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Role and status characteristics of the individual. Characteristics of social roles

Socio-demographic properties of an individual are not in a causal relationship with crime, but their analysis and generalization makes it possible to draw up a generalized portrait of a criminal and determine which social groups are most in need of preventive action.

Socio-demographic characteristics include:

1. Gender;
2. Age;
3. Education (incomplete secondary, secondary, specialized secondary, incomplete higher, higher);
4. Occupation (works, does not work);
5. Marital status (married, unmarried);

We studied the socio-demographic characteristics of 100 women who committed a crime in the Kuznetsk district of Novokuznetsk.

Table 3. Characteristics of female criminals by age, convicted by the Kuznetsk District Court of Novokuznetsk

As can be seen from Table 3, there is a rejuvenation of female crime. In 2010, the number of crimes committed by women aged 14-24 years old increased by 8%, and in the age group 25-29 years old - by 6%. There is an increase in female crime and among minors. However, most of the crimes are committed by women aged 30-45, which is due to the specific conditions that determine female crime. Most often, this specificity manifests itself in the sphere of women’s professional activities or in their family and related relationships. Profession and family invade a woman’s life after 20 years, and by the age of 30-35 women increasingly feel the manifestation of some of them. negative factors, which sometimes determines their criminal manifestations.

With the constant growth of female crime, the highest rates of its growth are in last decade in the country as a whole, were observed in groups of women aged 25 - 29 years (+ 82.8%) and 18 - 24 years (+ 80.8%). These age groups account for about 30% in the structure of female crime. As for education, the educational level of female criminals was always higher than the educational level of male criminals (see Table 4).

Table 4. Level of education of women who committed a crime in the Kuznetsky district of Novokuznetsk

From the data presented in the table it is clear that the educational level is quite low, 38% of women do not even have a secondary education, and only 2% have a higher education.

Table 5. Employment indicators for women who committed a crime in the Kuznetsky district of Novokuznetsk

80% of female criminals do not have permanent jobs and only 20% have permanent or temporary jobs.

Problems of great importance for female crime marital status women (see table 6).

Table 6. Indicators of the marital status of women who committed a crime in the Kuznetsky district of Novokuznetsk

88% of female criminals were not officially married at the time of the crime, and only 6 women were officially married, of which 6% had children.

The position that a person occupies in society is characterized by certain social roles that have specific content (role script) that the person follows. A person simultaneously occupies many positions and plays many roles, which leaves a certain imprint on the personality: qualities that are important for these roles are developed and unnecessary ones are suppressed. If the main social roles performed do not require the formation of qualities associated with responsibility for committing actions, conflict with each other, and do not correspond to a person’s social orientation, personal deformation occurs, which can contribute to the commission of crimes.

When characterizing the social roles inherent in criminals, they point out their low prestige, the lack of strong ties with work and educational groups and, on the contrary, the presence of close ties with informal groups that have a negative social orientation, the absence of any long-term life plans, social aspirations that exceed their capabilities a specific person.

It is not typical for criminals to belong to public organizations, they extremely rarely take part in the activities of public, including state institutions. The legal consciousness of criminals is also defective, which is manifested in a disdainful attitude towards the possibility of punishment, both temporary (for example, as a result of drinking alcohol or under the influence of other external factors) and persistent, sometimes in ignorance of legal prohibitions.

Criminals are generally less susceptible to influence from society: when trying to instill in them legal and moral standards, they often cannot understand what they want from them; In view of this, the assessment of the situation that determines their behavior is made not on the basis of social requirements, but on the basis of some personal ideas. In other cases, criminals may not yet have lost their understanding of the essence of social regulations, but may not want to comply with them due to alienation from society, weak work, family and friendly ties.

Considering the social-role characteristics, the following situations should be highlighted:

1. a person does not occupy many social positions that would allow him to become familiar with the norms of the state and act in accordance with the requirements of law and morality;
2. a person simultaneously occupies positions that are associated with conflicting norms of behavior, that is, there is a conflict of social roles;
3. a person takes positions that directly dictate his criminal behavior;
4. a person occupies some social positions and focuses on others.

The above models of situations lead to the fact that female criminals are less responsible about their responsibilities in the family, work, there is a tendency to gravitate towards informal groups of an antisocial orientation, and so on.

Thus, among the main socio-demographic determinants of female crime operating at the general social level, one can highlight unemployment, outstripping growth of expenses over income due to inflation, lack of demand for youth in the labor market, the nature of the work performed and working conditions, social and economic inequality different groups population, gender inequality, manifested, inter alia, in the sphere of employment, job status and wages, as well as a low level of social guarantees in the field of family, motherhood and childhood.

