Professional socialization of students of a modern university. Modern education as a condition for the professional socialization of a person Professional retraining of specialists is an example of socialization

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Professional socializationstudents of a modern university

tutorial

L.V. Tarasenko

Kirik V.A.

Faculty of Sociology and Political Science

minutes of the meeting No. ____ dated

"____" April 2013

minutes of the meeting No. _____ dated

"____" March 2013

Reviewers:

Bandurin Alexander Petrovich, Doctor of Philosophy, Prof., Head of the Department of Engineering Pedagogy and Social Work. Novocherkassk State Melioration Academy.

Astoyants Margarita Sergeevna, Doctor of Social Sciences, Associate Professor of the Department of Sociology. SFedU

annotation

The manual is devoted to the analysis of the mechanisms and forms of the process of social and professional integration of young people into the field of employment, including the search for ways and forms of optimization of professional socialization of young people. The epiric basis of the manual was formed by the data of sociological surveys conducted by the staff of the Sociological Center for Monitoring, Diagnostics and Forecasting of Social Development of the SFedU with the direct participation of the authors. The manual includes theoretical material on the problem under study, tests, a glossary and a list of references. The study guide is intended for students, graduate students, teachers of vocational educational institutions, as well as for anyone who is interested in questions professional self-determination and professional socialization.

Introduction

Module 1. Theoretical and methodological foundations of the study of the process of professional socialization

1.1 Professional socialization as the basis of the social mechanism of professional self-determination

1.2 Professional self-determination: essence and structure of the process

1.3 Specificity of professional socialization of student youth

Module 2. State and trends of professional socialization of university students of various types in the conditions of the formation of market relations

2.1 Motives of professional choice and scientific and educational activities of students of natural-humanitarian, engineering and technical universities

2.2 The relationship between professional choice and scientific and educational activities of students of universities of various types

2.3 Dynamics of professional expectations and aspirations of students during the period of study at the university

Conclusion

Glossary

Bibliography

Introduction

Cardinal transformations of human existence in the conditions of a transitive Russian society, the formation new system values, especially acutely affecting the position of young people, in a new way pose the problem of self-determination of the individual, as one of the essential manifestations of a social person. Conditioned by the situation specific traits fortunes modern society determine the growing marginality of the situation of young people, especially in the field labor activity... The lack of job security, low starting opportunities for social mobility, and the uncertainty of the consequences of social and professional choice significantly increase the range and degree of social risks when entering a professional activity.

This problem is especially acute for graduates of higher education, since most of them directly associate their future plans with self-realization in the field of professional activity, the preparation for which they devote a significant part of their conscious life. Nowadays, when the economic and social situation in society remains very complex and ambiguous, the state of affairs in universities remains extremely tense.

Possessing relative independence and a certain stability, higher education found itself in contradiction with the needs and demands of the society, which changed the guidelines of its development. On the one hand, the degree of dissatisfaction of the society itself with the range and quality of education is growing, due to a number of factors. The dominant among them are: the growing contradiction between the high dynamics of social expectations presented to specialists and a significant lag in the quality of the human resources potential of professional personnel; the contradiction between the increasing complexity, responsibility, creativity of professional functions and the unwillingness of a number of specialists to replenish their knowledge base, to show innovative abilities and social activity.

On the other hand, society itself is not able to ensure the functioning of social mechanisms for the optimal inclusion of young specialists in the sphere of labor activity, since the labor market, in its current state, cannot become a natural regulator of the development needs of both society and young people entering the sphere of labor. The inefficiency that exists in the system is becoming more and more pronounced. vocational education, the practice of ensuring the conditions for the professional self-determination of future specialists, the obvious insufficiency of measures to ensure the labor adaptation of youth, taking into account the specifics of the development of the labor market and the individual potential of the individual. All this significantly complicates the integration of young people who have received higher education into the sphere of employment, and creates additional arguments in favor of increasing social tension. On the other hand, the low degree of readiness of young people themselves to build an adequate line of behavior in the emerging social situation is becoming increasingly clear.

The solution to the above problems is impossible without taking into account the specifics of the future professional activity of university graduates. Analysis of the state of the labor market testifies to the uneven distribution of society's needs for specialists in various fields. The consequence of this is the unequal demand for specialists in various sectors of the economy, production, services, etc. The lack of a clear social order, planning in the training of specialists in various areas leads to the fact that most of the graduates of universities drop out of the sphere of professional activity, are forced to find a job outside their specialty, or even directly from the student bench to replenish the ranks of the unemployed population. It is these young people who are actively joining the ranks of neglected and restless youth, whose number is inexorably growing, approaching, according to some sources, 3 million people.

This is a special group for which, regardless of the level of education, the value of labor is significantly frustrated. Many openly talk about their unwillingness to find a job in the near future. They have a low level of meaningfulness in life, a low orientation towards the future.

At the same time, school graduates, applicants, and even students already studying in higher educational institutions do not always clearly understand the specifics future profession, its place in the structure of market relations, the ratio of its own capabilities and abilities with the requirements of future professional activities.

Due to the above factors, on the one hand, the need for scientific understanding of the state and tendencies of the process of social and professional integration of young people into the sphere of employment is actualized, including the search for ways and forms of optimization of professional socialization of young people. On the other hand, it is necessary to make the process of professional socialization more meaningful, purposeful and manageable, both at the stage of primary professional self-determination and in the process of studying at a university. For this purpose, this manual has been developed. It includes theoretical and methodological material devoted to the problems of professional socialization. Separate modules contain information on the specifics of professional socialization and professional self-determination of students, based on the results of empirical research by the staff of the Sociological Center for Monitoring, Diagnostics and Forecasting of Social Development of SFedU. The manual also includes test items and a list of recommended literature on the problem under consideration. The manual is intended for students, graduate students and teachers of professional educational institutions, as well as for anyone interested in the issues of professional self-determination and professional socialization.

Module1 ... Theoretical and methodological foundations of the study of the process of professional self-determination

In modern conditions, when Russian society is in the stage of transformation of the entire system of social relations and the socio-cultural context of life, the problem of socialization of the younger generation is significantly aggravated. The ongoing change in normative priorities and values, established traditions, style of relationships in society affects both the effectiveness of the functioning of the institution of socialization, designed to ensure the continuity of sociocultural experience and form the mentality of society, through the translation of cultural universals, and on all social mechanisms that ensure the process of full inclusion of new generations into active life.

New realities, in particular, the development of market relations in our country, are accompanied by very uneven changes in different spheres of life, including in the field of professional activity. It is here that fundamentally new, for our life, phenomena arise (in particular, unemployment). New, life-defining contradictions arise. There is an ever-increasing discrepancy between the traditional system of values and new economic realities, exacerbating the process of transition from the system of collectivist values that has been cultivated for many years to individualistic life positions.

The social stereotypes that took shape in a society where there was no real labor market, oriented to the fact that the main thing is to get a specialty, and work is guaranteed, turned out to be very tenacious. In the public consciousness, the social mechanisms of a responsible person with a focus on the labor market, the choice of a profession and a sufficient degree of readiness for its possible change, as the realities of emerging relations, have not yet been formed. All this in a new way poses the task associated with the study of the conditions and patterns of both professional socialization and professional self-determination.

Sociological research in recent years makes it possible to single out a group of young specialists who graduated from a university under new conditions into a separate category. In most cases, they are distinguished by a more adequate understanding of the situation on the labor market, a willingness to retrain, and a relatively high self-confidence. See: M.V. Soroka Labor market in Russia: sociological and socio-psychological analysis of the problem. Rostov-on-Don, 2007. At the same time, the facts show that the training of professionals continues to rely on traditional training schemes based on the formation of professionally important qualities without due regard to modern socio-economic conditions. At present, focusing only on the knowledge of the profession is clearly not enough for the professional adaptation of young specialists. The problem of the formation of a person's constant readiness for reorientation to new activities is becoming more and more urgent.

Thus, a research task arises - to identify the specifics of the processes of professional self-determination in the system of higher education.

The first section of the textbook is devoted to the analysis of the available theoretical approaches to solving the indicated problems and the search for new, adequate foundations.

1.1 Professional socialization as the basis of the social mechanism of professional self-determination

The concept of "socialization", which appeared in scientific use in the 30s of the XX century, from the late 40s - early 50s. is widely and variedly used in the field of humanitarian knowledge. By nature, being multifunctional, it quickly acquired an interdisciplinary character. Its various angles are covered from the standpoint of many sciences: sociology (T. Parsons, R. Merton, etc.), psychology (E. Erickson, A. Gesell, L. K. Kolberg, etc.) and culture anthropology (M. Mead, R. Benedict, K. Klakhon, and others). The origins of the modern concept of socialization, as is commonly believed, are contained in the works of the French sociologist G. Tarde, who laid the basis of the theory of socialization on the principle of imitation, which, in his opinion, underlies human relationships. On this basis, the typical social relationship is the “teacher - student” relationship, in its various interpretations. Note that, in all likelihood, this is precisely why, in pedagogy, traditionally, the problem of socialization is developed within the framework of purposeful, controlled socialization, which makes it possible to increase the effectiveness of pedagogical technologies.

However, in social psychology, the study of the process of socialization is carried out mainly from the perspective of "the interaction of the personality and the environment", in relation to the ontogeny of personality. Andreeva G.M. Social Psychology. M., 1996. S. 277. At the same time, psychologists, proceeding from the thesis - "they are not born a person, they become a person", the whole process is considered as continuous and step-by-step, lasting throughout life. At each of the stages, only inherent tasks are solved, without which deviations are introduced into the next stage, which significantly affect the results of the entire process.

It is believed that one of the first theories of the gradual social development of the personality was proposed by the American psychologist E. Erickson. See: E. Erickson. Identity: Youth and Crisis. M., 1996. He understood the process of personality formation in the form of a consistent resolution of objectively emerging alternatives (age and situational) of socialization at each stage, carried out through the integration of individual biological factors with factors of upbringing influence and sociocultural environment. The transition to a new phase of development (and there are eight of them) is possible only on the basis of resolving the main contradiction inherent in the previous phase. If the contradiction is not resolved, it will inevitably affect later. The first five stages occur in childhood, starting from the first year of life, the last three are the period of a person's adult life.

Naturally, from the point of view of the problem under consideration, the period of choice of a profession and social self-determination is of the greatest interest, that is, according to E. Erickson, the fifth stage (16-20 years). Of particular importance for this period is the process of acquiring sense of identity... At this time, the individual solves the difficult task of coordinating the action of the positive pole of identification "I" and the negative pole of changing and mastering diverse roles. In this case, a situation arises of a possible loss of the integrity of the personality, in view of the purely external assignment of the "tried on" roles. Meanwhile, a successful solution to the problem of linking into a single whole everything that a person knows about himself, combining with the past and projecting into the future, contributes to the formation of a sense of identity. E. Erickson defined it as "a subjective inspired feeling of identity and integrity" Erickson E. Identity: youth and crisis. M., 1996.S. 28.

This approach - passing through crises of age-related development - has largely become decisive for the interpretation of socialization processes, differing only in their content, and in the difference in determining the time frame. Thus, the American psychologist L. Kolberg proposed a theory of stage-by-stage development, which is based on climbing the steps of moral formation, from the “pre-moral” and “conventional” stages, at which children are not yet oriented in social norms, through the stages of comparing and distinguishing between the interests of society and personality, assimilation of socially acceptable rules and their own morality, to the highest level of moral development - the formation of their own ethical feelings, universal moral principles. Psychologist R. Gould, in his theory, defends the point of view that the socialization of adults is not a continuation of children's socialization, but, on the contrary, is a process of overcoming psychological tendencies that have developed in childhood. And only freed from childhood addictions, the personality becomes mature, independent and free.

A significant contribution to the theory of socialization was the provisions of the cultural and historical concept of L.S. Vygotsky, who fundamentally changed the understanding of the nature of socializing processes. Vygotsky considered socialization as an ascent from lower mental functions to higher ones, carried out in the form of interiorization, the essence of which is the individual's appropriation of social experience, cultural signs, that is, the entry of a person into culture. It should be borne in mind that "every function in the cultural development of a child appears on the stage twice, in two planes, first - social, then - psychological, first between people, as an interpsychic category, then inside the child, as an intrapsychic category." Vygotsky L.S. History of the development of higher mental functions // Development of higher mental functions. M., 1960.S. 197-198. The very process of transforming the interpsychological into the intrapsychological is carried out in the course of joint activities and communication. "Development of internal individual properties the child's personality has the closest source of his cooperation with other people ... ”Vygotsky LS. Collected Op. M., 1994.T. 4.S. 265.

At the same time, socialization is not a passive process of "layering" on a person of social experience given in certain achievements, it is their repetition by a child in the framework of cooperation with an adult and in independent activity. On the other hand, the experience assigned by the child is processed and returned to culture in the form of certain individual achievements. Thus, in the individual, culture finds its real existence. It is this moment of the cultural-historical concept that gives grounds to talk about overcoming the gap between the individual and the social and shows their relationship, but not their identity and opposition. At the same time, it is emphasized here that the personality, without ceasing to be the object of various social influences, is the subject of conscious, creative activity.

