be considered as already belonging to adulthood.
The social status of youth is heterogeneous. Youth is the final stage of primary socialization. The overwhelming majority of boys and girls are still students; their participation in productive labor is often considered not only and not so much from the point of view of its economic efficiency, but from an educational point of view. Working youth aged 16-18 years (some legal acts call them “teenagers”) have a special legal status and enjoy a number of benefits (reduced working hours, paid as full hours, prohibition of overtime and night work and work on weekends, vacation lasting one calendar month, etc.). At the same time, the activity and role structure of the individual at this stage already acquire a number of new, adult qualities. The main social task of this age is choosing a profession. General education is complemented by special and vocational education. The choice of profession and type of educational institution inevitably differentiates the life paths of boys and girls with all the ensuing socio-psychological consequences. The range of socio-political roles and associated interests and responsibilities is expanding.
The intermittent social status and status of youth also determines some features of their psyche. Young men are still acutely concerned about problems inherited from the teenage stage - their own age specificity, the right to autonomy from their elders, etc. But social and personal self-determination presupposes not so much autonomy from adults, but a clear orientation and determination of one’s place in the adult world. Along with differentiation mental abilities and interests, without which it is difficult to choose a profession; this requires the development of integrative mechanisms of self-awareness, the development of a worldview and life position.
Youth self-determination is an extremely important stage in personality formation. But until this “anticipatory” self-determination is tested in practice, it cannot be considered durable and final. Hence the third period, from 18 to 23-25 years, which can be conditionally called late adolescence or early adulthood.
Unlike a teenager, who basically still belongs to the world of childhood (no matter what he himself thinks about it), and a young man, who occupies an intermediate position between a child and an adult, an 18-23-year-old person is an adult both biologically and socially . Society no longer sees him as an object of socialization, but as a responsible subject of social and production activity, evaluating its results according to “adult” standards. Labor is now becoming the leading sphere of activity, with the resulting differentiation of professional roles. It is no longer possible to talk about this age group “in general”: its socio-psychological properties depend not so much on age as on socio-professional status. Education, which continues at this stage of development, is no longer general, but special, professional, and, for example, studying at a university itself can be considered as a type of work activity. Young people acquire a greater or lesser degree of financial independence from their parents and start their own families.
The Polish humanist teacher Janusz Korczak is very close to today’s psychology: “I don’t know and can’t know how parents unknown to me can, in conditions unknown to me, raise a child unknown to me, I emphasize, “they can,” and not “they want,” and not “they have to.” ".
In “I don’t know” for science there is primordial chaos, the birth of new thoughts, ever closer to the truth. “I don’t know” is a painful emptiness for a mind inexperienced in scientific thinking.”1
Psychological aspects of socialization. Adolescence, compared to adolescence, is characterized by greater differentiation of emotional reactions and ways of expression emotional states, as well as increased self-control and self-regulation. Nevertheless, “the general responsibilities of this age include variability of mood with transitions from unbridled joy to despondency and a combination of a number of polar qualities that appear alternately. These include special teenage sensitivity to others’ assessment of their appearance, abilities, skills and, along with this, excessive self-confidence and excessive criticism of others. Subtle sensitivity sometimes coexists with amazing callousness, painful shyness with sloppiness, the desire to be recognized and appreciated by others with emphasized independence, the fight against authority with the deification of random idols, sensual fantasy with dry philosophizing.”2
Of course, it must be borne in mind that this description belongs to a psychiatrist, who is professionally inclined to emphasize primarily painful features, and it extends to the entire period of puberty, including the “difficult” puberty. In youth, some of the listed difficulties are already softened and weakened. However, if we compare 15-18 year old boys with adults, this description will generally be correct, coinciding with numerous autobiographical, diary and artistic self-descriptions, in which the motives of internal contradiction, boredom, loneliness, depression, etc. vary endlessly.