Frolova Svetlana Maratovna

Keywords

MINORS / SOCIAL-ROLE CHARACTERISTICS/ SOCIAL ROLE / SOCIAL POSITION OF A MINOR PERSONALITY

annotation scientific article on state and law, legal sciences, author of the scientific work - Svetlana Maratovna Frolova

Under consideration social-role characteristic personalities minor a criminal sentenced to correctional labor. Social-role characteristics personalities minor the criminal involves the study of social positions and roles of the individual. The considered personality characteristic allows us to see the personality of the criminal in reality, which is determined by the fulfillment by this person of certain social roles.

Social and role personality characteristic of minor criminal condemned to corrective works

Social and role personality characteristic of minor criminal condemned to corrective works is considered in this article. It assumes research of social positions and roles of persons, their social and role fields. The social position represents a set of relations in the social system. The considered characteristic allows seeing the criminal's personality in reality, which follows from this person's performance of certain social roles. Analysis of the behavior of the minor, condemned to corrective works, from the moment of commission of crime is necessary as a mechanism, allowing to characterize the personality of most of the condemned. The minor, condemned to corrective works, simultaneously occupies a set of social positions: in a family s/he is a son (daughter), at his/her workplace a worker, in an educational institution a pupil. Only 53.6% of minors, condemned to corrective works in Tomsk, Kemerovo and Novosibirsk (2005-2010), studied in various educational institutions at the moment of commission of crime. In the poll among the minors condemned to corrective works, almost all of them (about 90%) have specified that they do not have a desire to study, which explains their skipping classes and poor study results. Teachers notice that, as a rule, this age category of the condemned has controversial relations with contemporaries, are often rude with teachers. The majority of the minors (75.5%) have negative characteristics from workplace in many respects caused by infringement of labor discipline: negligent relation to labor functions performance, in particular, poor-quality performance of the duties, and being regularly late for work. 24.5% of the minors are positively characterized minors in the organization, at the enterprise; encouragement measures are applied to them according to the labor legislation. Among the measures of encouragements specified in Article 191 of the Labor Code of the Russian Federation, employers basically make gratitude announcements. 98% of employers specified announcing gratitude as a way of encouragement of the worker; one employer mentioned "sending a letter of gratitude to the family of the minor" as an encouragement measure. Encouragement appears in the order of the employer. Not a single employer specified a simultaneous application of several kinds of encouragement concerning the minor worker. The poll of the minors has shown that the majority of them (75.47%) have a peculiar negative attitude to the duties in the family, namely, helping parents with the house, stating they do not have to do it.

Text of scientific work on the topic “Social-role characteristics of the personality of a minor offender sentenced to correctional labor”

S.M. Frolova

SOCIAL-ROLE CHARACTERISTICS OF THE PERSONALITY OF A JUVENILE OFFENDER SENTENCED TO CORRECTIVE WORK

The socio-role characteristics of the personality of a minor offender sentenced to correctional labor are considered. The social-role characteristics of the personality of a minor offender involve the study of social positions and roles of the individual. The considered personality characteristic allows us to see the personality of the criminal in reality, which is determined by the fulfillment of certain social roles by this person. Key words: minors; social-role characteristics; social role; social position of the minor’s personality.

A.I. Dolgova identifies several approaches to defining social roles. The first approach reveals a normative understanding of the social role, namely: the social role is revealed through human behavior, which depends on the positions he occupies in society. In fact, one should agree with this, since a person occupies a number of positions and performs a number of roles, each of which has its own content. The social position itself is a set of connections in social relations, and the role is the content of the requirements imposed on the person occupying this position. A role is defined as a person’s free behavior, determined by his individual characteristics. A person lives a role as a free artist. The following approach characterizes a role as the content of the expectations of other people and social groups regarding human behavior. In the scientific literature, a role is defined as a product of the interaction of social factors and inner world person In our study, we will proceed from a normative understanding of the role, according to which social position presupposes a set of relationships in the social system.

So, the social-role characteristic allows us to see the personality of the criminal in reality.

Analysis of the behavior of a minor sentenced to correctional labor before the commission of a crime is necessary as a mechanism to characterize the personality of the convicted person. A minor sentenced to correctional labor simultaneously occupies many social positions: in a family he is a son (daughter), in a work collective he is an employee, in an educational institution he is a student.

Only 53.6% of minors sentenced to correctional labor in the Tomsk, Kemerovo and Novosibirsk regions from 2005 to 2010 were studying in various educational institutions at the time of the crime. Regarding this group of minors, there are characteristics from the place of study, according to which about 70% of them are characterized negatively, the rest (30%) - positively.

When interviewing minors sentenced to the type of punishment under study, almost all of them (about 90%) indicated that they had no desire to study, as a result of which they often missed classes without good reason and studied satisfactorily.

creatively, have student debts. Teachers note that minors have conflicting relationships with peers and teachers.

M.A. also notes a lack of interest in studying among minors. Suturin, exploring the use of criminal punishment in the form of compulsory labor against minors: “Minors sentenced to compulsory labor, who at the time of the crime were studying in secondary educational institutions and primary institutions vocational education, are characterized (for the most part) by a lack of interest in learning, which is formally expressed in low academic performance, in large quantities absences from classes, violations of discipline, etc.” .