Hence, stages of socialization can be correlated with periods of social development, but they do not always completely coincide with periods of human mental development. According to A.V. Petrovsky, the process of personality development cannot be reduced only to the integration of the levels of development of cognitive, emotional and volitional components that characterize a person's individuality, since this is the process of forming the social systemic quality of a person, a subject of the system of human relations. He assumes that in the aspect of the social development of the personality for each age period, the leading is the activity-mediated type of relationship, which develops in a child with the most referential group or person. See: A.V. Petrovsky. Personality. Activity. Team. M., 1984.

It should be noted that such an understanding of socialization significantly brings the subject areas of psychology and sociology closer together, although in sociology the main emphasis is on the study of the influence of social conditions. So, for example, the Polish sociologist J. Schepansky directly defines socialization as "the influence of the environment as a whole, which introduces the individual to participation in public life, teaches him to understand culture, behavior in collectives, asserting himself and performing various social roles." Schepansky J. Elementary concepts of sociology. M., 1969. S. 51. In a slightly revised version, but essentially identical definition, has become the most common in modern sociological science. So, in one of the most authoritative reference publications, socialization is defined as: “the process and result of personality formation through the individual's assimilation of patterns of behavior, psychological mechanisms, sociological norms and values necessary for the successful functioning of an individual in a given society. Socialization encompasses all the processes of familiarizing with culture, communication and learning, through which a person acquires a social nature and the ability to participate in social life. " Encyclopedic Sociological Dictionary / Ed. G.V. Osipova M., 1995.S. 686.

Let us pay attention to two very important circumstances for our further reasoning. At first, socialization is a “process and result”, therefore, at a certain stage, the dynamically non-equilibrium state of the process acquires some stability in the form of a “socialization norm”. The very same socialization norm is determined: “firstly, as a result of successful socialization, which allows individuals to reproduce social ties, public relations and cultural values of a given society and ensure their further development; secondly, as a multidimensional standard of a person's socialization, taking into account his age and individual psychological characteristics; thirdly, as a set of rules for the transmission of social norms and cultural values from generation to generation, established in society.

The socialization norm is considered as the actual border of socialization, determined by the parameters of the sociality of a given society. Such a norm is represented as a projection of sociality onto a person, which is carried out by the agents of socialization and by the individual himself. " See: A.I. Kovaleva. Socialization norm in modern Russian society. Abstract of the thesis. dissertation. on sois. uch. degree doc. social sciences. M., 1997.

Secondly, socialization, in addition to the fact that it is "formation" that is, the impact of the environment, "... covers all the processes of familiarizing with culture, communication and learning ...". As you can see, the possibility of mutual influence of the socializing environment and the socializing personality is clearly visible here.

This point is highlighted in another version of the definition, in which socialization is interpreted as “the process of assimilation and active reproduction by an individual of socio-cultural experience (social norms, values, patterns of behavior, roles, attitudes, customs, cultural tradition, collective ideas and beliefs, etc.) ). Socialization is the result and purposeful formation of the personality through education and formal training, and the spontaneous impact of life circumstances on the personality. " Culturology of the XX century. Dictionary. SPb., 1997.S. 430.

Consequently, socialization is not only vital for both society and the individual. the process of transmission and assimilation with sociocultural experience, including the whole set of rules, norms, attitudes, roles, standards, values, etc., thanks to which society preserves and broadcasts its inherent cultural code. But, socialization provides not only the "built-in" of a person in the space of society and culture. It is also a process of "active reproduction", which contributes to the formation of personality subjectivity, making it the creator of its own essence and the world of culture.

Thus, "socialization ensures, on the one hand, the self-renewal of human relations, the preservation of its cultural integrity, and on the other hand, the comfort of the life of individuals and the possibility of self-realization of the individual in social ties." Sociology. The science of society. Tutorial. Kharkov, 1996.S. 360.

Let us also note that the given definition specifically emphasizes the presence in the process of socialization of both purposeful and spontaneous, spontaneous beginning. The famous Russian sociologist and social psychologist I.S. Kon, who defines socialization as “the totality of all social and psychological processes through which an individual learns a system of knowledge, norms and values that allow him to function as a full member of society. It includes not only conscious, controlled, purposeful influences (education in the broad sense of the word), but also spontaneous, spontaneous processes, one way or another influencing the formation of the personality. Kon I.S. Psychology of early adolescence. M., 1989.S. 19.

Emphasizing the nature of the interaction of spontaneous, uncontrollable in the process of mastering culture, or, more precisely, “entering culture”, and organized “introduction” into it, one of the prominent representatives of the sociology of cognition Karl Mannheim, in the work “Man and Society in the Age of Transformation” ( 1935) writes: “Every study of the social conditions of culture must proceed from two types of invasion of the social factor into the sphere of culture.

A. In one case, the social factor does this as a free, unregulated life of society, which, with its spontaneously formed connections, participates in the formation of spiritual life.

B. This is then implemented through social regulation and organizations that act as institutions in the field of culture. ” Manheim K. Man and society in the era of transformations // Diagnosis of our time. M., 1994.S. 312-313.

As already mentioned, the interaction of these principles was most fully considered in pedagogy and psychology, and, if we talk about traditional pedagogy, their interaction was unambiguously resolved in favor of purposeful and consciously controlled socialization in the form of upbringing, which is opposed to spontaneous, uncontrollable, reminiscent socialization. When studying the process of personality formation, it is upbringing that acts as an element of socialization, "a mechanism of purposeful influence on the personality." Ilchikov M.Z., Smirnov B.A. Sociology of education. M., 1996. S. 41. Indeed, if “... upbringing implies, first of all, directed actions, through which the individual is consciously trying to instill the desired traits and properties, while socialization along with upbringing includes unintentional, spontaneous influences, thanks to which the individual participates to culture and becomes a full-fledged and full-fledged member of society ”. Kon I.S. Child and Society (Historical and Ethnographic Perspective). M., 1988.S. 134.

Meanwhile, the correlation of the named principles acquire a special meaning under the conditions of a change in the foundations and guidelines of social development, when institutional forms of influence significantly lose their positions in the transforming space of social relations and the spontaneous principles of socialization processes clearly prevail.

While the changing society is rebuilding social institutions that broadcast a new cultural context of life, new types of relationships between a person and society, the sphere of education, in particular, continues its activities according to the old, evolutionary type of socialization. Hence the rate of socialization, i.e. the processes of personality formation, assimilation of values, norms, attitudes, patterns of behavior, not only lag behind the rates and levels of development of society, but also may not coincide in vector with the main directions of transformations. The predominance of spontaneous, uncontrolled socialization, the results of which are difficult to "calculate" and predict, makes the situation of cultural reproduction practically unpredictable. This once again emphasizes the need to overcome the disunited, disciplinary approach to organizing the socializing activity of society, to merge the possibilities of a multidisciplinary approach to the study and design of the above-mentioned interaction.

Since the diversity of the analyzed approaches increasingly reveals the multifunctionality of socialization as a process (and as a result), it is extremely important to determine the possibility of their typification. One of the possible grounds for the typification of socialization processes has already been named - this is the division by the nature of the process into organized, controlled and spontaneous, not amenable to predictive control. However, this is clearly not enough for a more complete analysis.

In our opinion, it embodies such an attempt by A.I. Kovalev, who, summarizing various approaches in her monograph, offers the following way of typing socialization according to various criteria: See: A.I. Kovaleva. Socialization of personality: norm and deviation. M., 1996.

First, since the character of sociality itself is criterional in terms of its main parameters, the following types of socialization are distinguished on this basis: natural, primitive, estate, stratification, uniform, regulated, paternalistic, conformist, humanistic, monosociocultural, polysociocultural. Each society reveals a wide range of types of socialization with a predominance of one type or another;

Secondly, a certain sphere of life can act as another classification criterion for the socialization process, which makes it possible to distinguish between such types of socialization as cognitive, professional, legal, political, labor, economic, etc .;

Thirdly, the criterion associated with the effectiveness of socialization allows us to single out successful, normative, crisis, deviating, forced, rehabilitative, premature, accelerated, delayed socialization.

Using the proposed classification (without going into controversy about its merits and imperfections), we can substantiate the main concept of our further research, since it is built on the foundations of the socialization process. Therefore, we are talking about the analysis of the conditions providing professional ( on the sphere of life activity), polysociocultural, regulated(the nature), successful(in terms of effectiveness) socialization, within which it can be carried out the process of professional self-determination.

From this point of view, we will consider approaches to the periodization of the process of socialization in its sociocultural sense, taking into account the specifics of the ontogenetic approach. Here there is an opportunity to analyze several, in our opinion, not mutually exclusive, but complementary approaches. So, the point of view, which is reflected in the sociological dictionary of N. Abercrombie and others, is quite widespread, where the classification of three stages of socialization is given: initial - socialization of the child within the family; middle - schooling; the final - the socialization of an adult - the stage of acceptance by social actors of those roles for which they could not fully prepare in the course of the first two stages. Abercrombie N., Hill S., Turner B.S. Sociological Dictionary. M., 2000. S. 29. Somewhat differently, although on the same grounds the gradation looks with the allocation of two main stages - primary and secondary. “Primary socialization is the first socialization that an individual undergoes in childhood and through which he becomes a member of society. Secondary socialization is each subsequent process that allows an already socialized individual to enter new sectors of the objective world of his society. " Berger P., Lukman T. Social construction of reality. M., 1995.S. 212-213.

In the traditions of the Russian school, in determining the stages of social development, the basis for classification is the attitude towards labor activity. Based on this principle, there are three main phases:

- pre-labor- covers the entire period of a person's life before the start of labor activity. In turn, this stage is divided into two relatively independent periods: early socialization, which covers the time from the birth of a child to the moment of entering school; youthful - including education at school, technical school, university, etc .;

- labor- covers the period of human maturity, characterized by inclusion in one form or another in labor activity, while its demographic boundaries are rather arbitrary;

- post-labor the stage that occurs in old age due to the termination of employment. Andreeva G.M. Social Psychology. M., 1996.S. 281.

Comparing the approaches of psychological and sociological objectivity, it is possible to limit the research search for patterns of professional self-determination by the age and social framework in which at least two boundaries are located: - age- "youth - adulthood", - social, associated with a change in the role structure of the personality - "pre-labor - labor".

Together with the definition of the above-mentioned framework of the stage of professional self-determination, it is necessary to identify the corresponding to this stage socialization mechanisms. In this case, one should proceed from the understanding that in the theory of socialization, on which the proposed research is based, acts as a public figure, producing the conditions and circumstances of both his own and social life as a whole. In other words, personality is an object and subject of social interaction. Consequently, the interaction of the social environment, culture and personality is carried out with the help of certain groups of mechanisms, one of which is interpreted as a mechanism for the socialization of the individual, the second - as a mechanism for changing the social environment and culture, which is ensured by integration social adaptation and internalization.

Concept "Adaptation" borrowed by sociology from biology, acquired the meaning of the adaptation of the individual to socio-economic conditions, to certain role functions, social norms that develop at various levels of society's life, to social groups and social organizations, social institutions, acting as an environment for his life. The result of the adaptation process is such a degree of integration into society and culture, which allows a person to realize his personal potential.

However, adaptation is not only a mechanism of a person's adaptation to predetermined conditions. In particular, in the theory of T. Parsons, adaptation is considered as one of the functional conditions for the existence of a social system, along with integration, goal achievement and the preservation of value models. From the point of view of a deeper analysis of the problem under consideration, approaches to the possible typification of this process should be considered. Thus, within the framework of the theory of anomie, R. Merton proposed the concept of social adaptation of the individual to the cultural norms developed in society. He, based on such a feature as the dependence on whether a person recognizes or does not recognize the prevailing values in society, identifies five models of adaptation: conformal, innovative, ritualism, escapeism and rebellion.

Some sociologists put a slightly different meaning in understanding the adaptation process. For example, according to Shchepansky See: Y. Shchepansky. Elementary concepts of sociology. M., 1969. adaptation is mutual tolerance, in which interacting individuals show mutual indulgence to the values and forms of behavior of each other. The most common form of social adaptation is accommodation, which arises on the basis of tolerance and manifests itself in mutual concessions, which means a person's recognition of the values of the social environment and the recognition by the environment of the individual characteristics of a person.

Recently, emphasizing the ambiguity of the adaptation process itself, the phenomenon non-adaptability. It is reflected in the concept of V.A. Petrovsky See: A.V. Petrovsky. Personality. Activity. Team. M., 1984., which pointed out that non-adaptability reflects the contradictory relationship between the intentions of a person and his actions, design and embodiment, the urge to action and its results. At the same time, non-adaptability is defined not only as an essential quality of activity, but also as a motive that guides the development of a personality and manifests itself in the fact that a person is attracted by actions with an uncertain outcome. Thus, the contradictions that appear are inevitable and irreparable, since they are natural.