Although the level of conscious self-control among young men is much higher than among adolescents, they most often complain about their weakness of will, instability, susceptibility to external influences, and such characterological traits as capriciousness, unreliability, and touchiness. Much in their life, including their own actions, seems to happen automatically, against their will and even contrary to it. “Sometimes you want to sincerely answer a person - bam! - an idiotic, contemptuous mockery is already flying out of his mouth. Everything is turning out stupid..." (From the story of an 18-year-old boy).
So-called unmotivated actions, frequent in adolescence, are not at all unreasonable. It’s just that their motives, due to certain circumstances, are not recognized by the teenager and are not amenable to logical analysis. To understand them, “it is necessary to clearly distinguish between the tension, and often the internal conflict of the adolescent’s psyche, and the social conflict of behavior.”3
Many youthful hobbies often seem irrational to older people. Even if their subject is completely innocent and positive, adults are confused and irritated by youthful obsession, strangeness (“Well, is it possible to go crazy over some brands or CDs?”) and one-sidedness: being carried away by one thing, a young man often launches other matters that are more important from the point of view of elders.
Such claims are often unfounded and psychologically naive. To tell the truth, teachers and parents are impossible to please. If a teenager gets carried away with something, he is reproached for being one-sided. If he is not interested in anything, which is typical for most teenagers, he is reproached for passivity and indifference. When a teenager’s hobbies are changeable and short-term, he is accused of superficiality and frivolity, but if they are stable and deep, but do not coincide with parental ideas about what is desirable and proper, they try in every possible way to distract him or tear him away from them.
Without giving themselves the trouble to delve into what deep psychological needs of the individual this or that hobby satisfies, older people thoughtlessly and violently place responsibility for all the real and imaginary dangers and costs of teenage hobbies on their subject, be it rock music or a motorcycle. But the main thing is not the subject of passion, but its psychological functions and meaning for the subject. Emotions, like thought processes, cannot be understood without taking into account the individual’s self-awareness.
The main psychological acquisition of early youth is the discovery of one’s inner world. For a child, the only conscious reality is the external world, into which he projects his imagination. Fully aware of his actions, he is not yet aware of his own mental states. If a child is angry, he explains it by saying that someone offended him; if he is happy, then there are also objective reasons for this. For a young man, the external, physical world is only one of the possibilities of subjective experience, the focus of which is himself. This feeling was well expressed by a 15-year-old girl who, when asked by a psychologist, “Which thing seems most real to you?” answered: “I myself.”
Psychologists have repeatedly different countries and in different social environments, they asked children of different ages to complete an unfinished story according to their own understanding or to compose a story based on a picture. The result is more or less the same: children and younger teenagers, as a rule, describe actions, actions, events, older teenagers and young men mainly describe the thoughts and feelings of the characters. The psychological content of the story worries them more than its external, “event” context.
Gaining the ability to immerse himself in his experiences, the young man rediscovers a whole world of new emotions, the beauty of nature, and the sounds of music. These discoveries often occur suddenly, as if by inspiration: “Passing by Summer Garden, I suddenly noticed how beautiful its grille is”; “Yesterday I was thinking and suddenly I heard the singing of birds, which I had not noticed before”; A 14-15 year old person begins to perceive and comprehend his emotions no longer as derivatives of some external events, but as states of his own “I”.
Discovering your inner world is a joyful and exciting event. But it also causes a lot of disturbing, dramatic experiences. The inner “I” does not coincide with the “external” behavior, actualizing the problem of self-control.
Along with the awareness of one’s uniqueness, uniqueness, and difference from others comes a feeling of loneliness. The youthful “I” is still vague, vague, and is often experienced as vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence, the need for communication grows and at the same time its selectivity increases, and the need for privacy appears.
A teenager’s or young man’s idea of himself always correlates with the group image of “we,” i.e. image of a typical peer of the same sex, but never completely coincides with this “we”. A group of Leningrad tenth-graders assessed how typical certain moral and psychological qualities were for the average boy or girl of their age, and then for themselves.4 The images of their own “I” turned out to be much subtler and, if you like, gentler than the group “we”. Young men consider themselves less courageous, less sociable and cheerful, but more kind and capable of understanding Another person than their peers. Girls attribute to themselves less sociability, but greater sincerity, fairness and loyalty. Bianca Zazzo (1966) discovered the same tendency among young Frenchmen.5
The exaggeration of one’s own uniqueness, characteristic of many high school students, usually goes away with age, but not at the cost of weakening individual beginning. On the contrary, the older and more developed a person is, the more differences he finds between himself and his “average” peer. Awareness of one's dissimilarity from others historically and logically precedes the understanding of one's deep inner connection with the people around and unity with them.