As for probationally sentenced minors, 36.8% had a positive description of their place of study, 26.5% had a neutral one, and 30.6% had a negative one. “Most of the characteristics indicated that the convict provided assistance to family members and neighbors, the absence of violations of public order, non-drinking of alcohol, his politeness and friendliness.”

Let's consider the social role played by a convicted minor at work. By work in this case we mean serving the sentence we are studying in an organization or enterprise. The social role was examined by studying characteristics from the convict’s place of work.

At the time of studying the materials of personal files in penal inspections for minors sentenced to the type of punishment under study, characteristics from the place of work were missing for 21% of minors. As employees of the penal system explained, after registration with the penal inspection, not all minors, after 30 days from the date of receipt of the relevant court order with a copy of the verdict (ruling, resolution), are sent by inspectors of the penal system to serve the assigned punishment . This is explained by the fact that either there are no enterprises and organizations included in the list of places for serving correctional labor, or if there are these enterprises and organizations included in the list, there are no vacant places for a convicted minor, i.e. working conditions are not classified as “harmful”. In this regard, there are no characteristics from the place of work for this group of minors.

In the characteristics from the place of work of a minor sentenced to correctional labor, it was noted: “characterized satisfactorily,” “does not smoke,” “has some knowledge in the field of performing work, tries to cope with the assigned labor functions,” “conscientiously treats the performance of his labor responsibilities." At the same time, even in such characteristics (positive in form) nothing was said about the attitude of these people to the work performed, about the relationship of the minor with the work collective.

Negative characteristics from the place of work in relation to minors sentenced to the type of punishment in question were noted in 75.5% of cases.

When comparing the category of minors we are studying with those on probation, we should pay attention to the discrepancy in some characteristics. So, K.N. Taralenko, while studying the materials of criminal cases in relation to suspended minors, came to the conclusion that almost all of the category under consideration (93.0%) were characterized positively (“most of the characteristics note the qualities of hard work, respect from the work collective, as well as indicates the absence of disciplinary sanctions"); negative characteristics were noted in 3.5% of minors; the same percentage was present for individuals who had neutral characteristics.

A similar circumstance is noted by M.A. Suturin when studying criminal punishment in the form of compulsory labor in relation to the age category of convicts under consideration. Thus, “...of the number of working convicts, a slightly larger proportion of minors were characterized at their main place of work as not very disciplined employees who did not show respect for work. There is a lack of interest in the result of this work, a purely pragmatic and utilitarian attitude towards one’s profession and activities (the desire to maximize material or other consumer benefits). There are certain difficulties in establishing and maintaining positive contacts with the workforce.” As for the negative characteristics in relation to minors sentenced to correctional labor, they are largely due to the presence of violations of labor discipline, including absenteeism, being late for work, as well as a careless attitude towards fulfilling the duties assigned to them. labor functions, responsibilities. Among the violations of labor discipline committed by minors sentenced to correctional labor, a careless attitude to the performance of labor functions prevails, in particular, poor performance of their duties, as well as systematic lateness to work.

The data from our study to a certain extent coincided with the data obtained by M.A. Suturin, when studying another type of punishment, also associated with the performance of labor functions of non-

adult convicted persons - compulsory labor.

As for the positively characterized minors in an organization or an enterprise (24.5%), in relation to them the administration of the organization where they are serving their assigned sentence applied incentive measures in accordance with labor legislation. Among those specified in Art. 191 Labor Code Russian Federation Employers mainly use incentive measures for minors who conscientiously perform their work duties, announcements of gratitude. Thus, when surveying employers about incentive measures for minors sentenced to correctional labor, 98% of employers indicated an announcement of gratitude as a form of employee encouragement; one employer cited “sending a thank you letter to the minor's family” as an incentive. The incentive is announced in the order (instruction) of the employer. When surveying employers, none of them indicated the simultaneous use of several types of incentives in relation to a minor employee.

It is also of interest to consider the fulfillment of the social role of a minor sentenced to correctional labor in the family.

A survey of minors showed that the majority of them (almost 75.47%) have a negative attitude towards their responsibilities in the family; they believe that they do not have such a responsibility. In most characteristics of the place of residence in relation to minors, the presence of conflictual relations with neighbors was also noted, which, of course, forms a “portrait” of the minor at his place of residence.

In the characteristics given to the juvenile convicts, it was noted: “during his stay, he established himself with positive side“,” “I have never had conflicts with neighbors and do not have conflicts,” “he is always friendly, responsive, helps everyone, whoever asks for anything, if necessary.” These are positive data characterizing minors. There are also negative characteristics: “constantly drinks in the entrance,” “smokes,” “constantly conflicts with neighbors,” etc.

In the majority of criminal case materials we studied, minors sentenced to correctional labor were characterized negatively by their place of residence (80%).