The positive effect of the phenomenon is especially clearly revealed in the effectiveness of its use in the field of cognition, play, creativity, risk, trust of contacts. The negative is the unpredictability of the outcome, or the opposite direction of movement towards the result from a given goal, leading to inefficiency or a negative effect of the socialization process.

From this point of view, another socializing phenomenon has a special place in the regulation of the degree of interaction "negative - positive" - mutual understanding. It is a condition for the existence of a person since it allows not only to coordinate the goals of activity, but also provides a space for the realization of his essential forces, to grow universal and reveal individual abilities. However, mutual understanding does not arise by itself. For his birth, special conditions and efforts are required on the part of interacting people. It becomes a prerequisite and result of successful interaction and directly affects the results of the socialization process.

Usually it is adaptation correlate with the first phase of socialization Note that, in our opinion, dividing the process of socialization into phases is a very conditional thing. Rather, we should talk about the parallel course of different processes, one of which, ontogenetically, acts as a determining basis. ... The second its phase - internalization (or internalization) - is such process inclusion of social norms and values into the inner world of a person, as a result of which social rules become internal to the individual in the sense that they are no longer imposed by external regulations, but as if imposed by the individual on himself, becoming a part of his "I". This is how the individual develops a sense of the need to conform to social norms. The nature of the translation of social norms, values and other components external environment into the inner "I" is due to the structure of each specific personality, formed by previous experience.

Representatives of phenomenological sociology P. Berger and T. Luckman in the work "Social construction of reality" point to internalization as a decisive phase of socialization. The formation of a generalized other takes place in consciousness, along with the establishment of objective reality, and at the same time, the subjective establishment of an integral identity. The authors point out that in the process of internalization, "society, identity and reality" crystallize in the consciousness of the subject. The emphasis is on the internalization of the language. "... language is the most important part and the most important tool of socialization." Berger P., Lukman T. Social construction of reality. M., 1995.S. 217.

Through the concept of adaptation, socialization is considered within the framework of an understanding sociology as the process of a person's entry into the social environment and his adaptation to cultural, psychological and sociological factors. With the help of the concept of internalization, the mechanism of socialization is revealed as the assimilation of external norms by an individual and their transformation into personal roles and characteristics.

So, the essential meaning of socialization is revealed at the intersection of such processes as adaptation and interiorization, and its effectiveness, as a rule, is associated with the degree of self-realization. Here, in our opinion, the absence of a very important link in this logical chain of human integration into society and culture is clearly revealed. The fact is that the parallel processes of adaptation and interiorization reflect the predominantly objective nature of the interaction between the individual and the world around him. Self-realization is already a subjective manifestation of the personality, the deployment of its essential forces in accordance with the assigned social qualities. The missing link is the process of self-determination, synthesizing, in a certain proportion, individual for each person, the interaction of the object and subjective components and translating their potential into a conscious, purposeful action.

Moreover, it should be taken into account that from the substantive point of view, for the individual, socialization acts as the process of understanding and correlating impacts and requirements with a set of internal conditions: a) desires, aspirations, value orientations, aspirations, goals and plans (the “want” component or wants-intentions); b) potential opportunities and abilities (component "can"); c) available physical and mental qualities, experience, character traits (component "I have"). These components were identified by S.L. Rubinstein. Rubinstein S.L. Fundamentals of General Psychology. M., 1946.S. 619-620.

As V.F. Safin, self-esteem of the first type ("I want") plays a motivating role, the second is responsible for planning and deploying the program, the third is more often responsible for regulation and execution. The mechanism for correlating these components of self-determination is self-esteem, which determines the person's awareness of his qualities, properties, and character traits. At the same time, the level of awareness and adequacy of self-assessment of the dyad “I want-I can”, through “eat-demand”, determines the possibility of correct orientation in the field of future profession. Safin V.F. On the problem of professional self-determination of the personality and its activity // Questions of self-determination of the personality and its activity. Ufa, 1985.S. 6.

Thus, translating this provision into sociological discourse, it can be argued that meaningfully, the process of socialization is a product of the intersection of the action of three factors: 1) innate mechanisms; 2) social conditions; 3) conscious, directed education, training and upbringing.

In this case, the integration of the essential and content side of socialization, to a large extent, is also ensured in the process of self-determination, including professional self-determination. Their dialectical unity ensures the optimal development of the personality throughout a person's life in interaction with the environment.

Thus, the specificity of this process, carried out in relation to the sphere of professional life, makes it possible to more fully define the essence of professional self-determination.

1.2 Professional self-determination: essence and structure of the process

The problem of professional self-determination, since it lies in the mainstream of the theory of socialization, is completely subordinated, as shown above, to its laws and their specificity, determined by the state of a particular society in relation to which it is being investigated. Moreover, here we can agree with the statement that professional self-determination is “... independent stage socialization, within which the individual acquires a readiness for independent, creative activity based on awareness and correlation "I want - I can - eat - demand" and becomes able to independently make decisions about important goals that are meaningful to him and significant to society. " In the same place. C.6.

Traditionally, it was considered in the moral, sociological and psychological-pedagogical aspects. If in the moral aspect, professional self-determination, as a rule, is associated with an awareness of the meaning of the work performed and of all life, that is, moral self-determination, then the sociological interpretation of the problem is institutional. It is addressed to the generation as a whole, characterizes its entry into social structures and spheres of life. The psychological mechanisms of this entry, revealing characteristics professional self-determination, identifying the mechanisms of its formation and, determining the possibilities of managing this process, provides the psychological and pedagogical aspect of its analysis.

According to the researchers of the problem under consideration, its solution is inextricably linked with the formation of the worldview of I.S. Psychology of early adolescence. M., 1989., by strengthening the stable core of value orientations Golovakha E.I. Life prospects and professional self-determination. Kiev, 1988., the formation of the system life meanings Abulkhanova-Slavskaya K.A. Perspectives of the personality // Psychology of personality and way of life. M., 1987., the development of life plans Klimov E.A. Psychology of professional self-determination. Rostov-on-Don, 1996. The establishment of such an interaction indicates that professional self-determination acts as an immanent part of a more general process carried out in the course of socialization - life self-determination.

Life self-determination covers the entire range of social relations of the individual and all spheres of her relationship with society. That is why such concepts as "social self-determination", which acts as the central sphere of life self-determination, "political self-determination", etc. have the right to exist. Choosing a profession and place of residence, creating a family, civic position, getting an education, like many other things - all this is the result of life self-determination.

Naturally, the mechanism of self-determination is formed as an integral, individual "I" is becoming. The dialectic of the process is such that, in its initial period, the leading role belongs to the social environment and the "cultural background" in which the formation of the personality takes place. Only as a certain degree of maturity is reached, acquiring its own subjectivity, a person masters the function of responsible choice, masters its technology. Moreover, this period of activity is traditionally divided into two stages: the initial - projective and the actual moment of choice as the beginning of a new way of life, which depends on independence and aspirations young man and real objective possibilities. See: V.I. Zhuravlev. Questions of life self-determination of high school graduates. Rostov-on-Don, 1972.

Life choice in any of the spheres of life, including professional, includes:

Comparison of the likely positive and negative consequences of a choice, anticipation of its results in the social and individual plans;

The development of an internal position, a personal attitude to the objective conditions that create a situation of choice;

Determination of a person's life perspective and the formation of life plans; defining a line of behavior, including changing behavioral attitudes and stereotypes in accordance with the decision... The culture of a person's life: Problems of the theory and methodology of socio-psychological research. Kiev, 1988.S. 81.

From this point of view, the problem of professional self-determination is a problem solved from the standpoint of life choice. Moreover, it provides, according to a number of researchers, the interaction of various aspects of life: the level of awareness of the profession (information component); search for the meaning of professional activity based on a high degree of consistency of value orientations (value-moral component); determination of a personal professional plan, its awareness, clarity, integrity, validity and stability (prognostic component); developing a positive attitude towards oneself as a professional (emotional component).

It should be noted that a narrower view of the essence of professional self-determination remains in Russian sociology. Taking shape in the period of a centralized, planned economy, it boils down to the fact that professional self-determination is understood as the choice of the place and method of labor activity, that is, in essence, the concretization of social status, which is determined by the place of a person in the system social production and has the main feature of the nature and content of labor. Rubina L.Ya. Soviet students. M., 1981. S. 78. Quite fair for its period, today, in conditions of high dynamics of renewal professional structure, a free labor market, it needs to be revised.

In all likelihood, we can talk about expanding the content framework of professional self-determination. In this regard, attention is drawn to an attempt to highlight some special life field of the individual, within the framework of which professional and life self-determination unfolds. In this case, the vital field itself is determined by M.R. Ginzburg as "a set of individual values, meanings and space of real action - actual and potential, - covering the past, present and future" Ginzburg M.R. The psychological content of the life field of the personality of an older adolescent // World of psychology and psychology in the world, 1995. No. 3. P. 21-28. ...

From this point of view, the specificity of professional self-determination is more fully reflected in the approach proposed by K.A. Abulkhanova-Slavskaya. She believes that self-determination is a person's awareness of his position, which is formed within the coordinates of a system of relations. At the same time, there are three main stages life path directly related to professional self-determination: the inclusion of the individual in socially useful activities, personality development in the process of improving professional activity and the recognition by society of the socially significant contribution of the individual. Abulkhanova-Slavskaya K.A. Personal development in the process of life // Psychology of personality formation and development. M., 1981.S. 44.

The point of view of I.S. Cohn, who approaches professional self-determination as a process of step-by-step decision-making, through which an individual forms a balance between his preferences and inclinations on the one hand and needs the existing system division of labor on the other. Kon I.S. Psychology of early adolescence. M., 1988. S. 196. In his opinion, within the framework of a certain line of life, on the chosen path of professional specialization, a certain equilibrium state is achieved. On the one hand, there is a range of given objective possibilities that outline the potential framework of human activity (social order of society). On the other hand, his aspirations, abilities, knowledge and skills, with the help of which the possibilities inherent in his life situation and in his own nature (individual lifestyle) are realized.

As you can see, in all the above approaches, in direct or filmed form, the activity character of the process is emphasized, which presupposes the formation of subjectivity as an integrative quality of the individual. However, one can hardly agree with the statement that self-determination is a side of self-realization. See: P.P. Sobol. Creativity as a way of personality self-realization // Life as creativity. Kiev, 2005.S. 71-90. In the previous paragraph, we have already tried to show the special place of professional self-determination as an integration point, from which self-realization develops in the future. We can agree that at a certain stage of the life path, these processes are quite close to each other. They are interdependent, since both are links (or sides) of the general process of socialization. But nothing more.

What is personality socialization

This term usually means a process that implies a person's assimilation of a certain social experience of the society in which he constantly finds himself. Thanks to this, thinking and the ability to logically build communication with the outside world develop.

During his formation as a person, a person not only assimilates all the information received, but also transforms it into his own concepts and various values. The socialization of an individual in a society, in fact, is an adaptation, that is, an experience that gradually develops from a variety of components. These include cultural values, communication positions, and more. Thus, socialization directly depends on the society in which a person was born. Consequently, norms of behavior can vary significantly in a given country.

Socialization of personality in psychology

Every person needs to belong in one way or another to the society in which he grew up. Accordingly, he identifies himself with his environment. In psychology, socialization is defined as the fulfillment of the requirements of the community, due to which one's own line of behavior is developed in a wide variety of situations. In this case, everything depends on the nature of the personality and its characteristics.

It should be understood that socialization is a two-way process. In addition to the fact that the person himself forms his own norms, he also adapts them to himself. As a result, small changes occur in the world around us. If we consider examples of socialization, it will become clearer. Let's say a person has basic knowledge of physics. Having processed this information and received the appropriate education, he developed a new formula that influenced the future of this science. This is a global example. There is a simpler analogy. Let's say a person was instilled with some norms of etiquette, but for one reason or another, he considered it inappropriate. As a result, he acquired his own moral values, which can have an impact on his environment. These examples of socialization make it possible to better understand the very process of personality formation. You need to understand that in any case, each individual in one way or another interacts with the group of people around him, regardless of their status or other characteristics.

What contributes to

Socialization and adaptation make it possible to form the necessary set of values and rules in the human brain, which he will further apply to the world. These processes begin from childhood, when the parents of a young child begin to lay the foundation for the first mental and physical skills. After that, a person is trained in a kindergarten, school and institute. During this period, he receives more knowledge from other people, continuing to learn about the world. Thanks to this, a person learns to communicate with the people around him and understands that the form of interaction with them can be different.

In addition, the socialization of the child is very important, as it teaches him self-control. Gradually, a person begins to learn how to react to certain events in his life. Thanks to this, he learns to distinguish between the inner and outer world.