No less difficult is the awareness of one’s own continuity, the stability of one’s personality over time.
For a child, of all the dimensions of time, the most important, if not the only, phenomenon is the present, “now.” The child has little sense of the passage of time. A child’s perspective into the past is not great; all the child’s significant experiences are associated with his limited personal experience. The future also appears to him only in the most general form.
For a teenager, the situation changes. First of all, with age, the subjective speed of the passage of time noticeably accelerates (this trend continues in older ages: older people, speaking about time, usually choose metaphors that emphasize its speed: a running thief, a galloping horseman, etc., young men - static images: road leading uphill, calm climb, high cliff).
The development of temporal representations is closely related to both mental development, and with a change in the child’s life perspective. A teenager’s perception of time still remains discrete and limited to the immediate past and present, and the future seems to him an almost literal continuation of the present. In youth, the time horizon expands both in depth, covering the distant past and future, and in breadth, including not only personal, but also social perspectives.
The change in time perspective is closely related to the reorientation of youthful consciousness from external control to self-control and the growing need to achieve specific results.
Expanding time perspective also means bringing personal and historical time closer together. In a child, these two categories are almost unrelated to each other. Historical time is perceived by him as something impersonal, objective; a child may know the chronological sequence of events and the duration of eras, and yet they may seem equally distant to him. What happened 30-40 years ago is almost as “antiquity” for a 12-year-old as what happened at the beginning of our era. For a teenager to truly understand and feel the historical past and his connection with it, it must become a fact of his personal experience.6 Time perspective is extremely important for understanding the age-related dynamics of the reflexive “I”.
A heightened sense of the irreversibility of time often coexists in the youthful mind with a reluctance to notice its passage, with the feeling that time has stopped. The feeling of “stopping time,” according to the concept of the American scientist E. Erikson, is like a return to a childhood state, when time did not yet exist in experience and was not consciously perceived. A teenager can alternately feel very young, even very small, and then, on the contrary, extremely old, having experienced everything. Let’s remember Lermontov’s: “Isn’t it true that someone who is eighteen years old/ Has probably never seen people or the world.”7
Adolescence, according to Erikson, is built around an identity crisis, consisting of a series of social and individual personal choices, identifications and self-determinations. If a young man fails to resolve these problems, he develops an inadequate identity, the development of which can proceed along four main lines: 1) withdrawal from psychological intimacy, avoidance of close interpersonal relationships;
2) erosion of the sense of time, inability to make life plans, fear of growing up and change; 3) erosion of productive, creativity, inability to mobilize one’s internal resources and focus on some main activity; 4) the formation of a “negative identity”, refusal of self-determination and the choice of negative role models.
Operating mainly with clinical data, Erickson did not try to express the described phenomena quantitatively. Canadian psychologist James Marsha filled this gap in 1966 by identifying four stages of identity development, measured by the degree of professional, religious and political self-determination of a young person.
1. “Uncertain, fuzzy identity” is characterized by the fact that the individual has not yet developed any clear beliefs, has not chosen a profession and has not faced an identity crisis.
2. “Pre-urgent, premature identification” occurs if the individual has become involved in the corresponding system of relations, but did not do so independently, as a result of the crisis and trial he experienced, but on the basis of other people’s opinions, following someone else’s example or authority.
3. The “moratorium” stage is characterized by the fact that the individual is in the process of a normative crisis of self-determination, choosing from numerous development options the only one that he can consider his own.
4. “Achieved, mature identity” is determined by the fact that the crisis is over, the individual has moved from searching for himself to practical self-realization.
