The main agent of primary socialization is the family. Stages and agents of socialization

The concept of socialization

Definition 1

Socialization is the process of assimilation by an individual of the generally accepted rules that operate in society, with the aim of successfully involving him in relations in this society and with society.

Socialization is a multilateral process, where a person not only learns and assimilates norms, but is also their carrier, and also affects other people and society as a whole.

It is customary to distinguish between primary and secondary socialization:

At the stage of primary socialization, a person learns social norms, assimilates them.
With secondary socialization, previously learned norms are destroyed and new ones are formed.

Both primary and secondary socialization is carried out with the help of socialization agents.

The concept of agents of socialization

Definition 2

Agents of socialization are social institutions, people, social groups that influence a person within the framework of the process of socialization, influence him.

Depending on their role in the process of socialization, primary and secondary agents are distinguished.

The primary agents of socialization are those who have the greatest influence on a person, his close environment. The primary agents should include family, friends, relatives, school, coaches, i.e. all those who directly influence the assimilation of social norms by a person. The peculiarity of primary agents lies in the duration of contacts with a person and their frequency.

Secondary agents of socialization are social groups, social institutions, people, institutions, relations in which are built on a formal business approach, and which influence the formation of certain values and norms in a person. Among the secondary agents of socialization, it is customary to include various government agencies, media, state, army, work colleagues, employers, etc.

Characteristics of the main agents of socialization

The main agents of primary socialization, that is, before adulthood, are:

parents,
relatives,
friends,
school,
facilities mass media,
Internet.

The family is one of the key agents of socialization, since in most cases it has the greatest influence on a person from his very birth. Success, including secondary socialization, largely depends on the conditions of socialization that the family forms. So, a child brought up in a prosperous family, where parents have a high social status, enough level culture has more possibilities for successful socialization. Accordingly, children from dysfunctional families are forced to face circumstances that complicate the process of socialization.

Of particular importance in adolescence is school, friends and the media.

Socialization in the school is different from the family, as it is an official institution with an authoritarian power, larger in number of participants. The school lays down social norms and values, involves a teenager in building interpersonal interactions in social groups, and tries to neutralize the effect of desocializing factors.

Street and peer interactions can have both positive and Negative influence to the processes of socialization. Interaction with peer groups teaches how to build interpersonal relationships.

Remark 1

During adolescence, friends can compete with family in terms of influence, so it is extremely important to create a favorable environment for the child.

One of the key agents of socialization in the century information technologies are the media and the Internet.

Mass media in the modern world have a huge influence on the person. Through films, music, magazines, and the press, they are able to form the image of a successful person, which means laying down those values and ideals that this successful person must master.

Television has a special influence on a person. A person acquires a significant amount of information through vision, and therefore assimilates in more what he saw.

The Internet and information networks have an increasing influence on a person. The Internet gives a person more opportunities for self-expression without fear of public condemnation under the guise of anonymity. Virtual games allow a person to try on some social roles without fear of negative real consequences. In fact, the Internet eliminates fears. At the same time, the Internet accumulates a huge amount of information, putting a person in front of a choice of what to believe and what to question, what to accept and what to reject. The emerging personality of a person in such a situation can make incorrect choice, having learned the wrong social norms, which will lead to deviant behavior.

At an older age, a work collective has a significant impact on a person. At a mature age, a person develops professionally, so the success of his socialization in society depends on the success of his professional socialization. During this period, a significant influence on a person is exerted by colleagues and the employer. During the working period of socialization, it is important for a person to take place as a professional, to be appreciated by colleagues and society.

Desocialization and its agents

Along with socialization, the concept of desocialization should be singled out.

Definition 3

Desocialization is a process opposite to socialization, i.e., the loss of acquired social qualities.

Desocialization can reach various levels, from mild disorientation in social situations, to complete loss of connection with the social environment. In the case of strong desocialization, a person, often, can no longer restore the lost values, norms and roles in in full. Strong desocialization occurs when an individual enters extreme conditions. These are the conditions faced by those who find themselves in concentration camps, prisons and colonies, psychiatric hospitals, neuropsychiatric boarding schools, and in some cases serving in the armed forces.

Desocialization, like socialization, has its agents, that is, social groups and people who contribute to the loss of a person's social qualities. Among the agents of desocialization are antisocial and dysfunctional families, alcoholics and drug addicts, people with an unstable psyche, criminogenic and criminal groups.