Types of personality socialization

There are several variations of this process. They differ depending on many factors. However, these mechanisms are conventionally divided into the following groups:

Primary socialization. This process begins from the moment the child begins to perceive society. At the same time, he focuses exclusively on his family. The child begins to perceive the adult world. Primary socialization directly depends on the parents of the child. More precisely, on how correctly they can show him the world.
Secondary socialization. This process has no time limit and lasts until the person enters a particular social group. This mechanism starts when the child starts going to kindergarten. In a new atmosphere for himself, he can try on new roles and evaluate which one suits him best. He also has the opportunity to evaluate his actions from the outside. In the process of secondary socialization, a person often encounters certain inconsistencies. For example, at the moment when a child realizes that the values of his parents may not coincide with the interests and norms of other people. In this case, the child goes through the stage of self-identification and chooses one side or the other based on his feelings and experience.
Localized (directed) socialization. In this case, we are talking about the comprehension of certain values. Here socialization is divided into a number of specific areas: early, gender, organizational and others. This is also an important stage in the development of personality.

Early socialization

In this case, we are talking about a kind of "rehearsal" of a specific stage. A good example of this type of socialization is when a man and a woman begin cohabitation. Before marriage, partners must learn from each other's experience and correlate their life positions. In that situation, each of them takes over part of the values from their half.

Long stay inside small group(in this case, consisting of two people), more persistent behavioral and sociocultural models are formed.

Gender socialization

She is also often referred to as sex-role. In this case, we are talking about a type of socialization, which implies the determination of the personality of the differences between men and women. During this period, a person is identified according to a number of standards and generally accepted norms. Moreover, this type of socialization can last throughout life.

This mechanism implies the realization that the individual begins to realize the fact that in the event of a deviation from the norms, he will face censure from other participants in society.

Desocialization

This phenomenon proceeds in an absolutely reverse order. In this case, we are talking about the fact that the personality "falls out" of the generally accepted framework and begins to identify himself with a detached unit. It is not uncommon for people suffering from desocialization to deliberately break the framework and try to resist the generally accepted values.

Most often, this phenomenon is observed in those in whose families violence was practiced. Also alcoholics and drug addicts belong to this category of people.

Family socialization

In this case, the child observes family members and learns from their experience. Such socialization of a child depends on several factors:

Family composition and structure.
The position that the child occupies in the family hierarchy.
The chosen model of education. For example, parents and more distant relatives can impose their values on the child.

Also, much depends on the moral and creative potential of family members.

Professional and labor socialization

The next adjustment in a person's values occurs when he begins his career and gets to know colleagues. In this case, he is forced to adapt to the new environment. The fact is that at work he must adhere to business etiquette, without which the individual will not be able to move further up the career ladder or, for example, receive the necessary certification and professional development.

In addition, a person must learn new work skills for him.

Subcultural group socialization

In this case, we are talking about the environment in which a person stays during rest or at any other period of his life. A person can communicate with by different people and have many friends, each of whom will contribute to the accumulation of experience.

At the same time, a person gets acquainted with new cultural characteristics of society, religious and cultural characteristics, etc. In addition, a person communicates with people different ages or status. All these factors make it possible to form all new behavioral models that will adapt as they meet new friends.

Socialization functions

This mechanism is of great importance for the formation of a personality. Among the main functions are:

Regulatory. This means that absolutely everything that surrounds a person can have this or that influence on him. In this case, we are talking about family, country politics, religion and much more.
Personal transformative. In the process of communicating with other people, a person begins to show his individual qualities and characteristics. Thus, it is separated from the general mass.
Value-orientation. This category is reminiscent of the regulatory one. However, in this case, a person does not adopt experience from everything around him, but certain values.
Information and communication. In this case, the lifestyle of the individual forms his lifestyle based on the experience of communication with various representatives of society.
Creative. If a person is brought up in the right environment, it will help a person learn to improve the world around him.

Stages of socialization

The formation of personality does not occur immediately. Each person goes through several stages:

Childhood. According to numerous studies, experts have come to the conclusion that a child perceives his “I” 70% better at a young age. As the baby grows, he more equates himself with the environment.
Teenage years. At the age of 13, the child begins to take on more and more responsibilities and a variety of obligations.

Youth. This is another stage of the type of socialization, which begins at the age of 16. During this period, the teenager begins to make important and more serious decisions. This means that he begins to take responsibility for his life. In addition, during this period, he begins to equate himself with a certain group of society.

Adulthood. This period starts from the age of 18. At that time, all the internal instincts of the individual are directed solely to the formation of personal life. During this period, a person for the first time truly falls in love and discovers new emotions.

The social significance that professional socialization has acquired in modern society can hardly be overestimated. Suffice it to recall one of the main provisions of modern stratification theories, which says that the profession is the leading criterion that determines the status position of a modern person. All the other (non-descriptive) colponents of the status "catch up" to it. The profession (obtained in the process of training, education), and along with it the professionalism (achieved in practice, by developing a skill) becomes both a source of income, and the basis for occupying a certain position in the management system, and a criterion of public prestige. In this sense, vocational education is not only a channel for social mobility, increasing overall social status, but also by the method of continuous socialization in the "adult", responsible, subjective world, where a person acts as a bearer of some socially significant function, enters into a relationship "in the first person", not hiding behind a group identity.

The secondary nature of professional socialization plays a dual role, on the one hand, facilitating the development of new social skills, now associated with functioning in the profession, and, on the other hand, significantly complicating the development of new methods of competitive social activity, against the background of the stereotypes accumulated in the process of primary socialization functioning in a more secure and (usually) socially supportive environment.

Secondary professional socialization carries with it one more hidden meaning, since being associated with additional professional education, it can be considered as a complex system of social changes in the development of a specialist, not only in relation to the concept of "socialization", but also in relation to the concept of "professional", i.e. as additional professionalization or re-professionalization. In this case, naturally, there are special changes in social quality, professional status and psychological attitudes of a person.

The problem of the social formation of the individual, the integration of a person into the system of public relations and relations arouses persistent scientific interest and is widely discussed in the world and domestic literature. The forerunner of the modern theory of socialization can be considered the research of the French sociologist G. Tarda. The analysis of various characteristics of the process of social development of the individual is contained in the works of A. Bandura, D. Dollard, K. Kohlman, A. Park, T. Parsons, J. Smelzer, W. Walter and others.

In domestic literature, interest in the problem of socialization clearly manifested itself in the mid-60s, developing in the mainstream of a critical analysis of foreign concepts. Gradually, an independent direction of social research was formed in domestic science, dedicated to the problem of the social formation of the individual in the context of the development of cultural, historical and social experience.

These problems received wide coverage in the fundamental works of G.M. Andreeva, E.M. Babosova, G.S. Batishcheva, Yu.G. Volkova, V.E. Davidovich, N.P. Dubinina, Yu.A. Zhdanova, E.V. Ilyenkova, M.S. Kogan, I.S. Cohn, V.M. Mezhueva, L.V. Sokhan, V.I. Tolstykh, V.A. Yadova, etc.

Considering the problem of secondary professional socialization, we proceed from the fact that it is a necessary and integral part of general socialization and is related to it as a part and a whole. Making up an organic part of the process of general socialization of the individual, secondary professional socialization is a specific manifestation general laws and the laws of socialization in the formation and development of individual professional consciousness, the formation of the professional culture of the individual.

The analysis of secondary professional socialization is difficult to carry out without the correct use of the conceptual apparatus, with the clarification of which we will begin.

The term "socialization", despite its widespread occurrence, does not have an unambiguous interpretation among representatives of various scientific schools and directions.

In the broad sense of the word, the term "socialization" in modern philosophical, sociological and psychological literature is used to denote the process "during which a human being with certain biological inclinations acquires the qualities necessary for him to live in society ... The theory of socialization is designed to establish, under the influence what social factors are formed these or those personality traits, the mechanism of this process and its consequences for society ”. That is, in the most general meaning, “socialization” is considered as a process of social formation of the human individual, the formation and development of his social essence.

However, sociology and social psychology also use a narrower, specialized approach to understanding this phenomenon. Socialization is considered in this case as a process that ensures the “entry of the individual into the social environment”, “assimilation by him social influences”,“ Introduction to the system of social ties, ”the inclusion of a person in a particular social group or community. Formation of a person as a representative of this group, i.e. the carrier of its values, norms, attitudes, orientations, etc., presupposes the development of the necessary properties and abilities for this. If, with a broad interpretation of the term, it can be assumed that individuality is not a prerequisite for socialization, but its result, then its special meaning indicates a process aimed at the opposite result, namely, the formation of not individual, but the so-called "normative" or "typical" for a given group of properties and personality structure.

In different sources, you can find the following definitions of socialization:

“Socialization is a process of assimilation and further development of social and cultural experience by an individual”;

“Socialization is the process of personality formation, learning and assimilation by an individual of values, norms, attitudes, patterns of behavior inherent in a given society, social community, group”;

“Socialization is a complex, multifaceted process of including a person in social practice, acquiring social qualities by him, assimilating social experience and realizing his own essence by fulfilling a certain role in practical activity ”.

One of the first attempts to reveal the essence of the concept of “socialization” was made in the 60s by B.D. Parygin. He considers socialization as “a multifaceted process of humanizing a person, which includes both biological prerequisites and the very entry of the individual into the social environment and presupposes: social cognition, social communication, mastering the skills of practical activity, including both the objective world and the entire set of social functions, roles, norms, rights and obligations, etc., active reorganization of the surrounding (both natural and social) world, change and qualitative transformation of the person himself, his all-round and harmonious development ”.

In domestic science, the attitude to the problem of socialization is very ambiguous. First, a number of researchers point out that in science there are already two terms that are close in terms of the meaning of “socialization” - “social development of personality” and “education”. The possibility of an exact dilution of these concepts widely used in the literature raises doubts among many. This objection is significant. The idea of personality development is one of the key ideas in contemporary domestic social science. Moreover, the recognition of the personality by the subject social activities entails an idea of its development exclusively in the context of the inclusion and assimilation of the system of social ties and relations. In this interpretation, the concepts of “personality development” and “socialization” coincide, differing only in accents: in the term “personality development” the activity of the subject is more emphasized, and in “socialization” the focus is on the social environment and the ways of its influence on the personality.

At the same time, understanding the process of personality development in its active interaction with the social environment does not exclude, but, on the contrary, presupposes the possibility of analyzing each of the elements of this interaction without the fear that predominant attention to one of them will inevitably result in its absolutization, underestimation of the other component. The scientific approach to the problem of socialization in no way removes the problem of personality development, but, on the contrary, assumes that the personality is understood as a becoming active social subject.

I.S. Cohn in his work "Child and Society". However, he sees the difference in the fact that education is understood as the process of purposeful influence on a person by the subject of the educational process in order to transfer to him a certain system of ideas, concepts, norms, etc. Attention is focused here on the purposefulness, systematicness of educational influences. And as the subject of educational influences, a special institution is understood, a person set to achieve this goal. I.S. Cohn points out that socialization is a broader concept, because Along with upbringing, it includes intentional, spontaneous influences on a person from the entire system of social relations, with the aim of assimilating social experience, familiarizing him with culture, and becoming a full member of society.

Sometimes a rather critical attitude is expressed to the concept of socialization, connected not only with word use, but also with the content of this concept.

One objection is as follows. As you know, the outstanding Russian psychologist L.S. Vygotsky, the author of the well-known cultural-historical theory of the development of higher mental functions, insisted that a child, having been born, is already set as an element of a certain culture, certain social ties. If we admit that the personality is initially determined and does not exist outside the system of social ties, therefore, it makes no sense to talk about its entry into this system.

Another objection concerns the relationship between the processes of typification and individualization in the process of social development of the individual. A number of authors point out that socialization includes only the first of these processes, i.e. suggests many different types stereotyping, the formation of socio-psychological properties set by the group and common to its members, etc. At the same time, the second tendency is not taken into account - the accumulation of individual experience of social behavior and communication by a person, the development of his attitude to the roles prescribed to him, the formation of personal norms and beliefs, systems, meanings, meanings, etc.

This position is a consequence of a one-sided approach to understanding socialization as a process of the impact of the social environment on a person. The essence of socialization, in our opinion, lies in the fact that it is a two-way process, which includes, on the one hand, the purposeful impact of the social environment, various social institutions on a person in order to familiarize him with the system of social norms, values, ideas, concepts accepted in society and, thereby, the individual's assimilation of social experience by entering the social environment, the system of social ties; on the other hand (often insufficiently emphasized in research), the process of active reproduction by an individual of a system of social ties due to his vigorous activity, active inclusion in the social environment. The problem is that a person not only assimilates social experience, but also transforms it into his own values, attitudes, and orientations. This moment of transformation of social experience captures not just its passive acceptance, but presupposes the activity of the individual, his impact not only on the surrounding social environment, but also on himself, the transformation and improvement of his own essence, the formation of new properties and qualities. With such an interpretation of the concept of socialization, an understanding of a person is achieved simultaneously as an object and as a subject of social relations. Thus, socialization includes both the typification process and the individualization process, both the assimilation of social experience and the formation of individual experience on this basis.