Identity statuses are, as it were, stages of personality development and at the same time typological concepts. A teenager with an uncertain identity may enter a moratorium stage and then achieve a mature identity, but may also remain forever at the level of a blurred identity or take the path of early identification, abandoning active choice and self-determination.
An extremely important component of self-awareness is self-esteem. This concept is multi-valued, it implies self-satisfaction, and self-acceptance, and self-esteem, and a positive attitude towards oneself, and the consistency of one’s present and ideal “I”, and indicates the extent to which an individual considers himself capable, significant, successful and worthy. In short, self-respect is a personal value judgment expressed in an individual’s attitudes toward himself. Depending on whether we are talking about a holistic self-esteem of oneself as an individual or about any individual social roles performed, a distinction is made between general and private (for example, educational or professional) self-esteem. Because high self-esteem is associated with positive and low self-esteem with negative emotions, the self-esteem motive is “the personal need to maximize the experience of positive and minimize the experience of negative attitudes toward oneself.”
High self-esteem is by no means synonymous with conceit, arrogance or lack of self-criticism. A person with high self-esteem considers himself no worse than others, believes in himself and that he can overcome his shortcomings. Low self-esteem, on the contrary, implies a persistent feeling of inferiority and inferiority, which has an extremely negative impact on the emotional well-being and social behavior of the individual. Having examined over 5 thousand high school students (15-18 years old), American psychologist Maurice Rosenberg (1965) found that for young men with low self-esteem, a general instability of self-images and opinions about themselves is typical. They are more likely than others to “close themselves off” from others, presenting to them some kind of “false face” - “represented self”. With judgments like:
“I often find myself playing a role to impress people” and “I tend to put on a ‘mask’ in front of people,” boys with low self-esteem agreed six times more often than those with high self-esteem.
Young men with low self-esteem are especially vulnerable and sensitive to everything that somehow affects their self-esteem. They react more painfully than others to criticism, laughter, and reproach. They are more concerned about the bad opinion of others about them. They react painfully if something doesn’t work out for them at work or if they discover some kind of shortcoming in themselves. As a result, many of them are characterized by shyness, a tendency to mental isolation, withdrawal from reality into the world of dreams, and this withdrawal is by no means voluntary. The lower a person’s level of self-esteem, the more likely it is that she suffers from loneliness.
Retrospective descriptions of the “difficult age” by boys and girls differ significantly. Youth self-descriptions are more dynamic, the emphasis in them is on the emergence of new interests, activities, etc. Girls' self-descriptions are more subjective and speak mainly about the feelings they experience, often negative.
The self-awareness and self-esteem of boys and girls strongly depend on stereotypical ideas about what men and women should be, and these stereotypes, in turn, are derived from the differentiation of sex roles that has historically developed in a particular society.
It is even more difficult to make broad generalizations about the activity levels, competitiveness, dominance, and obedience of boys and girls. Many psychologists consider the first three qualities more characteristic of boys, and the fourth - girls. However, a lot depends on age, content of activity and parenting style. Boys of all ages tend to consider themselves stronger, more energetic, more powerful, and more goal-oriented than girls. At the same time, teenage boys often overestimate their weaknesses and do not listen enough to information that contradicts their inflated self-esteem. Girls are more self-critical and sensitive.
From the above, it follows that there is a need to individualize education and training, to break habitual stereotypes and standards aimed at average, statistically average individuals.
The main psychological acquisition of adolescence is the discovery of one's inner world. The formation of a new time perspective is associated with well-known psychological difficulties. A heightened sense of the irreversibility of time often coexists in the youthful consciousness with a reluctance to notice its passage, with the feeling that time has stopped. Such a “stopping” of time psychologically means a return to a childhood state, when time did not yet exist in experience and was not consciously perceived.
The main difficulty of youthful reflection is the correct combination of what A.S. Makarenko called the near and long term. The short term is the immediate activities of today and tomorrow and their goals. Long-term perspective - long-term life plans, personal and social.