In every society there are social groups and institutions with which the younger generation is connected to one degree or another. They are called agents of socialization. The agents of socialization serve as conductors of the culture of a given society as a whole, as well as the culture of the corresponding social groups. Three types of cultural transmission (transfer) are usually distinguished.

Vertical transmission is the transfer of cultural values, beliefs, skills, etc. from parents to children. Horizontal transmission means the child's assimilation of social experience and cultural traditions in communication with peers. With "indirect" transmission, the individual learns in specialized socialization institutions (schools, universities), as well as in practice - with adults around him, in addition to his parents - relatives, senior members of the community, neighbors, etc. (Stefanenko, 1999).

Researchers who consider interactions of a person with the outside world, which are diverse in form and content, usually distinguish between primary and secondary socialization. Accordingly, we can speak of agents of primary and secondary socialization.

Primary socialization agents are the immediate and immediate environment of a person (parents, brothers and sisters, grandparents, other relatives, nannies, family friends, peers, teachers, coaches, leaders of extracurricular circles, etc.). Agents of secondary socialization are representatives of the administration of a school, university, enterprise, army, police, church, state, media workers, etc. Each of the agents of primary socialization can perform many functions (father - guardian, administrator, educator, teacher, friend), and secondary - one or two. The functions of agents of primary socialization are interchangeable, while those of secondary socialization are not. This is explained by the fact that the former are universal, while the latter are specialized. So, some functions of parents and peers are interchangeable - peers act as partners in games and quasi-parents: older children take care of and take care of the younger ones. The functions of parents and relatives are also interchangeable, the latter can replace the former. However, the same cannot be said about agents of secondary socialization, since they are highly specialized: a judge cannot replace a foreman or teacher (Kravchenko, 1995; 1999).

The agents of primary socialization constitute the primary environment of the individual. Agents of secondary socialization refer to the formal (official) environment of a person, the secondary environment. The exceptional importance of the primary environment is characteristic of the early stages of socialization. As a person grows up, masters any profession, develops his activities in various organizations, the role of the secondary environment increases. Nevertheless, the primary environment always remains "closer" to a person and more significant.

If we talk about the norm, then from the first days of his birth, the child finds himself in the sphere of the family. Although contacts with the mother during the first months of a child's life are of paramount importance for him, the influence of other family members gradually begins to affect. Whether he will be the only child in her or will be one of the brothers and (or) sisters, older or younger - all this cannot but influence the formation of his personality in a certain way. Thus, only children in a family may have significant advantages in some respects over children with siblings. The only child has a higher level of self-esteem, he easily accepts help if necessary, in most tests of knowledge and "logical" abilities, he has the highest scores. On the other hand, the only child is not accustomed to close contact with other children (parent-child relationships are more natural for him). He often does not know how to behave in intimate relationships later, when he marries or gets married. He is not accustomed to the complexities of other individuals. An only son usually expects his wife to make life easier for him without demanding anything in return. The only daughter is often overprotected by her parents, which makes her expect only care from her friends and husband later on (Andreeva, 1998).

The position of the child among brothers and sisters, as noted by 3. Freud, has essential for the rest of his life. Later studies have shown that people who occupy the same positions in the family structure have identical characteristics. As T. V. Andreeva notes, with other equal conditions some couples get along better than others just because their role positions complement each other well. This means reproducing the same age and role conditions that everyone is accustomed to in their family of origin. For example, the younger sister of brothers usually gets along better with the older brother of sisters. This ratio of age-role positions is the most comfortable for both.

Considering the role of the family in society, domestic sociologists turned to such a concept as the "way of life of the family", highlighting here the main areas of its life activity (Matskovsky, 1989). It is obvious that the features of the prevailing patterns of behavior of family members in the educational, household, communication, recreational and other areas cannot but influence the formation of attitudes and habits of the child, his personality as a whole. At the same time, it should be noted that the help of adult family members is extremely important when children face problems that they cannot solve on their own. M.V. Osorina identifies several areas of such assistance.

The first of them can be called compensatory-developing. Sometimes, for one reason or another, a child is afraid to do what is necessary for him to acquire life experience, although his peers are already actively performing similar actions: climbing trees, rolling on their feet with ice slides, independently travel to public transport etc. In such cases, it is recommended that an adult in a tactful manner, ingeniously and imperceptibly, create a learning situation and help the child master what he has not yet been able to learn. Of course, different children need different compensatory and developmental assistance: some just need emotional support, some need to be shown some ways of acting, some need help to deal with their fears, etc.