The views of Western researchers on the problem of socialization are no less diverse. The Polish academician J. Szczepanski views socialization as "the influence of the environment as a whole, which familiarize the individual to participate in public life, teach him the understanding of culture, behavior in collectives, asserting himself and fulfilling various social roles." W. Bronfenbrenner believes that "... the process of socialization is the totality of all social processes, thanks to which the individual learns a certain system of norms and values that allow him to function as a member of society." The famous American sociologist N. Smelser defines socialization as "the process of forming the skills and social attitudes of individuals corresponding to their social roles"

Fundamental disagreements among sociologists are caused by the problem of the relationship between the social and the individual components of socialization. The adherents of the French school of sociology argue that "everything that is expressed that an individual can comprehend or even observe has not an individual, but a social origin." In their opinion, socialization is carried out by a person reproducing certain, socially approved patterns of behavior, including concepts, values, customs, etc., which allow the individual to adapt to the conditions of life in society. It is clear that this approach does not take into account the active role of the individual in the process of social formation of his personality.

Another, opposite to this approach, on the contrary, emphasizes the role of the individual component in the process of socialization. The origins of this concept can be found in T. Rousseau and M. Montaigne, who believed that the development of an individual should primarily depend on himself. Proponents of this approach do not deny the presence of a social component, but point out that there is a discrepancy between the formation of a personality and the requirements that society imposes on it.

In our research, we proceed from the fact that there are two active principles in the process of socialization: social system and individual. In this sense, socialization is a process of forming the social qualities of an individual. The relationship between the social and the individual is based on the well-known psychological principle of interiorization (S.L. Rubinstein), which states that in the course of socialization, the norms, values, and behavioral models assimilated by a person are transferred from the external to the internal plane, and they are transformed into intrapersonal formations.

The problem of professional formation and personal development is studied by representatives of many scientific disciplines (sociology, psychology, philosophy, etc.). Scientists studying the problem under discussion belong to different schools and directions in science, however, despite this, a general tendency can be revealed in their approaches. It lies in the fact that personality development is considered in the context of the mutual influence of the individual characteristics of a person and the socio-cultural environment in the process of socialization and professionalization.

At the same time, despite the great interest in the problem of professional socialization, it should be noted that in world social science there is no single interpretation of the phenomenon under consideration, there is no generally accepted theory, no single idea of the main mechanisms and stages of the process of professional socialization. As a rule, research is reduced to the analysis of one or another particular aspect of the problem. Most of the works in this area are devoted to the study of aspects such as the identification of professionally significant personality traits and the methods of their formation, the analysis of how a particular profession affects the personal development of a specialist. A number of studies consider the idea of a person forming their profession.

This state of affairs, in our opinion, is partly due to the interdisciplinary nature of the problem. Its solution requires the use of the categories of philosophy, sociology, developmental and social psychology, pedagogy. These sciences help from various points of view to determine the essence of the concept of "professional socialization", to concretize it, to explain and substantiate the process of socialization in the field of professional activity, to reveal its mechanisms and patterns.

Using the term "professional socialization" we proceed from the fact that most modern researchers understand the profession as a social role performed by a person in society and associated with skilled labor and a certain level of education.

“Profession,” writes R. Hull, “is a social role played by adult members of society, which has direct or indirect social and financial consequences and constitutes the main center of adult life.”

Thus, mastering a certain type of profession presupposes the mastering of one of his social roles by a person, which allows us to consider this process as a particular case of the general process of socialization of the individual in the sphere of professional activity.

Professional socialization is understood as the integration of the individual into the sphere of professional activity, including the process of assimilation and reproduction of professional knowledge, norms, values, attitudes, behavior models, in the course of a person's formation as a member of a certain professional community and aimed at ensuring his effective functioning as a professional. In the course of the process of professional socialization, a person becomes a subject of professional activity.

An analysis of the forms of professional socialization allows us to single out the primary and secondary stages of socialization in the field of professional activity. This classification has the following grounds. First, the concepts of primary and secondary socialization were used in science earlier. By primary socialization in the sphere of politics, he understands socialization that occurs in childhood and adolescence, and by secondary - at a more mature age.

Secondly, we believe, based on the provisions of the modern theory of general socialization, that the process of professional socialization, starting in adolescence, simultaneously with the beginning of the process of professional self-determination, continues for almost the entire life of a person. Thus, at least two stages can be distinguished in it. The first includes the period of choosing a profession - the optant phase (E.A. Klimov) and the period of study in a professional educational institution, which E.A. Klimov defines it as the phase of the adept. These phases are united by the fact that during this period the choice of a profession is made and the process of mastering it begins. Research shows that already in the process of studying in vocational educational institutions (both secondary and higher), young people form some professional values and stereotypes, many important ideas about their profession, including the adoption of professional norms and professional communication, the awareness of their involvement in it arises. This allows us to conclude that the process of professional socialization begins already in the period of preparation for future professional activity.

The end of the vocational training process and the beginning of independent practical activity in the field of the profession does not mean the end of the process of professional socialization. The point is that this process is moving to a new stage - labor or, as it is defined by E.A. Klimov, the stage of adaptation of a young specialist to work and continues throughout the rest of the period of professional ontogenesis.

The content of these two phases of professional socialization is qualitatively different. If the first assumes the primary mastery by a person of basic knowledge, skills, i.e. rather theoretical training in the professional sphere, the second is aimed at clarifying, adjusting, and developing basic professional values, attitudes, etc. The differences are also explained by the fact that the beginning of professional activity, as a rule, is accompanied by the onset of a period of maturity (adulthood). There are no exceptions and those people who, for various reasons, are forced to change their profession.

The formation of the institution of additional vocational education in society, the widespread occurrence of such a phenomenon as the acquisition of a new, additional profession by a person allows us to speak of the presence of two forms of socialization - primary, which occurs in the course of mastering the main profession by a person and secondary, associated with obtaining additional vocational education. Unlike the primary stage of professional socialization, the secondary one falls on the period of active labor activity, when a person already has a certain starting level of socio-psychological and professional development, which is the basis for further personal and professional ontogenesis. He has formed a certain system of values (personal worldview, life position), a holistic image of the I, readiness for self-study and self-development, professional needs and aspirations.

Russian science is characterized by the use of labor activity as a basis for classifying the stages of socialization. Usually, the pre-labor and labor stages of socialization are distinguished. Recently, we have been talking about the need to single out one more - the post-ore stage of socialization. At the same time, the emphasis is on the fact that the assimilation of social experience is more productively carried out precisely in the course of work. Preparation for professional activity, thus, enters the pre-labor stage of socialization, while the subsequent formation of the personality falls on the stage of labor activity.

Certain doubts can be caused by the problem associated with the professional socialization of elderly people. Some researchers point to the inappropriateness of the application of the concept of socialization in relation to that period of a person's life when all his social functions are curtailed. An extreme expression of this position is the idea of “desocialization” following a person's retirement. However, numerous experimental studies in the field of acmeology, gerontology indicate the prolongation of the social activity of elderly people, the preservation of their labor potential. Proof of this is the increase worldwide in the number of educational institutions intended for retirees - the so-called "third age" universities, where elderly people can not only effectively spend their free time, but also study, and even acquire new specialties (see Ch. N. 2). Undoubtedly, old age should be considered as an age that makes a significant contribution to the reproduction of social experience, including in the professional sphere.

An indirect recognition of the fact that socialization continues in old age is the epigenetic concept of personality development by E. Erickson, in which he gives a classification of the stages of personal development. The last of the stages he identified - “maturity” - E. Erickson designated wisdom with the motto, which, in his opinion, corresponds to the final formation of identity. If we accept this position, then the continuation of the process of socialization in old age should be recognized.

In our research, we focus on the process of secondary professional socialization. This is determined by the specifics of the research object. It is clear that adults, specialists who already have a certain level of professional training and, due to various circumstances, have decided to expand their professional opportunities, participate in additional vocational education.

For a deeper understanding of the essence and content of secondary professional socialization, one should turn to the question of the age stages and stages of the process under consideration. Within the framework of this process, a number of stages can be distinguished, at each of which the process of professional socialization differs in its content and specificity.

It should be noted that there are many ideas about the stages, phases, stages of age-related human development throughout ontogenesis. However, as a rule, these periodizations refer to personality development in general. In some works, attempts are made to describe the personal development of a professional, however, in such classifications, attempts are made to link the stages of professional development of a personality with the phases of age-related biological development.

An example of such a classification is the periodization of personal and professional development proposed by S.E. Pinyaeva and N.V. Andreev. Based on the research of such renowned specialists as B.G. Ananiev, S. Buhler, D. Veilant, E. Erickson and others, they distinguish 4 phases in the professional development of a personality, covering the period of life from 20 to 60 years. The first stage (from 20 to 30 years old) is characterized by the desire of a person for an independent independent life, self-awareness as an adult and a full member of society. At this stage, the process of choosing, mastering a profession, mastering and accepting professional norms, understanding the meaning of the profession and one's involvement in it is carried out.

The second phase (from 30 to 40 years old) is characterized by the stabilization of the main mental structures, value orientations, the level of aspirations, accompanied by "an increase in the stability and internal consistency of the self-image." In the case of reaching higher levels in professional activity and success in it, a person, according to the authors, strengthens general motivation, creative development of oneself as a person occurs by means of the profession.

At this stage of professional development, under the influence of goals and working conditions, professional type personality with a characteristic style of activity, communication and behavior, interests, attitudes and traditions. In the course of a person's mastering of professional activity, he develops some of its "individually peculiar systemic organization, which is steadily reproduced in solving professional problems." Since the goals and conditions of activity in a particular profession are characterized for a given person by some typicality, repetition, this leads to the emergence of a sign of "relative stability" of the professional type of personality. At the same time, E.M. Borisova notes that the professional type of personality is not frozen. The process of its formation takes place continuously, and any changes in the process of professional development can affect its development.

Describing the second stage of professional development, the authors of the above article note that by the age of 40 a person acquires a new status, which consists of the diversity of his rights and responsibilities in different spheres of life and activity: in society, at work and in the family. A preliminary summing up of the results of life is carried out, a mid-life crisis is possible. According to B.S. Brother, the way out of the situation of the normative crisis can be twofold. It is possible either to find ways of further self-improvement and, thus, to achieve a match between one's capabilities and needs. On the other hand, the way out of the crisis may be associated with a change in semantic orientation in order to make possible the further development of the personality.

The third phase of professional and personal development (from 40 to 50/55 years) is associated with the strengthening of the system of social roles with the dominance of some of them and the weakening of others. A person acquires a confident life position and stability. Individualization of personal development, social responsibility for the world and the realism of self-esteem are increasing.

Professional development has not been completed either. Significant professional experience has been accumulated, individual heights in work have been achieved, there is creative potential invested in this professional field. After 50 years, when the accumulated experience allows a more realistic assessment of the ratio of expected and achieved, a person begins to sum up his past activities and his achievements, to think about the meaning of life and the value of what has been done. Now, looking into the future, a person is forced to reconsider their goals, taking into account their professional status, physical condition and the state of affairs in the family.

The fourth, highlighted by S.E. Pinyaeva and N.V. Andreev stage (50/55 - 60 years old), falls on the peak of the most general social achievements - position in society, power, authority, partially freed from occupations and the selection of the most interesting public affairs for the individual.

It is possible to continue creative activity and professional self-determination, expressed in the analysis and generalization of their professional experience and its transfer to the next generation. In the development of a professional, a phase begins, characterized by the appearance of students and followers, which makes life fulfilling, meaningful and promising.

By the end of the period of maturity (about 60/65 years), as a rule, there is a decrease in the level of professional aspirations. Motivation changes due to preparation for the upcoming retirement lifestyle, expectation of old age or resistance to its onset.

It is easy to see that the emphasis in this classification is shifted to the process of personal development, and the stages of professional development are associated mainly with the ontogenetic development of a person. As a result, there is a substitution of social parameters in determining the stages and stages of a person's professional development by biological signs of his development.

This approach, in our opinion, does not reflect the specifics of the process of professional socialization. First of all, doubts are raised by the legitimacy of establishing chronological boundaries when identifying the stages of professional socialization. We must not forget that in the current situation, generated by socio-economic changes in our country, spontaneous social selection, there are frequent cases of a person changing his professional trajectory, searching, finding and adapting to new profession... This puts a person in front of the need to resolve new problems. It is clear that in such cases, all the stages described in the above classification will not correspond to the age limits indicated by the authors.

In general, considering the problem of professional socialization, the formation of professional self-awareness of a person who has received or is receiving additional professional education in adulthood, it can be noted that it is of undoubted interest as a complex and poorly studied type of activity. Mastering a new profession cannot be carried out without certain personal changes, awareness and rethinking of life and professional experience, in this case, a mature personality with a well-established psychological organization, already existing practical experience in a certain profession, crystallized life experience. A specific characteristic of a person entering the system of additional vocational education is the subject's awareness of the need to increase the level of professional self-awareness, the need for self-realization by means of the profession, given by a conscious and independent choice, as opposed to a random, unconscious one. This sets the strategy for adaptation to a new profession, determines the development of such integral characteristics of a professional's personality as professional orientation, professional competence, emotional (behavioral) flexibility.