From a psychological point of view, the emergence of a question about the meaning of life is a symptom of a certain dissatisfaction. When a person is completely absorbed in something, he usually does not ask whether this matter makes sense. Reflection, a critical reassessment of values psychologically, as a rule, is associated with some kind of pause, a “vacuum” in activity or in relationships with Other people. And precisely because this question is essentially practical, only activity can give a satisfactory answer to it.
Every day and every hour, without even noticing it, a person faces a choice that can confirm or even cross out his life. “Discovery of the Self” is not a one-time and lifelong acquisition, but a whole series of successive discoveries, each of which is impossible without the previous ones and at the same time makes adjustments to them.
The measure of freedom is also the measure of responsibility, and the work begun by one is continued by others.
Notes
1 Korczak. How to love children. Minsk, 1980. P. 6.
2 Lichko A.E. Adolescent psychiatry. L., 1979. pp. 17-18.
3 Isaev D.N., Kagan V.E. Sex education and psychohygiene of sex in children. L., 1979. P. 154.
4 See: Kon I.O., Losenkov V.A. Youth friendship as an object of empirical research // Problems of communication and education. Vol. 2/ Rep. ed. M.H. Titma. Tartu, 1974.
5 ZazzoB. Psychologie differentieellee de I"adolescence. Paris, 1966. P. 63-123.
6 About the forms of “ingrowth” of the historical past into personal experience child, see Kurganov S.Yu. Child and adult in educational dialogue. M., 1989.
7 Lermontov M.Yu. Sashka // Lermontov M.Yu. Collection op. In 4 volumes. T. 2. M., 1958. P. 388.
8 Rosenberg M. Society and the Adolescent Self-image. Princeton, 1965.
Topic: “My social roles”
Target: give an idea of different social roles, give an idea of the role as a guide to society (desirable, acceptable, rejected (unacceptable) roles).
Tasks:
show the range of personality roles;
provide children with the opportunity to apply new forms of behavior in situations close to real ones;
model more successful forms of behavior, role-play them in a safe environment;
give children the opportunity to experience unfamiliar feelings, perceive new thoughts and ideas;
give feedback.
formation of boundaries in difficult interpersonal situations;
awareness of the motives of individual behavior; developing empathy skills.
Progress of the lesson
1. Introductory part
Leading.There is an opinion that a person is a set of roles. At any given moment, not only can we consider ourselves to be a complex set of roles, but over time the roles we have to play expand, deepen, or temporarily fade into the background, or even gradually disappear from the repertoire. Some of them constantly communicate with each other, others lead a solitary lifestyle.
In short, each of us can be considered a group. The moment of discrepancy between the role and the inner “I” allows us to talk about masks. These masks can take many various forms. For example, each of you, sitting at your desk, puts on a mask good student. Leaving school, surrounded by friends, you change your mask. Loma she takes on a new look.
Masks are created to help people cope with life and can therefore be considered “coping masks.” Each of them has its own nature. They are created for a specific gap. They all have something to say about themselves, and each story will be associated with feelings that are too strong to contain. Therefore, a person needs a mask to hide them, shackle them and separate them from himself.
Thus, on the one hand, the mask protects the person, on the other- is a window into his complex inner world.
2. Main part
Group discussion
Discuss the range of roles inherent in a person, in particular a teenager. Children's opinions are written down on a large sheet of paper. For example, a teenager may have the following roles: student, son, brother, customer, friend, etc.
Find out when, why and in what situations people wear masks. Unable to express our true feelings, we hide behind masks, for example, “don’t care”, “good girl”, “party animal”, “ cool guy", "whiner and bore", etc.
Game "Masks We Wear"
Divide the children into pairs. Each couple should have two chairs. Offer to act out a small scene from life, for example: buyer - seller, student - teacher, parent - child, etc., where one participant “puts on” a mask. Then the children change places, and the second participant becomes the mask of the first, that is, the mask is brought out (named). Next, the partners develop a dialogue between the mask and “I”. After this, the mask of the second teenager is played.
If at the beginning of the game it is difficult for children to cope with the task, the leader should act out the exercise using the example of one of the pairs.