The second direction is to expand the children's territorial boundaries for adults and help in the development and understanding of the world that the child knows. Thus, often children themselves avoid many public places (shops, hairdressers, saunas, photo studios, etc.), because they feel extremely uncomfortable there and do not know how to behave. The expansion of the boundaries of the mastered world should go through an increase in the number of places where the child is with an adult (preferably a parent), who acts as a bearer of social rules and norms. It is also important that with this adult you can openly discuss everything that the child does not understand or fear.

The third direction of adult assistance is to open the world of nature to him. It is very important to show the child the diversity of the natural environment: to take him to the sea, to the mountains, to the shore of a large river or lake, to acquaint him with the life of a field, forest, meadow, to give him the opportunity to live in a real village.

The fourth direction, where the contribution of parents is necessary, is the formation in the child of the image of his native country and the feeling of the motherland. Youthful search for personal identity - the answer to the question "who am I?" - is certainly connected with the problem of ethno-cultural self-determination, in particular, identifying oneself with one's people and one's country. The older the child becomes, the more important it becomes for him to travel around his native country, the opportunity to see its landscapes, to get acquainted with historical places.

The last direction of the adult's contribution to the socialization of the child is to reveal to him the spiritual and moral plan of the relationship of a person with the outside world. It is the adult (parent) who explains to the child the moral side of his interaction with certain objects. For example, why you can’t pick the flowers you like on the lawn, why it’s not good to drive other children out of the common sandbox, etc. This is how an adult helps a child to form a system of values, on which he will rely in his further actions (Osorina, 1999). Of course, different parents (consciously or unconsciously) instill different values in their children, depending on their own views and beliefs.

When a child reaches the age of seven, he enters the official education system, which is given great importance in the socialization of the younger generation. The task of the national secondary school is to give students the knowledge and skills that would allow them to become citizens that benefit their country. If the child has not attended before Kindergarten, then it is at school that he first finds himself in a formal organization with its own rules and regulations. Here he learns that it is necessary to come to class on time, answer the teacher's questions, be friendly towards his classmates, etc.

Successful mastery of the role of the learner is based on the appropriate level of his motivation. Strong positive motivation can even act as a compensatory factor in case of insufficiently high special abilities or insufficient stock of the required knowledge, skills and abilities of the student. Therefore, a very important task of the school is the purposeful formation of students' motivation for educational and labor activity (Rean and Kolominsky, 1999).

The role of the teacher is of great importance this stage socialization. Domestic psychologists identify the specific functions of a teacher, which reflect the educational orientation of his professional work. These are following features: informational (deep knowledge and skillful possession educational material, the practical application of a variety of methodological tools that ensure the optimal transfer of knowledge to students and a strong meaningful assimilation by schoolchildren), mobilization (activation cognitive activity students, organizing their independent, initiative work, maintaining and developing the interest of schoolchildren in learning, useful work), developing (taking into account individual psychological characteristics and age features students and the development of their abilities, the formation of the student's personality), orientational (the formation of socially approved behavioral motives, worldview principles in students). It is obvious that all these specific functions are closely interconnected, and any pedagogical influence is carried out in their unity (Petrovsky, 1987). It should also be noted that, ideally, the actions of teachers and parents should be complementary, which implies the need for their close contact and cooperation.

As agents of socialization, it is also necessary to name the classmates of the student and, in general, his peers. The psychological basis of contacts between students of the class, children of approximately the same age, is the need for communication. It noticeably manifests itself in children as early as the age of four or five years, and with admission to school, a new stage in the development of this need begins.

According to A.A. Reana and Ya.L. Kolominsky, showing their need for communication, students primary school discover significant individual characteristics. As shown by a special study, two groups of children can be distinguished here. For some, communication with comrades was mainly limited to school and, in the opinion of the teacher and parents, did not occupy a large place in their lives. For others, communication with comrades is already given a considerable place in life.

In the 5th grade, there is a sharp change, the desire to participate in everything that happens in the class is aggravated. Along with the establishment of personal contacts, the desire to find one's place in the team, in relationships with comrades, is intensified. At this age, the need for communication is also manifested in the active search for a close friend. Further, in youth, the need for communication becomes deeper in content. The field of spiritual and intellectual communication of schoolchildren is expanding, a new, extremely emotionally saturated form of manifestation of this need is emerging - love (Rean and Kolominsky, 1999).