Analysis of characteristics from the place of residence showed that the majority of minors had complex, conflictual relationships, “cold relationships” with family members, parents were not interested in either the minor or his environment. At the same time, conflict relations in the family are based on the lifestyle of either the parents (as a rule, immoral behavior, drinking alcohol, fights between stepfather and mother) or the minor himself (failure to attend educational institution, systematic absences from classes, smoking). Here we're talking about about formally complete families, i.e. such where one parent is present

tel and, as a rule, a stepfather, as well as single-parent families where only one parent, usually the mother, is involved in raising a minor.

To confirm the above, we can cite the answers of the interviewed minors sentenced to correctional labor to the following questions. So, to the first question “Are your parents interested in your affairs?” Of the minors surveyed, the majority (64.15%) gave a negative answer, the rest (35.85%) answered positively.

To the second question, “Are your parents interested in your surroundings?” The answers were distributed as follows:

Yes, they completely control it (11.32%);

Yes, but there is no constant monitoring (28.3%);

No, they are not interested at all (49.06%);

My parents are not familiar with my surroundings at all (11.32%).

Some of the minors sentenced to correctional labor were trained and successfully completed special courses (for example, sales courses, computer courses, algebra, computer science courses).

Thus, minor B., while studying at school No. 25 in Tomsk, in addition to classes, attended special courses in algebra and computer science.

It should be noted that 62.3% of juveniles on probation at their place of residence were characterized positively, 12.3% had neutral characteristics, and 12.3% received a negative characteristic from their parents.

Thus, when conducting a comparative analysis of the social-role characteristics of minors sentenced to correctional labor, conditionally sentenced and sentenced to compulsory labor, insignificant differences are observed.

LITERATURE

1. Criminology / ed. A.I. Debt. 4th ed., revised. and additional M.: NORM, 2010. 1070 p.

2. Suturin M.A. Compulsory work in relation to minors: dis. ...cand. legal nauk.Tomsk, 2011. 203 p.

3. Taralenko K.N. Recidivism of juveniles sentenced to probation and its prevention: dis. ...cand. legal Sci.

Tomsk, 2003. 204 p.

4. Archive of the Oktyabrsky District Court of Tomsk. D. 1-485/10.

Each person has his own characteristics, which are determined by his social or psychological qualities. The individual unites with others into groups, families, teams, which also begin to bear a socio-psychological characteristic.

What is a socio-psychological characteristic?

What is a socio-psychological characteristic? This is a set of social and psychological phenomena that explain the qualities, characteristics, properties of an individual, team, family, etc. Personal characteristics are determined by the psychological qualities of each component or social factors that influence it.

The characteristics of a group, family, team are determined by the psyche of each member, their relationships, general activities, religion, culture, upbringing, political situation and other factors.

Socio-psychological characteristics of personality

A personality is a person who has activity and consciousness that help him chart his path through life. Personality is formed as one lives. It is determined by the social factors in which it develops, the activities it produces, as well as the ways of consumption and acquisition of material goods. Socio-psychological characteristics are formed as a result of social interaction with other people, in which everyone influences each other.

The socio-psychological characteristics of an individual are also influenced by her anatomical and physiological capabilities, which shape her behavior and psyche. In addition, a person occupies a certain status in society, which influences the formation of specific skills and qualities in him.

Personal characteristics consist of characteristics, interests, views, inclinations and qualities of his psyche. What becomes significant is that a person does not have absolutely stable characteristics. In the process of life they change, transform or strengthen. It depends on the circumstances in which a person periodically finds himself, the activities he carries out, the attitude he displays towards the situation, and the position he occupies in a given situation.

A person is an individual because many of his characteristics are not innate. Only types of higher nervous activity can be genetically determined, but even they are subject to correction during life. No two people are the same, since different psychological characteristics develop from the same background.

The main thing in the formation of socio-psychological characteristics remains the life path, which is based on the worldview that guides the individual. Depending on the life path, certain qualities and characteristics, interests and inclinations develop. All this begins with the family and social education through which the individual passes.

Socio-psychological characteristics consider the following concepts in personality:

Interests – what objects does a person pay attention to? They influence the focus and choice of life path. The more stable they are, the more focused the individual is and the more successful he is.
Inclination is the direction of action in a certain type of activity.
A need is a physiological need that provokes temporary interest, after satisfying which the need passes.
Ability is a mental skill that ensures the successful performance of an activity.
Giftedness is a set of inclinations on the basis of which certain abilities can be developed.
– this is a combination of emotional excitability, manifestations of emotions and mobility.
Character is a set of qualities and mental traits that influence the decisions and actions of an individual.

Social characteristics of personality

Personality is a social being. A person is not born as a person, but becomes one in the environment in which he grows and develops. As a person interacts with society, he acquires certain social characteristics. He plays out social roles and tries to adapt to society, which happens more or less successfully.

There are 2 social roles:

Conventional - roles that are given by society, depending on social status: father, husband, boss, etc.
Interpersonal – roles that depend on the personal characteristics of the individual.