The very essence of professional socialization in the system of additional vocational education is increasingly associated not so much with the expansion of the professional "repertoire", the acquisition of new professional knowledge and skills, or the improvement of existing ones, but with the finding of personal meanings in the mastered professional activity. Formed by D. Super, the position of “the congruence of the self-concept and the profession” presupposes the most important determinant of the professional way of representing a specialist about his personality.

The confusion of psycho-physiological and social criteria in identifying the stages of professional socialization is also controversial for other reasons. Undoubtedly, personality formation to a large extent occurs during the development and implementation of professional activity and under its influence. According to A.K. Markov, personality maturity is usually a prerequisite for a person to take place as a professional.

The influence of professional activity on the personal development of a specialist is evidenced by quite numerous studies of both domestic and foreign specialists. It is well known that representatives of some professions can be easily recognized without even knowing their occupation. For example, as noted by I.S. Kon, for many teachers, the didactic, instructive manner developed at school is often manifested in the sphere of personal relationships. The habit of simplifying complex things in order to make them understandable to children, if you do not fight with it, gives rise to a certain straightforwardness, inflexibility of thinking. The restraint caused by the need to “hold in the hands” of the class also manifests itself outside the school.

A.A. Bodalev made it possible to identify the specifics in the perception of other people by representatives of different professions. American sociologists who have studied the psychological characteristics of government officials have come to the conclusion that the impersonal nature of administrative activities, strict adherence to rules and regulations, often completely formal, contributes to the general impoverishment of a person's emotional life, the appearance of formalism, and dryness in his personal relationships outside of professional life.

Of course, one should not lose sight of the fact that the choice of a profession is initially associated with certain inclinations and personality attitudes. Therefore, the similarity among representatives different professions may be due not only to the secondary influence of the professional role, but also to the fact that often one profession is chosen by people who initially have certain personal characteristics. Nevertheless, the influence of professional activity on personal ontogenesis is beyond doubt. The assertion about the direct relationship between the processes of professional and personal development seems to be controversial.

Personal development is not always a necessary prerequisite for the professional development of a specialist. In some cases, professional development can run ahead in comparison with personal development, namely, a person can become a professional without having formed a mature personality. In our opinion, this is possible in those groups of professions where the formation of highly specialized, professional knowledge, skills, and abilities is dominant. At the same time, the influence of some individual personality traits on the result of work is minimal and insignificant. In this case, a person can achieve high skill in work, take place as a professional, not yet formed as a mature person.

And in another group of professions (for example, the type “person - person”), on the contrary, personality maturity is a condition and an integral component of successful professional development.

Thus, there is often a heterochronism of psychophysiological, personal and professional development of a person.

Therefore, highlighting the stages of professional socialization, one should take into account such discrepancies and use other criteria.

An interesting classification of the phases of the professional formation of a personality was proposed by E.A. Klimov. He identifies 7 stages (phases) of a professional's life path. The first two have already been mentioned above. This is the phase of the optant, in which a person (regardless of age) makes a professional choice. The adept phase refers to the process of mastering the profession during training in special educational institutions (both long-term and short-term, for example, instruction). It is followed by the phase of adaptation, connected with the fact that the social, activity norms of the educational institution and the production team are different and a young specialist needs time to master these norms, to “fit” into their context. The internal stage - refers to an experienced worker who can independently and successfully cope with basic professional functions.

In the mastery phase, there is an employee who can solve both simple and complex professional tasks. He is distinguished either by some special qualities, skills, or universalism, broad orientation in the professional field, or both. The master already has his own individual unique style of activity and consistently demonstrates high results.

The authority phase assumes that the specialist is known, at least in the professional community or even outside of it. Depending on the forms of certification of workers adopted in a given profession, it has high formal qualifications (category, category, title, academic degree, etc.). Both colleagues and managers take into account his opinion.

The mentoring phase begins when a person has followers, heirs of the experience, regardless of whether they have official status as students. This circumstance makes the life of a professional filled with a meaningful perspective. The life associated with the transfer of experience to young people, with tracking their successes, as well as with feasible inclusion in their affairs is full of meaning.

The advantage of this classification lies in the fact that the author examines in great detail the stages of a person's professional development, focusing on the dynamics and characteristics of a specialist's professional activity at each highlighted stage.

At the same time, the classification does not give a complete picture of the content of the process of professional socialization, since the description of the phases of professional development does not reflect the nature of the socializing influence of professional activity on the personality of a specialist. Moreover, the author does not set himself the goal of analyzing the process of the secondary formation of a personality in the professional sphere, which undoubtedly has a number of significant distinctive features.

Taking into account all of the above, in the process of secondary professional socialization of a specialist's personality, we propose to distinguish three stages that are qualitatively different in the content and nature of the interaction between the individual and the profession: adaptation, stabilization and transformation.

Adaptation is a stage at which, in the process of additional professional education, the individual assimilates new professional norms, values, attitudes, the individual understands the meaning of the profession, his involvement in it. This stage is extremely important, since, in reality, it determines the nature of all subsequent ones. It should be borne in mind that in the process of adapting to a new profession, a person encounters certain difficulties. This is due to the fact that in the process of primary socialization, he has already mastered a certain system of professional norms and values. He already has a certain level of development of professional self-awareness, perception of himself as a representative of a certain profession, etc. All this significantly complicates the process of secondary professional socialization, giving rise to what in psychology is called the phenomenon of interference - the negative influence of the learned experience on the formation of new skills.

No less serious problem at this stage is the need and need to be “accepted” into the professional community, both by colleagues and clients. The professional community seems to be a relatively poorly studied problem from the point of view of social and psychological analysis. The laws of his life, ethics, norms of behavior, etc. do not always fit into flat everyday patterns. This aspect of professional socialization is practically not reflected in additional professional training programs 43. A beginner must recognize, understand, feel new, unusual for him norms that regulate not only behavior, but also the way of life, manners, and the outward appearance of a professional. The fact that a person already has professional experience

zional practical activity, as well as the formed system of professional self-awareness serves as a factor not facilitating, but rather complicating the course of the adaptation process. The matter is further complicated by the fact that among the social, professional norms there are many so-called “unwritten laws” characteristic of a given collective.

At this stage of professional socialization, the mechanism of professional identity is of particular importance. It can be argued that at the stage of entering the profession, it is one of the most important mechanisms of professional socialization.

In general, the process of socialization is expressed, first of all, in identification with social groups to which a given subject belongs or which he chooses for himself. According to E. Erickson, “a person is organically included throughout his life in groups that have a geographical or historical basis: family, class, village or region, nation. That is, a person is constantly a biological organism, and an individual, and a member of a certain social group, therefore, he immediately participates in three processes of organization ”. Under the identity of a person, E. Erickson understands a certain central quality that signals a person about his inextricable connection with the surrounding social world.

Modern science defines the problem of the formation of a person's identity in two aspects - personal and social. If personal identity refers to self-determination in terms of physical, intellectual and moral personality traits, then social identity consists of separate identifications and is determined by a person's belonging to different social groups. It should be noted that one of the founders of the theory of social identity, G. Tejfel, clearly distinguishes between the concepts of “identification” (as a process of referring oneself to a certain category) and “identity” (as a product of this process).

Accordingly, it can be assumed that the product of the process of forming a professional identity is a professional “we-image”, which can be considered in three aspects: cognitive (knowledge of belonging to a professional community), emotional (acceptance), value (positive or negative connotations of belonging).

Professional identity, which is formed at the stage of adaptation, an individual's awareness of his belonging to the professional community, even if it seems not real, but a reference group in which a person finds a kind of standards of life and activity, is an important factor in the regulation of professional identity, activity, lifestyle , building a further professional path.

The stage of secondary professional socialization following adaptation is the stage of stabilization. At this stage, compliance with the position held is achieved, the specialist gains autonomy, the deepening of professional motivation, professional orientation of the individual. The accumulating life and professional experience, the strengthening of the degree of professional identification, the ability to realize their personal qualities in the profession - all this leads to the formation of a new level of professional self-awareness, which is manifested in the fact that a person begins to perceive the world around him through the prism of professional activity. At the same time, he embodies his own ideas about the world, about people, about things, his culture in his profession.

The experience accumulating in all areas of a person's life is an important prerequisite for the formation of a specialist's professional competence. Being directly related to knowledge, the role of which is also important, experience contributes to the formation of readiness for self-learning and self-development of the individual, i.e. important for learning, as it creates structures that allow people to integrate new information and thereby improve their competence. It should be noted that as a specialist masters a new profession, the negative influence of past professional experience gradually decreases. Now he is more likely to play the role of a positive factor, like any other life experience.

Ultimately, this contributes to the emergence of not only new cognitive motives, but also a new type of attitude towards the world, a new system of values, a new attitude towards oneself. Thus, already within the framework this stage the preconditions are ripe for the transition to the next stage of professional socialization.

However, before proceeding to characterize it, it is necessary to note one more feature of the stabilization stage, which also acts as a kind of driving force for professional development.

As you know, contradictions act as the driving force of any development process. The process of professional development is no exception. In this case, we are talking about the so-called conflict of "professional growth". At the stage of adaptation, this conflict manifests itself in a situation of mismatch between the system of norms, one way or another assimilated by a person in previous periods of primary professional socialization, and the norms of a new profession, of the work collective in which a newcomer finds himself, be it a young specialist, an established professional who has changed jobs, or an adult who has acquired a new profession. At this stage, the conflict is resolved through the same mechanism of professional identification, awareness of oneself as a member of a professional team, and joining it.

At the stage of stabilization, the situation changes. At the moment when a specialist begins to feel “at the level” of the professional community, a new conflict of “professional growth” arises, generated by the contradictions between well-known, well-established knowledge and pioneering ideas, skeptically perceived by colleagues who have stopped in professional development. As Henry David Thoreau remarked unusually aptly: "The man who has discovered any truth constitutes a majority with one vote."

Any specialist who continues to develop in the field of his profession sooner or later faces a similar situation, which there is every reason to characterize as critical. A person must go through this crisis if he wants to develop professionally. To do this, he needs to move in a direction opposite to that which he moved at the beginning of his professional path. If the way out of the first crisis consisted in the entry of a person into the professional community in the process of professional identification, then in order to overcome the newly arisen contradiction and move to the next stage, he must go beyond this community. A qualitatively different situation arises: if before this stage the personality develops within the profession and by means of the profession, then after this stage the profession develops within the personality. Figuratively speaking, this process can be compared with the return of a person who has got lost in search of the “blue bird” of professionalism - to himself, to his personality.

We can say that at the initial stage of professional socialization, there is an internalization of the requirements of the professional community into the internal structure of the personality, which is replaced by the reverse process - exteriorization, the transformation of the professional and social experience of the individual into real actions that transform both this professional sphere and the personality of the professional himself.

Overcoming the above described contradiction leads to the transition to the next stage of professional socialization - the stage of self-realization or transformation.

The basis for highlighting this stage is the idea of the unlimited personal development of a person.

The peculiarity of the stage of self-realization partly lies in the fact that not every specialist is able to reach such a high level of professional development, which presupposes not just a certain higher level of knowledge and skills, but their reflective awareness, self-actualization in the sphere of professional life. The transition to the stage of transformation is an indicator of a high level of bias towards reality, taking responsibility for the course of events, for the results not only of one's own activities, but also of one's colleagues, of the enterprise as a whole.

The professional activity carried out reflects and embodies the personality, has a clearly expressed personal connotation. The personality also refracts the general characteristic of this type of activity, and it brings something individual, personality-specific to this professional activity. The profession begins to set some "background" in a person's life, acting as a social phenomenon, while the personality becomes necessary condition and a means of realizing the profession.

At the stage of transformation, the personality of a professional is characterized by the achievement of integrity, self-sufficiency, autonomy, the ability to innovate, both in the professional and in the social sphere.

Defining this stage as a stage of transformation or self-realization, we not only emphasize the fact that at this level of professional development a specialist acquires the ability and need for creative transformation of the subject of his activity, but also point out that the transforming activity of a professional is directed at himself. There is a creative development of oneself as a person by means of a profession. The profession is becoming not just a way of fulfilling one of the social roles of a person, the fulfillment of which is one of the requirements that society imposes on its members. It turns into a means of life self-determination, self-development, self-actualization of the individual, not only in the professional, but also in the social spheres.

Thus, in the course of secondary professional socialization, the individual gradually turns into a subject of professional activity, transforming both this activity itself and himself.

In this regard, it seems necessary to turn to another aspect of professional socialization associated with the influence of the individual on the profession. As in the process of general socialization, there are two sides to professional socialization. On the one hand, society, through the transfer of a certain amount of professional knowledge to the student, “creates” a person as a professional. We have already pointed out that professional activity largely determines the formation of an individual. Undoubtedly, professional socialization presupposes a certain continuity, the transfer of social experience accumulated by previous generations in the professional sphere. But, speaking about the assimilation of this experience, one should not understand it as simple reproduction. One cannot but agree with G.S. Batishchev, who argued that “a person cannot be“ made ”,“ produced ”,“ fashioned ”as a thing, as a product, as a passive result of external influence - but one can only condition his inclusion in activity, cause his own activity and exclusively through the mechanism of this his own - joint with other people - activity, he will be formed into what this activity makes him. "

It is quite obvious that the socialized individual influences the development of his profession. Assimilating professional knowledge, skills, values, norms, he to some extent changes their content, enriches his own experience, formed under the influence of previous professional activities. Therefore, in our opinion, the analysis of the process of secondary professional socialization should include the study of both the process of the professional formation of an individual under the influence of the activities carried out by her, and the process of transformation, development of this professional activity, profession by the professional himself.