Russian sociologist I.O. Kohn identifies the following functions of peer society in youth. First, communication with peers is a very important specific channel of information. Through this channel, adolescents and young men can learn many things that are necessary for them, which, for one reason or another, are not told to them by adults. Secondly, it is a specific type of activity and interpersonal relationships. Various group games and other types of joint activities contribute to the development of the necessary social interaction skills in the child. Thirdly, it is a specific kind of emotional contact. Consciousness of a certain group belonging, solidarity makes it easier for a teenager to autonomize from adults, gives him an extremely important sense of emotional well-being and stability for him (Kon, 1982).

In school years, as well as in student years, interaction with peers can be based on academic help. According to G.V. Akopova, about 30% of students often turn to fellow students for help. “Never” answers are very rare in the question of seeking help (4%-9%). The influence of contacts of respondents with members of their student group is manifested as follows:

1. Feeling of common goals, interests, moods, behavior.

2. Development of the Self (individualization) through comparison with other members of the group (“you see that someone is doing better than you, and you try to do better yourself”, you feel more confident, there is an incentive for self-improvement”, “you try to keep up with others "," learning how not to do ", etc.).

3. Possibility of communication, exchange of information, assistance (Akopov, 2000).

In subsequent years after school and university, a person also actively interacts with people of his age, gender, professional level, social status, etc. Most often, people who have homogeneous objective characteristics become friends because they have similar interests. In the course of friendly contacts, people interact. It is no coincidence that friends are characterized by a commonality of opinions and values.

Among the agents of socialization are the mass media - television, radio, print, cinema, video recording. Children and adults in different countries spend most of their time in front of the TV screen. Children get acquainted with how social roles are performed by people employed in a particular profession, with a certain social status. Not only children, but also adults perceive the modern world largely through the prism of the television image. According to Western researchers, if the coverage of events by newspaper and television differs, twice as many people believe the television version than the newspaper version (Giddens, 1999). There is ample evidence showing that the media have a profound effect on the social attitudes and behavior of children and adults.

Man, as you know, is a social being. We live in a society and obey its laws. The formation of a person's personality occurs in the process of his upbringing, development and socialization. This process begins almost from the first days of the child's acquaintance with the world and continues throughout life. In this article, we will consider the influence of agents of primary and secondary socialization on a person's personality.

What is socialization?

It refers to the process of assimilation by a person social norms, values and patterns of behavior.

The formation of a person's personality occurs with the help of the so-called agents of primary and secondary socialization and its institutions.

The process of adaptation to the put forward conditions of society includes the transfer and assimilation of knowledge, skills, the formation of ideals, norms and rules of behavior.

Purpose and functions of socialization

The main goal of this process is to prepare the individual to fulfill a certain role and meet the requirements imposed on him by society. Based on this, socialization performs a number of functions. Among them are the following:

It is associated with the regulation of interpersonal relations in society, which are subject to generally accepted norms and laws. It is carried out due to the impact on a person of the family, educational or work team, religion, politics and others. social institutions.

Personal-transformative function. This function of socialization consists in the allocation by a person of personal attitudes, values and guidelines, the transformation of social ideals into personally significant concepts.

Value-oriented function. It is determined by the fact that a person realizes and accepts social values that are close to his environment; regulates his behavior in accordance with these values, develops his own life values. Formation value orientations affects the attitude of a person to the surrounding reality and his relatives.

Information and communication function. In the process of communication, information is exchanged. This contributes to the expansion of the social experience and knowledge of each individual.

projective function. It contributes to the fact that a person or a group in the process of socialization assimilates a behavior model and projects it on their life activity, being guided in their activity by a certain project. That is, it is an action according to a certain scheme.

creative function. Becomes possible with enough high level social adaptation and testifies to the ability of a person or a social group to create, create something new, look for ways out of the situation, using their own personal experience accumulated in the process of socialization.

compensatory function. The essence of this function of socialization is to make up for shortcomings of a physical, mental or intellectual nature. Within the framework of this function, a person with certain characteristics or shortcomings adapts to a full-fledged life in society.

Mechanisms of socialization

The factors or mechanisms by which this process is carried out are everything that affects a person's life. These include heredity, family, team, books, television, Internet, type social order, political system and other.