Discussion
Leading.IN Everyday life a person has to face problems, for example, when he commits some offense. In these cases, it is difficult for us to adequately and impartially perceive the situation, take the blame upon ourselves and realize our experiences, as well as accept the point of view of another. You often find it difficult to imagine what another person might be feeling or thinking.
Changing roles helps to put oneself in the place of another in conflict situations - between a child and parents, between a child and a teacher, between a child and peers. The purpose of role reversal is to gain an understanding of someone else's point of view and thereby change one's behavior or attitude.
Role reversal game
Divide group members into pairs. Set topics for conflict situations, for example: meeting with a controller in transport when traveling without a ticket; returned home from the disco the next morning; took money from parents, etc. without permission (taking into account the opinions expressed). Play out a situation in which you try to accept the point of view of another, accept responsibility for the act committed and not allow yourself to be humiliated when you take the blame.
Discussion of the positions of the conflicting parties
Discuss how the knowledge gained can be applied to similar situations in real life.
3. Final part
conclusions
In conflict situations, it can be difficult to control one’s behavior and feelings, which negatively affects the clarification of relationships. Having managed to accept responsibility, you must also be able to defend your rights without losing your self-esteem.
Role reversal helps to understand the other's point of view.
Lesson 7
Topic: My social roles
Goals : introduce children to social roles,promote successful interactionin various social situations andbuilding constructive relationships in society.
Equipment : cards “I’m like everyone else...”, “I’m not like everyone else...”, listing social positions “son”, “daughter”, “student”, “boy”, “girl”, sheets of paper with a picture of the sky (sun and two clouds), felt-tip pens, colored pencils, two balls of different colors, live or artificial flower, record player.
Progress of the lesson:
1. Introductory part. Updating knowledge about one’s own individuality.
After the greeting, the children pass the flower in a circle and say their name. At the same time, they name their inherent qualities, which begin with the letters in the name (for example, Olga - careful, lazy, proud; Vadim - polite, kind, interested). The listed qualities are written on the board (sheet of paper). At the end of the exercise, the presenter, based on the notes taken, encourages the participants to draw conclusions that people differ from each other in their external and internal properties and qualities that manifest themselves in the uniqueness of the human psyche and personality.
1.Main part . Conversation about human interaction with the outside world.
Presenter: says that man is a social being, he lives among people with whom he builds his relationships. Eat“I”, my closest surroundings are around me. This is my family, close friends, that is, a microsociety. The next sphere of interaction is relatives, friends, acquaintances, neighbors, colleagues, classmates, teachers, those people with whom interaction is quite significant for me. The next level is those people who do not have much influence on my destiny,we usually don't know them personally. This is a salesman in a store, a conductor in a tranceport, a doctor, school students... The farthest level is those people whothe existence of which we rarely think about, for example, a lonely old fishtank from the coast of Australia... You can imagine this in the form of a visual diagram consisting of 4 concentric circles, in the center - “I”, and around - with cial spheres.
Drawing “Me and my world around me”
The goal is to depict and understand the childsignificant areas of your environment, clarifying yourrelationships with the outside world.
Take a sheet of paper... Draw, leaving the middle of the sheet empty. Draw everything that surrounds you in life, with whom and what you have to interact with - your social world.Did you draw it? Now draw yourself in the center.”
Discussion
Tell me something about your drawing. Do you like itdo you like your drawing, do you like your portrait? Whatof what is drawn is most important to you, and what -least? Is there a dividing line betweenbattle and the surrounding world? Why are you around?facing in the picture? How do you interact with thewhat is drawn around you? What does this mean to you?
Possible modification of the exercise. Mark on your drawing the signcom “plus” positive connections (with whom and what do you enjoy interacting withvat) and a “minus” sign - negative connections (with whom or with what it is unpleasantto interact).
A person does not live alone, but together with other people, so that his family survived. It is difficult for a person to live alone, even Robinson used itwith other people - a gun, a knife, and was glad to meet Friday.