The idea of a person transforming his profession, as well as the idea of forming a professional himself in the course of his professional activity, is not new. It is a particular expression of the humanistic direction in science, which originated in the Renaissance. One of the ideas is to recognize the creative essence of a person, faith in his unlimited possibilities for transforming the world around him, in particular, the world of professional work.

Otto Lipmann was one of the first to consider the idea of a person's formation of his profession in his work “Psychology of Professions”. Developing the idea of Panneborg, who established the fact that an artist formed his profession in accordance with his individuality, O. Lipmann extends this assumption to a wider range of professions. “The fact is that one can understand and perform one and the same profession, for example, a doctor, in a very different way, and depending on the character of the individual, one or the other quality will seem necessary in one case, in another - essential, and sometimes indifferent.

For higher professions, obviously there is no single and generally recognized professional ideal: the ideal of a doctor, the ideal of a lawyer, etc. " ...

As it is easy to see, O. Lipmann believes that the formation of his profession by a person is possible only in those types of professional activities that require special training and qualifications. He calls such professions "higher". As for the mass, for example, blue-collar professions, here, in his opinion, it is necessary to have “completely definite, relatively elementary” qualities.

However, later Scientific research showed that the facts of the formation of an individual-specific professional activity are possible in any professions, even in those that at first glance may seem simple.

Of course, every person entering the professional community is faced with some traditionally and historically established content of professional activity, including “unwritten laws,” the norms of this professional team. But at the same time, mastering a given activity, a person, as a rule, begins to introduce into it a certain element of creativity that carries a personal meaning. This can manifest itself in the creation of new tools, tools, work methods, improvement of technology, expansion of the professional sphere, introduction of elements of past professional experience into it, etc. The most valuable achievements are subsequently consolidated, turned into professional traditions, and become an integral part of professional culture. As a result, the profession develops, improves, and changes the content of professional work.

The ability to transform one's profession, in our opinion, requires a certain level of mastering it. It is clear that at the initial stage of adaptation, all efforts of a novice specialist, both external and internal, are aimed at the most accurate and effective reproduction of the acquired knowledge and skills in practice. And only gradually, in the process of identifying his personality with the new professional community, as a result of the interiorization of knowledge, the transformation of the main part of skills into skills, the consciousness of a specialist is partially released and directed to the creative transformation of his professional activity and himself as a subject of this activity. And, if at the stage of adaptation to a new profession, past professional experience can act as a factor complicating the process of secondary professional socialization, then at subsequent stages the previously formed professional knowledge, skills and abilities can contribute to creativity to the implementation of a new professional activity, thereby accelerating the process of socialization of a specialist in a new profession.

So, the analysis of the phenomenon of secondary professional socialization shows that it is a complex, multilevel and multidimensional phenomenon that develops within the framework of the general process of socialization and determines the process of a person's entry into the world of a new profession, the process of his adaptation to the social and professional environment, integration with it and subsequent creative implementation of the internalized norms of professional culture, leading both to the transformation of the individual into his profession and to the self-development of his individuality.

The revealed social characteristics of secondary professional socialization: from the standpoint of the individual, profession and social functions realized within its framework, show that the content itself modern process“Continued” professionalization focuses on such institutional components of continuing education as emerging and developing in society need (motivational) attitudes, operational means, resource provision, subcultural traditions and values of professional development.

Bronfenbrenner W. Two Worlds of Childhood. Children of the USA and the USSR. Per from English. M., 1976. Bodalev A.A. Perception of a person by a person. L. 1965.

Erikson E. Enfance et societe. Neuchatel. 1968. Tome I, p. 41.

Tajfel H. (ed.) The social dimension. Cambridge, Paris, 1984.

Batishchev G.S. The active essence of man as a philosophical principle // The problem of man in modern philosophy. M., 1969.

Lipmann O. Psychology of professions. Pg. 1923, p. 33-50.

The problem of professional socialization was first paid attention to by sociologists at the turn of the XIX-XX centuries. in the scientific field of the general theory of socialization, and subsequently actively studied in the 1920s – 1930s. within the framework of structural and functional theory. T. Parsons, N. Smelzer, P. Sorokin made a significant contribution to the development of the theory of professional socialization.

Among modern researchers of professional socialization, one should note S. I. Ikonnikova, V. T. Lisovsky, V. A. Nechaev, N. A. Perinskaya, F. R. Filippov.

Professional socialization can be viewed in two ways. In the broad sense of the word, it is a process of development of the adaptive and integrative characteristics of a person (a component of the socialization process). At the same time, it forms the potential for the successful inclusion of an individual in the process of labor activity and maintaining a high level of professional mobility throughout his life. In the narrow sense of the word, professional socialization can be considered within the framework of a certain social and professional group and have a certain professional orientation.

Professional socialization - the process of interiorization by a person of the basic system of values and standards of behavior of the professional community, which form the basis of social behavior in the professional sphere. This definition reflects social essence of the ongoing process - a deep assimilation of the social principles of the functioning of the professional community, which thus become the structural elements of the personality of a specialist.

These principles are implemented in the behavioral acts of a member of a professional group both during the performance of their immediate work duties and in informal interactions (structure of speech, manner of dressing, lifestyle in general). It seems important that the proposed definition does not limit the process of professional socialization to a specific time interval or life stage personality.

Professional socialization is carried out both purposefully in the learning process and spontaneously in the interaction of people belonging to the same professional community in a formal and informal setting. Such communication is a necessary element of the main process of socialization of the individual, the influence of which does not stop with the end of labor activity, but leaves an imprint on the entire conscious life of a person.

The inclusion of the process of professional socialization in the sphere of scientific interests of sociologists was a response to the need of society for the restoration and development of professional communities as carriers and translators of a specific professional subculture. Professional communities unite people working in the same field, having common goals, a single system of values and social standards, into a team of like-minded people. On their basis, scientific schools, research groups, and innovative teams are formed. Therefore, the management of professional socialization as the process of becoming a specialist and his full inclusion in the professional environment is the most important task of the higher education system.

Education - a special social institution that combines both purely administrative and creative functions. University - a part of this institute, which includes elements of administrative management and a creative community that unites scientists, teachers and students with the aim of gaining new knowledge and forming a new generation of scientists and teachers. Achievement of this goal is possible provided that the educational institution is the center of culture, a source of humanistic knowledge and moral education. Today there is a need to organize a deep and comprehensive interaction between culture and education, in other words - "reorientation of education from a scientific model to a cultural one."

Organizational and cultural mission educational institution involves the creation of conditions for the free and creative development of the personality of each student in the learning process, awakening the need to master the cultural values of the professional environment and their deep interiorization. The implementation of this mission is carried out by the organizational and cultural mechanisms of professional socialization, the main of which is the socio-cultural environment of the university.

The socio-cultural environment of the university forms a specific space in which the process of professional socialization of the student takes place, the personality of the future specialist is formed, the interaction of a complex of agents managing this process is carried out - the teaching staff, administration, educational, scientific and other structures.

The sociocultural environment of the university encompasses a variety of ropes and forms of education, the formal and informal hierarchy of agents of the educational process, reproduces and transforms the explicit and latent values of the university, controls compliance with the norms of collective behavior at the formal and informal levels, and performs a whole range of other important functions. Without a deep understanding of the principles of the functioning of this mechanism, it is difficult to understand the role of education in socio-cultural reproduction, the development of the economy, politics and in other areas.

The procedural model of professional socialization of students in the educational environment of the university is presented in table. 8.1.

Table 8.1

Procedural model of professional socialization of students in the educational environment of the university

Goal-setting component
Target- professional socialization of future specialists in the educational space of the university through primary integration into the professional environment and inclusion in the professional community. Tasks: - management of the process of professional socialization of a student using organizational and cultural mechanisms as regulators of social behavior; - the formation of a system of professional standards of behavior among students on the basis of a system of interiorized social and professional values; - development of the personal and professional potential of the future specialist as an active subject of the educational process

Humanities and socio-economic disciplines	Professional and special disciplines		Educational and industrial practice	Specialized e-courses		Additional training programs
Process component
University level: - analysis of state educational standards of disciplines; - development of the concept of educational work with students; - development of the student self-government system; - advanced training of the teaching staff		Institutions (faculties) level: - organization different types practitioner; - support for student initiative projects; - organization of educational work with students			Department level: - the inclusion of students in the research work of the departments; - introduction of innovative teaching methods
Control and evaluation component
Criteria: active; creative; motivational; adaptive		Levels: low; average; high			Control mechanisms: sociological diagnostics; psychological testing; administrative control
Effective component
Professionally socialized specialist with a formed subject life position

The professional socialization process is bi-directional. On the one hand, these are subjects of educational influence (teaching staff, the socio-cultural environment of the university, the organization of the educational process and fellow students) who, in the learning process, influence the student, thereby helping to enter the profession. The student himself (the object of the learning influence) assimilates and integrates the knowledge and practical skills provided. On the other hand, the formation of a professional takes place in the creative reproduction of the learned norms and values, culture and knowledge, experience and skills in practice. This process can be defined as the reverse socializing influence of the object of socialization (student) on the learning environment. These two components of one process cannot be separated without prejudice to the formation of a full-fledged professional.

Only the simultaneous assimilation of the system of professional knowledge in the learning process (performing the functions of the object of educational influence) and the subject of creative awareness of the content of this knowledge (performing the functions of the learning subject) allows the student to fully engage in the development of the professional space and actively seek his place in it. The structure of professional socialization as a set of components of this process and a complex result in the form of formed elements of a specialist's professional culture is shown in Fig. 8.1.

The specificity of the modern labor market for highly qualified personnel is the rejection of narrow specialists. For a successful professional career, a university graduate must possess such qualities and skills that make it possible to apply professional knowledge in a wide range and can be in demand not only in the field of basic training.

Rice. 8.1.

"The result of professional socialization is individual for each student and always depends on what general and special abilities he has acquired and what motivation, attitude and interests initiate his activity", how actively he accepts the norms of the profession, all requirements and is ready to really participate in professional work in accordance with all normative value system.

Professional socialization of students is not limited to the walls of the university; it is influenced by environmental factors to the same extent as the system of higher education as a whole.

The main trends in the development of the modern higher education system are:

- constant change and renewal of the education system in order to adapt to changing conditions (transformation);
- formation of a single market for educational services (globalization);
- the dissemination of uniform, unified educational criteria, training programs for specialists (standardization);
- a radical change in the form of transmission of knowledge (computerization);
- transition to remote forms of interaction of participants in the educational process (virtualization).

Accordingly, the structure and functions of the mechanisms for managing the professional socialization of students operating in the educational environment of the university are undergoing serious changes.

There are three levels of problems in the state of the modern higher education system in Russia. First level problems associated with entering a new paradigm of education in the context of globalization of the world educational space; second - with the crisis of the traditional, formed in the Soviet period, education system as a whole and its main element - the management system for the training of highly qualified specialists; third - with the unwillingness of the Russian higher school to fully implement its organizational and cultural mission - creating conditions for the free and creative development of the personality of each student in the learning process, awakening the need to master the cultural values of the professional environment and their deep internalization.

The implementation of this mission is carried out by organizational and cultural mechanisms for managing the professional socialization of students, operating at all stages of education at the university.

In its most obvious form, the crisis of the Russian system of higher education is manifested in the fact that stable professional activity as a "life's work" has ceased to be attractive for modern students. Sociological research reflects the indifferent or negative attitude of students towards professional careers. The overwhelming majority of young specialists with higher education do not work in their specialty. According to the Russian Research Center

"Romir", only 8% of graduates of Russian universities intend to find a job in accordance with the specialty specified in the diploma. So, “annually, no more than 30% of graduates of agricultural universities who studied on a budget form go to agriculture - the most important strategic direction of the life of Russian society, of which 14%, without having worked for a year, leave this sphere, as a rule, to less skilled but more paid work. " The same situation is observed in other production spheres that are vital for the existence of society.

Sociological studies of the professional plans of students in Russian universities, conducted by leading centers, show that students predominate in attitudes towards a vertical career strategy - a constant increase in job status. Professional activity is considered successful if the formal status of a specialist is periodically increased. It is the career of a leader, not a professional, that attracts modern Russian youth.

The data presented confirm the conclusion that the results of professional socialization in modern Russian universities are far from the desired ones. Management of the process of professional socialization is impossible without complete and reliable knowledge of its current state, trends of change, influencing factors and other characteristics.