Agents and institutions of socialization

Under the agents of socialization is meant the environment of a person, which, influencing him, ensures the assimilation of social norms and rules. In other words, these are specific individuals who influence the process of adaptation of the individual.

Institutions of socialization are objects that influence the formation of a person in society (school, university, work).

Scientists distinguish between primary and secondary socialization.

The process of mastering by a person the norms and laws by which society lives, its values and traditions from birth to the period of formation of maturity belongs to the primary.

Secondary socialization is directly related to the individual's mastery of a profession in the process of his formation as a person.

Primary socialization agents

Depending on the species, scientists distinguish agents of primary and secondary socialization.

They affect a person in different ways and to varying degrees.

The closest environment of a person belongs to the primary agents: the family as an institution of primary socialization (mother, father, grandmother, grandfather, aunt, uncle, other relatives). This category also includes school teachers, friends and neighbors.

A feature of these agents is that they begin to affect a person from birth, from the first minutes of his life.

The role of the family in the social adaptation of the child

One of them is the socialization of the child's personality.

The social adaptation of the child consists in the adoption of norms and rules based on the experience gained in interaction with society.

The role of the family in this process is very great, because the family as an institution of socialization is the very first and most significant institution that influences the formation of a person's personality.

It is in the family that the child acquires the first knowledge about society, roles, norms and laws, learns about the traditions and customs adopted by the members of this society.

In such an environment, he learns to interact with other people and obey certain rules. Therefore, the role of the family as an institution of socialization in the adaptation of a child in society cannot be overestimated.

Agents of secondary socialization

These include all those who have less influence on a person, but are directly connected with him in the process of life. These are representatives of the administration of the educational institution, employees of the police, the army, the church and other public or professional organizations.

Society as an institution of socialization is a complex dynamic system that includes many substructures that organically interact with each other according to certain rules in the process of life.

Factors for successful socialization

These are the conditions under the interaction of which the process of socialization proceeds. It is customary to distinguish 4 groups of socialization factors:

megafactors are space, world, planet;
macrofactors - state, people, society;
mesofactors, which are determined by the conditions of socialization of a large group of people united by their place of residence, belonging to one ethnic group, social group;
microfactors - family, friends, student or work team, neighbors, other social microgroups.

All these factors of socialization to one degree or another affect a person, ensuring the process of socialization.

It should be noted that there are other classifications of socialization factors.

A.V. Mudrik divides the factors into three groups: macrofactors, mesofactors and microfactors.

In the Bronfenbrenner classification, we find four groups of factors that affect the success of the socialization of an individual:

The first factor is the microenvironment. This is all that surrounds a person from birth - family, friends, books, toys.
The second factor is the mesosystem. The relationship between different areas of life, the unification of these areas - the unification of the school and the family, the family and the street, etc.
The third factor is the exosystem. It includes organs state power, administrative institutions and others public organizations.
The fourth facto is the macrosystem. These are the norms of culture and subculture, worldview positions and ideology prevailing in society.

There are also personal, environmental and educational factors of socialization:

Personal factors - the potential and characteristics of a person that regulate his activities, behavior in normal conditions of life, the ability to acquire new social experience.
Environmental factors include atypical situations and conditions in which a person finds himself. This may be a new environment or pressure from the team.
Educational factors - this is the educational impact that is exerted on a person and regulates the process of his social adaptation.

The success of a person's social adaptation is determined by his acceptance of social norms and orders, as well as the ability to resist society and life situations impeding self-development, self-realization.

The conditions for successful socialization is the coordinated impact on a person of various social institutions. Nevertheless, society continues to influence a person spontaneously, which often leads to problems. In this regard, in educational institutions the program of education and socialization of students and youth is being actively introduced and implemented.

Raising a literate and socially active generation is the key to the prosperity of the state as a whole. That is why this problem already requires the search for solutions at the state level.

Centers for social adaptation

The diversity of socialization factors and the inconsistency of the impact of social institutions on the individual often provoke problems with social adaptation. This is expressed in the antisocial behavior of a person, his conduct of an antisocial lifestyle, the occurrence of alcohol or drug addiction etc.

To overcome these problems today there are centers of social adaptation.