It is necessary to determine the boundaries of one’s “I” in society,what can I callyours? Firstly, this is the name, gender, appearance. It's not verydepends on us: appearance is given to us by nature, the name was given by our parents, we go to themaccustomed to it since childhood. Growing up, we begin to realize them, we can alreadydevelop our own attitude towards them, and this gives us the opportunity to think about whether we wantwhether we change something about them or not. How we want others to see us Whoa?
Roles and social institutions- the society that surrounds my life wandering. M we play certainroles, adapting ourselves to society. We decide what face we show to the worldhow we would like to be seen. Each of us takes upon ourselvesmany roles. The role is a guide to society, which allows for a more naturalentering the environment effectively ensures successful activity and interaction.Society attaches certain expectations to the role. A person has ideas about what society expects from him in this role and what he expects from societyand from others. If the expectations from the role of the participants in the interaction do not coincideut, this leads to conflicts. Understanding social expectations and mastering roles increases social success. The roles we choosewhat we eat depends on our goals in life.
The role is recognizable, when we talk about the role, we are talking about the recognizable, aboutsomething in common. A role presupposes the actualization of certain qualities in a person.honors At the same time, we bring something personal to its performance, we remainby themselves. You can imagine a role in the form of a frame, a standard frame, inwhich we must fit in, and at the same time we fill it with something of our own.Talking about the fact that the role presupposes certain boundaries, frameworks, inthat need to “fit in” can be used to illustratevisible material, for example paper of various shapes and sizes - ellipse, narrowstrip of paper, star, play with this shape: how do I fill this spacequality? How do I do this? To what extent do I take into account the form in which the action is nowam I? What role do I associate this form with? How comfortable do I feelDo I see myself in this role?
Exercise “Paired Roles”
Participants stand in a circle.
“You and I talked about the pairing of roles. Now let's play this game: throwing a ball to each other,we will name some role. The one who receives the ballfirst names her role, and then some
his role and throws the ball to another person, etc.”After this exercise you can playwriting scenes without words. Two participants (volunteers)leave the room and think about some pairedroles, for example, clown-spectator, seller-buyer,etc. Then they come back and show a scene without words. The rest of the participants must guesswhat roles were planned.
Were you able to guess which roles were depicted? Whathelped (prevented) finding out
is it? Then other participants act out the skits.
Modification of the exercise. Participants are divided into two subgroups -role fillers and observers. There must be an even number of performersyours. They walk out the door and decide on roles, and roles must "to be paired. One by one they enter the room and say somethingthe first phrase of the role. Observers must guess what this role is, and after all the players have played their roles, try to connect the pairs (seller with buyer, doctor with patient, etc.). Once connected, each pair canplay the whole scene.
Presenter: each person, depending on the situation, plays different social roles. Do you know what social roles each of you plays at home, at school, among your peers? (Children's answers).
Then the children talk about behavioral characteristics depending on their social role:
I am the son
I am the daughter
I am a pupil
I'm a boy
I am a girl
I am among my peers.
Host: Have you ever thought about your position in your peer group? Do you feel good among them?
Does the group have a positive or negative influence on your behavior?
How do you influence the group of people (peers and adults) in which you constantly move? (Children's answers).
Exercise “I am unique.”
The leader passes two balls to different sides Push. The participant who received the first ball continues the statement “I’m like everyone else...”, while he chooses one of the social positions indicated on the cards (“son”, “student”, etc.) The participant who received the second ball performs similar actions , continuing the statements “I’m not like everyone else...”. At some point, the balls meet in the hands of one participant. He is asked to choose which phrase he will start speaking with.
Summing up the exercise, the presenter concludes that we all have some general qualities, and there are also unique ones, inherent only to an individual.
Exercise “Self-Portrait”
Each participant is invited to write his first and last name on one of the clouds, and on the other, the name by which he would like to be called, in a drawing depicting clouds and the sun. In the center of the sun it is proposed to depict a symbolic self-portrait, and on 2-3 rays of the sun to write the qualities inherent in the participant and helping him overcome difficult life situations.
The task is performed to music.
Ending the lesson
Exercise “Live Questionnaire”
All participants in a circle answer next questions:
· Was there anything unexpected for you during this lesson?
· What did you like?
· What didn’t you like?