A person's status is determined by the rights and responsibilities he has. In each group, a person occupies a certain role, where, first of all, he builds certain business or personal relationships. This is where his characteristics and qualities are formed, which then manifest themselves and characterize the person.

Social and psychological characteristics of the group

A person does not live separately from others. Sooner or later, he classifies himself as a member of a certain group - an association in which more than two people are united by interests, common goals, activities, motives, tasks, etc. A group is a single organism that includes individuals with their own socio-psychological characteristics . This, in turn, forms the characteristics of the group with its socio-psychological orientation.

Small groups play an important role in the life of every individual. Small groups are families, teams, friends, school classes or college groups. All of them include on average up to 30 people who are united common cause and goals, interests and views. Here there is a greater impact on each individual.

A group is a cell to which an individual is attached. One of its characteristics is the commonality on which people unite. Cohesion is the second socio-psychological characteristic.

The composition of a group is the qualitative composition, that is, the characteristics of its members. Size is the number of group members (that is, a quantitative characteristic).

In a group, two factors become important:

– its culture, manners, language, etc.
The relationships between its members are morals and ethics, rules and norms.

Social and psychological characteristics of the team

A developed group becomes a team, in which stable norms of relationships have already been formed, and socially useful areas of activity are also noted. Each member has his own position, status, type of activity that he performs, tasks, etc. We can talk about the presence of a hierarchy within the team, where there are higher and lower substructures. If we talk about the socio-psychological characteristic, then it is no longer the collective that is formed, but the collective that is subordinate to it.

The characteristics of the team are:

Public mood.
Public opinion, attitudes, beliefs.
Collective traditions, customs, habits.
Public feelings.
Requirements, authority and mutual assessments.

The team already has established rules and regulations. However, this does not mean that a person cannot express himself within this framework. Relationships between team members are established individually, but they rarely go beyond established rules.

The main characteristics of the socio-psychological orientation of the team are:

Discipline is the determination of the behavior of each member in order to organize a unified mechanism of action within the team.
Awareness is the presence of all the information that allows everyone to pursue a common goal and set the necessary tasks.
Organization is the flexibility of the team to external changes that influence the change in the course of events.
Activity is the free expression of one’s activity by each individual.
Cohesion is a unifying component of a psychological nature that allows a team to maintain its structure and be a single mechanism.

Social and psychological characteristics of the child

The characteristics of a child are determined by the types of activities in which he develops and grows. First of all, attention is drawn to the socio-psychological structure of the family, which can be complete or incomplete, prosperous or dysfunctional. Children up to school age are determined by interaction with surrounding children, as well as communication within the family. School-age children are characterized by academic success.

Other characteristics are the physiological components of the child: his health, congenital diseases, inclinations. The child’s communication skills and interaction with peers, teachers and caregivers are also assessed.

IN early age the child discovers the world. How he imagines him at the end of this period largely depends on his upbringing and role models, which are his parents. Here he copies his parents.

In the primary school period, the child is exposed to voluntary behavior, which is often subordinated to selfish desires. It is important here that the child has an adequate understanding of the correctness of the actions being performed. The child is more susceptible to outside influence and is determined by social roles.

IN adolescence there is a desire for self-determination in the spheres of religion, profession, personality, spirituality, society, etc. In adolescence, a person begins to form his social status, which needs respect from others.

Social and psychological characteristics of the family

The main institution and unit of society is the family, which is characterized by the main socio-psychological feature - communication on 3 levels:

Communication between spouses.
Communication between parents and children.
Communication between spouses and each other's parents and friends.

The family first begins in the form of marriage, then children are born, who eventually leave, leaving the “nest empty.” These are the stages of family development. And communication consists of closeness, sincerity, and the opportunity to discuss problems with other family members.

The family performs the following functions:

Raising a new generation and passing on cultural experience to it.
Preserving the health of each member, caring for others.
Financial support and support for those who cannot or have not yet reached working age.
Spiritual development of each member.
Development of leisure, its enrichment.
Determination of the social status of each member.
Psychological protection and emotional support.

Bottom line

Each system acquires that socio-psychological characteristic that consists of all the qualities and characteristics of each of its members. A person himself possesses a certain characteristic, which ultimately forms the system into which he enters as an integral part, a link.

Considering personality as a socially typical characteristic of an individual, the totality of his social connections and interactions, sociologists note that, performing different functions in society, people occupy different positions in the social structure of society. From here, social status- This is what place in the social system, which takes special person. This a certain position in the social structure of a community, connected to other positions through a system of rights and responsibilities. For example, the status of a doctor gives an individual right engage in medical practice, but at the same time obliges physician to perform his functions and roles properly.

Status is a local characteristic of a person, and the concept closely related to it social role refers to the behavior expected of people of a certain status according to the accepted norms of a given society. A social role is a set of actions that a person occupying a given status in the social system must perform. The most expected quality from a doctor (besides his medical education) is compassion. A show business “star” “should” behave extravagantly. The professor is respectable, and the bride is modest, etc.