They work to help people fill in the gaps and correct the shortcomings of socialization. Social adaptation centers provide temporary accommodation for people who find themselves without a fixed place of residence and employment. Also, the staff of the centers carry out a number of activities that contribute to the adaptation of those people who have lost socially useful connections. They implement the program of education and socialization of the individual through the influence of a complex of factors. The work of the centers takes into account the interaction of all components of human adaptation in society. The centers actively cooperate with all institutions and agents of primary and secondary socialization.

The stages of socialization coincide (conditionally) with the stages age development individual:

1. Early (primary) socialization. It is associated with the acquisition of general cultural knowledge, with the development of initial ideas about the world and the nature of human relationships. A special stage of early socialization is adolescence. The special conflict nature of this age is connected with the fact that the possibilities and abilities of the child significantly exceed the rules prescribed for him, the framework of behavior.

2. Secondary socialization:

professional socialization, which is associated with the mastery of special knowledge and skills, with familiarization with a particular subculture. At this stage, the social contacts of the individual expand, the range of social roles expands.

the inclusion of the individual in the system of social division of labor. It assumes adaptation in a professional subculture, as well as belonging to other subcultures. The speed of social changes in modern societies leads to the fact that there is a need for resocialization, the assimilation of new knowledge, values, roles, skills instead of the old ones, insufficiently mastered or outdated. Resocialization covers many phenomena (from reading and speech correction to professional training or a change in value orientations of behavior).

retirement age or disability. It is characterized by a change in lifestyle due to exclusion from the production environment.

The formation of a personality occurs in the process of influence on it by various social groups, institutions that are interested in a person assimilating certain values and mastering specific social roles. These are agents and institutions of socialization. Among them stand out:

individuals - agents of socialization that affect the individual in the process of education and upbringing (for example, a teacher, parents, etc.);

institutions - institutions of socialization that direct socialization, control its course (for example, school, university, etc.). According to the nature of the impact of socialization agents (direct or indirect), primary and secondary socialization and their agents are distinguished. Thus, the agents of primary socialization are parents, relatives, family, friends, peers, teachers, doctors, etc. All of them constitute the primary or closest environment to the person, which has a direct impact on the individual.

The agents of secondary socialization are school administrations, universities, enterprises, state institutions: the army, the police, the court, as well as the church, the media, political parties etc.

At different stages of socialization, the role of agents is not the same. In infancy, the relationship of the child with parents, relatives, brothers, sisters, who are the main agents of socialization, acquires particular importance. After all, a child at this age (from 1 to 3 years) needs care, affection, love, safety. At this stage of socialization, it is important for a child to form a motivation for attachment to people, a desire to trust them, to obey certain requirements.

At the next stage (from 3 to 8 years), along with the main agents of socialization, additional ones appear, which are more specialized in their influence, that is, they form specific qualities. Among them: teachers, preschool teachers, doctors, police officers on the streets, etc. At this stage, agents act to master mental and cognitive skills. There is a gradual displacement of agents of primary socialization, that is, parents, and their replacement by their peers.

The mass media, especially television, are of great importance in the process of socialization, since information from television programs is easily digested, has a symbolic content, and ensures the assimilation of values and standards of behavior.

At the stage of 8 to 15 years special role belongs to small social groups peers. With the help of a peer group, the transition from parental care to adulthood is facilitated, certain individual qualities are revealed that were previously suppressed by the authority of the father or the care of the mother.

Violations in the process of socialization lead to failed socialization (phobias, mental disorders, marginalization, crime…).

One of the reasons for such violations is deprivation - lack of parental care, which affects the emotional and mental health and cognitive abilities of the child. They are especially acute in extreme situations.

Thus, socialization as a process is carried out as a result of interpersonal interaction, during which the meaning and significance of actions, social norms and values are transferred, the development of social roles, rights and obligations, i.e. a person is taught the elementary rules of human society.

As a result social interaction carried out internalization , i.e. transformation of external norms and regulations into internal rules behavior and beliefs.

"Children of the jungle", brought up in an animal environment, learn only the habits of animals. And even after returning to society, they never become individuals. Such people are called in science feral , i.e. who have not become full-fledged members of society due to their isolation.

Resocialization is called the assimilation of new values, roles, skills instead of the old, insufficiently assimilated or outdated. Resocialization covers many activities - from classes to improve reading skills to professional retraining of workers. Psychotherapy is also one of the forms of resocialization. Under its influence, people try to deal with their conflicts and change their behavior based on this understanding.