The socializing role of the university is not limited to the transfer of a certain set of knowledge to the student and the control of their assimilation, but presupposes a specific orientation towards the future professional status and initial adaptation to the professional environment. In the process of assimilating the complex necessary knowledge and skills, the student's cognitive activity is gradually replaced by a professional one, with a corresponding change in needs, interests, setting goals and means used to achieve them. Accordingly, in the learning process, the volume of competencies necessary for a young specialist to be fully included in the professional environment is constantly increasing.

The competence-based approach, which has entered the education system in connection with the change in the Russian educational paradigm, presupposes the development of students' professional competencies as the ability to constantly expand the volume of knowledge and manage them in order to achieve professional goals, i.e. to work meaningfully with a complex of knowledge. In a modern dynamic society, successful, competitive specialists who have mastered various types of activities and demonstrate their abilities in any life situations are in demand. Knowledge and skills are not a goal, but a means for the development of the personality of a specialist who must be able to create them, apply them both in the process of professional activity and for its development. Reforming society has led to the transformation of socialization practices and trajectories, a change in the standards of socialization of a person and his identification guidelines. "The Soviet and modern Russian models of socialization are focused on different types of personality, on the development of multidirectional social qualities (priority of public or private interest, collectivism or individualism, paternalism or self-reliance, control over the individual or expanding his freedom)." Reorientation of the assessment of educational results from the concepts of "education", "good breeding", "general culture" to the concepts of "competence" and "competence" is the basis of the competence-based approach. It is the competence-based approach as one of the grounds for the renewal of education that is designed to ensure "the achievement of a new modern quality preschool, general and vocational education ".

According to D. A. Ivanov, "the competence-based approach is an attempt to match the mass school and the needs of the labor market," "and the result is not considered the sum of the acquired information, but the person's ability to act in different situations." A competent specialist makes decisions and implements them in accordance with the socialization norm, which is defined as "the result of successful socialization, allowing individuals and society to reproduce social ties, social relations and cultural values and ensure their further development." Professional socialization is recognized as successful when a person masters the approved professional community social values, roles, norms and patterns of behavior.

The level of implementation of knowledge, skills, and abilities acquired in the learning process in labor activity depends on the degree of professional competence of a specialist.

Competence - the result of education, expressed in the mastery by students of a certain set of knowledge, abilities, skills, as well as methods and techniques of implementation in the development and self-development of the individual in relation to the subject of influence. A set of mastered methods of activity, oriented to practice, is the subject of employers' request, which is relevant for some time, then adjusted in connection with changes in the socio-economic situation.

Professional competence - integrative quality of a specialist's personality, including a system of knowledge, abilities, skills, generalized ways of solving typical problems, depending on the various properties of this personality. "The main source of the formation of professional competence is training and the subjective experience of a person on the basis of a constant striving for improvement and acquisition of new knowledge and skills, enrichment of activities, readiness to constantly improve their qualifications."

The difference between the competence-based approach in the field of professional socialization of students from the traditional one consists in the formation of the ability to work with information coming from various sources and containing contradictory and sometimes mutually exclusive information. In the conditions of the redundancy of the content of the modern information environment and the need to process an ever-increasing volume of information aimed at the information consumer, the role of selective competence is becoming increasingly important, possessing which, a student can independently determine the subject orientation of his interests in a professional context.

The result of this process is the formation of a professional's personality as a system of not only professional, but also socially significant qualities that are implemented in the activities of a specialist with a higher education and full-fledged inclusion in business communication.

A modern specialist is not one who has a baggage of special knowledge, but one who knows how to apply this knowledge, but more importantly, he must be able to make responsible decisions, show initiative, have information management skills and be tolerant of cultural differences. Within the framework of the competence-based approach, it is not the student's awareness that comes first, but the ability to find and apply the necessary solutions to the problems posed by the educational program. And this, in turn, requires the ability to identify, investigate the problem, determine its possible solutions and apply them in a specific situation, or find your own method and predict the result.

Teaching a student using the principles of the competence-based approach involves the creation of situations of inclusion of students in certain types of professional activity, the mastery of which forms the value-activity orientations of the professional environment. The success of professional socialization is expressed in the form of a willingness to expand the range of professional knowledge, to apply the acquired knowledge, skills and responsibility for the results of one's work, a stable positive attitude towards the profession.

The system of higher education, which developed in the conditions of the planned Soviet economy, did not take into account the changing social conditions of the formation of a specialist's personality, paying attention to the "technical" side of his training - providing the student with a set of knowledge and skills necessary to perform professional functions in stable and predictable working conditions. The very concept of the "labor market" had a conditional character, since the basis of the socialist economic system was guaranteed employment and the preservation of the unity of requirements for specialists of the same training profile in all organizations and enterprises. The preservation of the principles of classical education, in which theoretical knowledge has priority, does not allow the student, even to a minimal degree, to become involved in the real production environment... As a result, graduates of modern higher educational institutions are forced to practically re-learn the norms and rules of behavior in the professional community, establish relationships with colleagues and adapt to new working conditions. Not all young specialists successfully pass this stage. According to the results of sociological studies, 27% of specialists with higher education are afraid of losing their jobs due to their own mistakes, 92% have experienced a crisis of professional self-identification, the main reasons for which is the contradiction between the limitedness of the proposed professional role and much broader needs for self-development.

The results of the conducted sociological studies state "the inconsistency of the existing vocational education with the needs of the labor market, the lack of effective interaction between educational institutions and employers, the underdevelopment of the forms and mechanisms of their participation in educational policy issues." According to many European scientists, the competence-based approach is a special tool for strengthening social interaction of higher education with employers to establish their joint work, as well as adapting education to the trends and needs of the labor market. The organization of the educational process with the participation of all interested parties (teacher - student - employer) complicates the structure of information and exchange processes and changes their content.

The competence-based approach to the professional socialization of students is aimed at eliminating the dominance of theoretical knowledge over practical skills, which is achieved by using not only various forms of interactive learning, but also by intensive contacts with specialists with extensive practical experience. The teaching of knowledge and the teaching of skills and abilities, thus, does not break, but exists in unity and interconnection.

As a basic principle of organizational management of the educational process, the competence-based approach enhances the practical orientation of higher education, significantly expands its content with personal components, which makes it humanistically oriented.

It is not enough for a university graduate to acquire theoretical knowledge, technical skills and techniques to become a real professional. It is necessary to possess the appropriate social qualities that allow one to be included in a complex system of communicative interactions both at the formal and informal levels, to possess the necessary level of professional culture, and to adopt an appropriate system of values.

The success of professional socialization directly depends on methodological base training of specialists. The teaching methodology is a whole complex of teaching techniques and technologies, the formation of intersubject interactions, which provide a description of a holistic picture of the discipline in all its interconnections with other elements. The recent reforms require "an active change in the way of teaching in order to eliminate the main problem - the outdated methodological block of professional training."

Satisfaction with the outcome of vocational training in the higher education system is integrated assessment the whole complex of factors operating in the university environment. The results of all-Russian studies of the opinions of university graduates about the quality of the education received show the predominance of a positive assessment not only of the level of qualifications of teachers and the conditions of professional training. The respondents note the high importance of the socio-cultural environment of universities, personality traits teachers and informal relations in student groups, the prevailing culture of interaction. The importance of the state of the social component of the educational process is also indicated by respondents who negatively assess the period of their stay within the walls of a higher educational institution. Poor organization of the educational process, bribes, low qualifications of teachers and suppression of freedom of speech are noted by 10% of survey participants from Central, 9% from North-West and 4% graduates of universities of the Ural Federal Districts.

The results of free interviews conducted within the framework of the All-Russian study of the quality of higher education from the point of view of graduates of Russian universities in 2010 show that shortcomings in the social management of professional socialization in the field of inclusion of students in the professional environment during the period of study are the most important reason for the negative assessment by university graduates of their professional training. The respondents note that “in practice, the knowledge given by the university is useless. curriculum make up general education subjects, such as: cultural studies, philosophy, theory of probability. They certainly develop a person as a whole, but they do not carry any knowledge necessary for the chosen profession. As a result, people leave universities who have spent 5 years of their lives on education, but there is nothing significant in their heads. ”“ There is a lot of theoretical part that is difficult to use in life. I would like more practical techniques, practicing situations that arise in the course of work, etc. "." As a rule, the knowledge that we receive at the university is strongly divorced from reality, no one gives even a hint of the state of affairs on the labor market. " . "Currently, unfortunately, little attention is paid to the practical part of education, and poor training in the application of the knowledge gained in practice leads to difficulties in finding a job. It also seems to me that the distribution, which used to be after graduation, had not only practical meaning - to provide young specialists with work, but also economic, because a change in the profile of a job or an industry leads to the expenditure of time on adaptation and study of production features. " inclusion in the professional environment is indicated not only by those who have not been able to get a job in their specialty. and specialties. The only disappointment is the labor market, where the demand for engineers is catastrophically low. ” “No one needs graduates without work experience.” “I got a good education. Only in my life it was not useful to me - I do not work in the specialty I received at the university ”. “To find a job, you still need to study additionally ... And it seems like I got a higher education.”

The modern system of Russian higher education is in the stage of constant changes and the search for new organizational ways that will meet the requirements of the time. In solving the complex of problems related to these tasks, the most important role is played by the social management of the professional socialization of university students, the purpose of which is a qualitative change in the development of all participants in this process. It consists in realizing the need for creativity in solving even standard problems, full-fledged cooperation between structural divisions which may or may not be directly related production functions, intensive interaction between students and teachers, which gradually transforms formal relations into relations of cooperation and mutual understanding. A young specialist, as a result of the application of the intellectual potential of the belly to administrative, organizational, material and financial resources, becomes a professional in demand on the labor market. Simultaneously with the educational effect, the training of a specialist gives a social effect - a qualitative change in social attitudes, behavioral orientation, certain aspects of the life of an individual.

Professional socialization is a complex dynamic process of forming a system of attitudes towards the professional and labor environment, development and self-realization of professional intentions and plans. Accordingly, the system of mechanisms social management this process also has a complex structure, the elements of which have different meanings at different stages of the educational process.

The result of the professional socialization of students at the university is a systemic readiness to perform professional duties as an integral characteristic of a specialist's personality, including the motivational sphere (focus on professional labor activity); the sphere of goal-setting (a system of ideas about the content and results of labor activity); the scope of professional aspirations (life strategies and professional plans embedded in a single and detailed "picture of the world"). Systemic knowledge and skills, being comprehended, constitute the methodological and methodological basis for transferring them from educational situations to real life conditions.

A person's ascent to professionalism is called professionalization. Professionalization is defined as an integral continuous process of becoming a person and a professional, which lasts throughout the entire professional life.

The stages of professionalization are vocational guidance, vocational selection, vocational education, vocational adaptation, inclusion of a person in professional activities, specialization, professional development, flourishing of professional activities, completion and departure from active professional activities. In general, professionalization is one of the aspects of socialization, just as becoming a professional is one of the aspects of personality development.

Socialization is the process of becoming a person. Socialization involves:

assimilation by a person of socially developed experience, attitudes towards the world, social norms, roles, functions;

active processing by a person of this social experience from the point of view of his internal positions;

the formation of a person's self-image and the development of his own worldview;

human participation and contribution to the further development of spiritual values;

reproduction of social ties by a person in his vigorous activity.

There are the following stages of socialization:

pre-work;

labor;

post-labor.

The characteristics of these stages are detailed in the works of G.M. Andreeva, I.S. Cohn and others.

Consider possible stages and variants of the dynamics of the ratio of social and professional on the example of personal and professional self-determination and self-development.

Personal self-determination is formed earlier than professional, on its basis the requirements for the profession are formed. Personal definition is a person's definition of who he wants to become, what he can, what society wants from him. Here the process of socialization has an impact on professionalization.

Having strengthened professional self-determination, it begins to influence personal self-determination. A person, mastering a profession, begins to represent and evaluate himself more maturely. There may be a reassessment of a person's attitude towards himself as a person. As a person achieves high levels of professional activity and success in it, motivation increases, potential opportunities become actual, the level of aspirations increases, that is, the profession begins to influence all spheres of the psyche, human personality.

The nature of interpersonal relationships that a person enters into in labor activity affects not only personal development, but also the polishing of a person as a professional. Social influences professional.

The type of profession can determine a person's personality: general professional goals, similar working and living conditions, the same ways to improve material well-being, professional and social growth. All this determines the similarity of professionals in the manners of activity, communication, behavior, forms common interests, attitudes, traditions. People of the same profession develop close value orientations, peculiarities of communication, even the manner of dressing. Thus, the profession itself leaves an imprint on a person. But in some cases, for example, when a person has new needs, a person can change his profession.

Based on the generalization of the empirical experience of interaction with different groups of clients, N.S. Pryazhnikov singled out typical variants of self-determination. Each option, the author emphasizes, is good for certain people in its own way, otherwise all options would not be so tenacious. The main thing in the work of a professional consultant is to overcome a certain stereotype and take a broader look at the available options for building your life and career.