Modern society makes people bearers of different social statuses at the same time: one and the same person and the son of his parents, and a husband, and a father, and a doctor, and a master of sports, etc. The statuses that make up this set may be contradictory (status inconsistency), for example, a manager at work and the son of an overbearing mother, a high-class specialist and a low salary, forcing him to earn extra money. The totality of all statuses that a person possesses is called a status set.

Inside the status set it is usually highlighted main status, with which a person identifies himself and with which others identify him. As a rule, the main thing for a man is the status associated with his professional activity, and for a woman, traditionally, the position in the house (wife, mother, housewife). But in general, there is no rigid attachment to profession, religion, or race. Main status the one that determines the style and way of life becomes relative and dominant.

Status combines characteristics that relate personally to a person with his individual characteristics and to the social group to which he belongs . Personal status- the position of the individual in a small group with predominantly interpersonal relationships. This place is determined by a set of personal qualities of a person, assessed by members of this group (colleagues in the medical department, friends, relatives, classmates). In a group you can be a leader or a loser, be considered lazy or overly obliging, an expert in spelling rules or a computer authority, etc.

Group status reflects a person’s position in society depending on his membership in a large group, those. transfers the social characteristics of a community to a specific individual. Such typification supports social stereotypes and expectations regarding status holders. When, upon meeting someone, they say “chief physician of the hospital” immediately after their name, we understand that we are dealing with a representative of a prestigious professional group of doctors, occupying a fairly high position among them. A German is punctual, a Frenchman is cheerful and cheerful, a northerner is calm and thorough, etc. These characteristics are automatically attributed to any bearer of this status.

There are also ascribed and achieved status. Ascribed or ascriptive, innate status is a status initially assigned from birth. Natural status includes gender, race, ethnicity (nationality).

Achieved status , acquired as a result of personal efforts and with the free choice of the person himself: the status of a student, deputy, surgeon, doctor of science, honored artist, donor, banker. Sometimes the type of status is difficult to differentiate, for example, it is difficult to determine which status to include the position of a political refugee. In this case they talk about mixed status.

All of the above statuses are basic. In addition to them, there are also non-main ones, characterized by episodicity and multiplicity. These are, for example, the statuses of passenger, pedestrian, buyer, patient, striker, fan, etc. These are statuses without clear rights and responsibilities, short-term, unformalized, determining only the details of our behavior.

In understanding the problems of social statuses, one thing is obvious: not a single person ever exists outside of statuses. If he leaves one status group, he immediately finds himself in another. A person evaluates the world and interacts with other people through the prism of his status. The doctor differentiates his environment into sick and healthy; the rich respect the rich and dislike the poor; the poor despise the rich and ridicule their values and lifestyle, etc.

In an established society, status is a stable characteristic of a member of society. It forms stereotypes of people’s perception of a certain social position, creates a system of expectations regarding the behavior, lifestyle and motives of actions of status holders. Therefore, the concept of status includes social prestige– assessment of a person’s position by members of society, the degree of respect for a particular profession, position, or occupation in public opinion.

So, status is not just a certain social position, not only a set of certain rights and obligations, but also assessments, expectations, identifications associated with the social position of the subject.

Economic, political, professional, religious, consanguineous statuses determine social relations of people. A model of behavior determined by one or another status is the social role of a person. Society has assigned a certain pattern, a standard of behavior to each status. For example, the different statuses of the doctor and the patient also imply different behavioral stereotypes: it is difficult to imagine that the doctor will suddenly complain to the patient about his illnesses, and the patient will suddenly begin to collect an anamnesis.

There is an intermediate link between statuses and roles - social expectations(expectations). Every person who has one status or another must play it out, realize it, and preferably in a way that meets social expectations. Social expectations suggest that a young person’s status as a student is confirmed by diligently attending lectures and practical classes, libraries, and doing homework. If a young man allows himself not to do this, coping poorly with the role of a student, then he is deprived of this status by expulsion from the university. But this same young person can significantly expand the range of his rights and responsibilities by enrolling in additional electives, participating in the work of the student scientific society, making presentations at conferences, and being an excellent student in all basic subjects. The same role can be defined differently from different perspectives. The university administration, teachers, fellow students and society as a whole expect different things from the same student.

Thus, there are two sides to a social role: role expectations – what an individual – a bearer of status – should do, what is expected of him and role behavior – what a person actually does within their role. Every time, being in one role or another, a person more or less clearly understands his responsibilities, the sequence of actions and builds his behavior in accordance with the expectations of others. At the same time, society, through a system of social control, ensures that everything is done correctly, “as it should.”

T. Parsons tried to systematize social behavior by proposing a system for describing individual roles by identifying five main characteristics:

1. Emotionality. Some roles, for example, a nurse, a doctor, a police officer, require emotional restraint in situations that are usually accompanied by a violent manifestation of feelings (illness, suffering, death). Family members and friends are expected to show less reserved expressions of feelings. Other roles, for example, an artist, a lawyer, or a matchmaker, on the contrary, require high levels of emotion to be performed successfully.

2. Method of receipt. Some roles are determined by prescribed statuses, for example, child, youth, German, Russian. They are determined by the age or background of the person playing the role. Others are won when we talk about a role that is not achieved automatically, but as a result of the individual’s efforts: doctor, husband, officer, professor, lawyer.

3. Scale. Some roles are limited to strictly defined aspects of human interaction, focused on one problem: the doctor and the patient are united by the desire to maintain or restore health, the seller and the buyer are united by the product. On the other hand, a broader relationship is established between parents and child - education, upbringing, material support, emotional communication, etc.

4. Formalization. Some roles require strict adherence to established rules and regulations (soldier, monk). When performing other roles, exceptions are allowed, since for violations of the rules they are not asked too strictly - being late for class, crossing the street at the wrong time. It is not necessary for a brother or sister to demand payment for help in repairs, although any work must be paid and we would take payment from a stranger for repairs.

5. Motivation. The performance of different roles is due to different motives. An entrepreneur, a businessman, is focused on personal interest and strives to obtain maximum profit. But it is assumed that for a priest, a teacher, a doctor, the public good is more important than personal interest.

Parsons believes that any role includes some combination of these characteristics.

QUESTIONS AND TASKS.

1. What are the differences between the concept of “personality” and the concepts of “man” and “individual”?

2. Why is the concept of “personality” ambiguous and what are the reasons for the existence of different theories of personality?

3. The relationship between the natural and the social in the formation and development of personality.

4. What are the main personality types?

5. What is socialization?

6. What are the stages and agents of socialization?

7. Expand the concepts of “social status” and “social role”.

8. What is the difference between achieved status and prescribed status?

9. What is social prestige?

10. How is the plurality of social roles of an individual expressed?

11. Within the framework of the axiom about the biosocial essence of man, express and argue your opinion: what role does biological heredity play in the formation of personality, and what role does it play? social conditions life and education?

12. We all have multiple roles and statuses. So we are all artists?

Try to explain how theatrical roles differ from social ones and what their commonality is.

13. The head of the world famous medical institution Leo Bokeria (you can call it something else) famous name) is also a practicing surgeon. But he is also a husband, father and bearer of other family and social roles. He has diverse cultural interests. Are we talking about different roles here? How are they connected?

14. Describe the social role of the status of doctor, professor, student, intern, wife, mother, friend. How do the concepts of social status differ in content from the concept of social role?

15. How are social status and material security related? Is it always the higher the status, the higher the income? Give examples that confirm and refute this correspondence.

SELF-CONTROL TESTS.

1. Personality is:

a) man as a unit of the human race

b) a person as a representative of a certain community

c) a person as a bearer of a set of unique traits

d) man as a set of social qualities

2. Statuses are interconnected:

a) social functions that manifest themselves through social relationships

b) interpersonal relationships

c) norms and rules governing the behavior of individuals.

d) the process of socialization

3. Fixed standard of behavior:

a) social status

b) social norm

c) social stratum

d) social role

4. Indicator of the individual’s position in society:

a) social status

b) social prestige

c) social role

d) social mobility.

5. Social status is:

a) the attitude of others towards a person

b) social function of the individual

c) a person’s place in a group or society

d) assessing the importance of the position a person occupies

e) expecting a certain stereotype of behavior from a person

6. Social role is:

a) a certain position in the social structure of the group

b) assessment of the social position occupied by a person or group by other people

c) human behavior expected by other people

d) a way of behavior that does not correspond to accepted standards

7. Socialization is:

a) a way to change and develop culture

b) a set of customs, traditions and other norms and rules adopted in a given society

c) the process of assimilation of norms and rules adopted in a given society

d) the way an individual enters professional life

8. Ascriptive status is:

a) stereotype expected from a person social behavior

b) prescribed social position

c) subjective assessment of the social position occupied by an individual or group

d) incompatible social positions simultaneously occupied by an individual

9. One of the characteristics of a person as an individual phenomenon, reflecting his social essence:

a) individuality

b) personality

c) individual

d) conformism

e) tolerance

10. Status inconsistency is:

a) a set of social entities united by common interests

b) the stereotype of social behavior expected from an individual

c) incompatible social positions occupied by an individual at the same time

d) subjective assessment of the position occupied by an individual.

Considering personality as a socially typical characteristic of an individual, the totality of his social connections and interactions, sociologists note that, performing different functions in society, people occupy different positions in the social structure of society. From here, social status- This is what place in the social system occupied by a specific person. This a certain position in the social structure of a community, connected to other positions through a system of rights and responsibilities. For example, the status of a doctor gives an individual right engage in medical practice, but at the same time obliges physician to perform his functions and roles properly.

Modern society makes people bearers of different social statuses at the same time: one and the same person is the son of his parents, a husband, a father, a doctor, a master of sports, etc. The statuses that make up this set may be contradictory (status inconsistency), for example, a manager at work and the son of an overbearing mother, a high-class specialist and a low salary, forcing him to earn extra money. The totality of all statuses that a person possesses is called a status set.

Inside the status set it is usually highlighted main status, with which a person identifies himself and with which others identify him. As a rule, the main thing for a man is the status associated with his professional activity, and for a woman, traditionally, the position in the home (wife, mother, housewife). But in general, there is no rigid attachment to profession, religion, or race. The main status is relative and the one that determines the style and way of life becomes dominant.

There are also ascribed and achieved status. Ascribed or ascriptive, innate status is a status initially assigned from birth. Natural status includes gender, race, ethnicity (nationality).

Economic, political, professional, religious, consanguineous statuses predetermine the social relations of people. A model of behavior determined by one or another status is the social role of a person. Society has assigned a certain pattern, a standard of behavior to each status. For example, the different statuses of the doctor and the patient also imply different behavioral stereotypes: it is difficult to imagine that the doctor will suddenly complain to the patient about his illnesses, and the patient will suddenly begin to collect an anamnesis.

T. Parsons tried to systematize social behavior by proposing a system for describing individual roles by identifying five main characteristics:

Parsons believes that any role includes some combination of these characteristics.

QUESTIONS AND TASKS.

1. What are the differences between the concept of “personality” and the concepts of “man” and “individual”?

2. Why is the concept of “personality” ambiguous and what are the reasons for the existence of different theories of personality?

3. The relationship between the natural and the social in the formation and development of personality.

4. What are the main personality types?

5. What is socialization?

6. What are the stages and agents of socialization?

7. Expand the concepts of “social status” and “social role”.

8. What is the difference between achieved status and prescribed status?

9. What is social prestige?

10. How is the plurality of social roles of an individual expressed?

12. We all have multiple roles and statuses. So we are all artists?

Try to explain how theatrical roles differ from social ones and what their commonality is.

13. The head of the world-famous medical institution, Leo Bockeria (you can name another famous name) is also a practicing surgeon. But he is also a husband, father and bearer of other family and social roles. He has diverse cultural interests. Are we talking about different roles here? How are they connected?

14. Describe the social role of the status of doctor, professor, student, intern, wife, mother, friend. How do the concepts of social status differ in content from the concept of social role?

15. How are social status and material security related? Is it always the higher the status, the higher the income? Give examples that confirm and refute this correspondence.

SELF-CONTROL TESTS.

1. Personality is:

a) man as a unit of the human race

b) a person as a representative of a certain community

c) a person as a bearer of a set of unique traits

d) man as a set of social qualities

2. Statuses are interconnected:

a) social functions that manifest themselves through social relationships

b) interpersonal relationships

c) norms and rules governing the behavior of individuals.

d) the process of socialization

3. Fixed standard of behavior:

a) social status

b) social norm

c) social stratum

d) social role

4. Indicator of the individual’s position in society:

a) social status

b) social prestige

c) social role

d) social mobility.

5. Social status is:

a) the attitude of others towards a person

b) social function of the individual

c) a person’s place in a group or society

d) assessing the importance of the position a person occupies

e) expecting a certain stereotype of behavior from a person

6. Social role is:

a) a certain position in the social structure of the group

b) assessment of the social position occupied by a person or group by other people

c) human behavior expected by other people

d) a way of behavior that does not correspond to accepted standards

7. Socialization is:

a) a way to change and develop culture

b) a set of customs, traditions and other norms and rules adopted in a given society

c) the process of assimilation of norms and rules adopted in a given society

d) the way an individual enters professional life

8. Ascriptive status is:

a) the stereotype of social behavior expected from an individual

b) prescribed social position

c) subjective assessment of the social position occupied by an individual or group

d) incompatible social positions simultaneously occupied by an individual

9. One of the characteristics of a person as an individual phenomenon, reflecting his social essence:

a) individuality

b) personality

c) individual

d) conformism

e) tolerance

10. Status inconsistency is:

a) a set of social entities united by common interests

b) the stereotype of social behavior expected from an individual

c) incompatible social positions occupied by an individual at the same time

d) subjective assessment of the position occupied by an individual.

Chapter 5. SOCIAL MORPHOLOGY.

1. Social structure of society.

2. Social communities and social groups.

3.Typology social structures.

4.Theories of social inequality.

5. Social stratification.

6.Classes of modern society.

7.Social mobility.

8. Sociostratification processes in modern Russia.

Basic concepts: social community, types of communities, social structure of society, types of social structures, social group, classes, estates, social inequality, stratum, social stratification, historical types of stratification, social mobility, social elevator.

Diagnostics and diseases. Medicines from A to Z

Role and status characteristics of the individual. Characteristics of social roles

annotation scientific article on state and law, legal sciences, author of the scientific work - Svetlana Maratovna Frolova

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