Host Institution: Taganrog Pedagogical Institute

The development of this course has been funded by the Curriculum Resource Center (“CRC”) at the Central European University (“CEU”), whose programs are partially funded by the Higher Education Support Program (“HESP”). The opinions expressed herein are the author’s own and do not necessarily express the views of CEU.

Lecturer: Marina Tselykh Host Institution: Taganrog Pedagogical Institute Course Title: Theory and Practice of Socialization Year of CDC Grant: 2002 / 2003

I. Introduction a) Locating the content of the course within the discipline Theories and mechanisms of socialization are the issues, which the proposed course addresses. The course is designed for students – for future social workers and social pedagogues. The nature of social work practice requires practitioners to confront and respond to complex human situations and problems. Socialization is one of these key issues. Social workers are expected to influence the process of human socialization and the way they choose to do it depends on what they know about the nature and mechanisms of socialization. Social workers and social pedagogues are one of the most significant actors and agents of human development. And so they have to consciously select what to do and how to help a person in different stages of socialization. Proceeding from the research that was devoted to the analysis of many existing monographs, textbooks and manuals for students of Social Psychology we may conclude that a multitude of knowledge and concepts about human behavior and social environment are currently being developed. The problem is what theories and concepts are fundamental for understanding the phenomenon of socialization. It is necessary to identify the body of organized and codified knowledge for social work practitioners that are fundamental and useful. It is also essential to make efforts to select out of the increasing body of explanations of human behavior those that improve the ability of social workers to understand human events and to be able to help a person to change, adjust, develop and socialize. Our efforts to look at an increasing volume of knowledge and identify what is most critical have led us to a social psychological framework that links both the social and psychological theories. Such and examination provides social work students with an identifiable body of knowledge, which we believe is necessary for understanding the mechanisms of socialization. A social psychological perspective offers a way to bridge the gap between these streams of theory. In this course we have chosen 4 concepts for thorough elaboration, drawn from social psychological theories, which we believe are crucial for helping the practice of socialization because of their bridging potential. They are:  The self-concept;  The concepts of reference groups;  Social reality;  Social role. The human events to which they direct students’ attention include the social and psychological influences on the self-concept; the impressive influences of social definitions by groups which individuals use for appraisal and judgment of their behavior; the comparative group references underlying the process of socialization; the emotional anchorages of social attitudes and common defenses; the effects of surrendering to pressures to conform; the micro, mezzo, and macro systems within which socialization is institutionalized; and the functions of social role behavior in system maintenance. This content may help to alert future social workers and social pedagogues to pay attention to what is important in connection with socialization and the development of an individual through a lifespan. b) Locating the course within the curriculum. The proposed course “Theory and Practice of Socialization” is connected with the disciplines of the curriculum of the Department of Social Pedagogy, specialization 03.13.00 “Social Pedagogy”. The curriculum of the Department of Social Pedagogy contains a broad spectrum of research-based knowledge, values, and skills, including investigations in “Psychology” (in the first year), “Psychology of Human Development” (in the second year), “Social Psychology” (in the third year), “Psychology of Education” (in the second year), “History of Psychology”(in the third year), “Theories, systems and technologies of education” (both in the first and second year), and more. The proposed course is designed for 4th year students. The course is delivered in the spring semester after a field practice. It gives the opportunity to discuss case examples and the students’ experience gained during the practice. c) Student’s assumed knowledge basis for the course participation. Students are assumed to have foundational knowledge in general psychology, psychology of human development, history of psychology and social work.

II. Objectives of the course a) Academic Aims (within the discipline) An important goal of the education for social work is to provide students with the opportunity to obtain a knowledge, based on which they will choose explanations, which will direct their professional actions. The course “Theory and Practice of Socialization” is designed to teach future social workers and social pedagogues to draw selectively on social psychological concepts in order to help and contribute to the development and acculturation of an individual. Thus they will have a better chance to account for critical social, cultural and psychological implications on socialization. The course is also expected to show that there is no only one facet for the explanation of the mechanisms of socialization. Different concepts and theories can help future social workers and social pedagogues to understand the complexity of this life-long process. The main aim of the course “Theory and Practice of Socialization” is to contribute to the development of a generic knowledge, value, and skill base for social work practice. Throughout the course the focus is given to a number of concepts linked to provide a conceptual framework that can serve as a useful guide to social work practitioners and social pedagogues as they examine the life stream of human socialization. Understanding the mechanisms of socialization, the insights about the nature, stages, structure, institutes, factors, characteristic features and criteria of socialization may help future social workers to determine the ways in which their professional energies ought to be directed. By means of the course students will gain an understanding of the forces and societal mechanisms, which prevent individuals from reaching their human potential as well as the role that social workers can play to change the internal dynamics and dehumanizing social conditions of socialization. b) Learning Outcomes Upon successful completion of the course students are expected to demonstrate ability:  To understand the process of socialization, its results and shortcomings within a framework of self-concept, concepts of reference groups, social reality and social role.  To apply basic skills of analysis and interpretation of the individual and the environment as subjects to change;  To define the goals, objectives and content for different stages of socialization from the standpoint of humanization, globalization, computerization existing in modern life;  To clarify causes of problems and difficulties in the process of socialization;  To appreciate human diversity, including culture, race, ethnicity, gender, disability, lifestyle, age, and their implications for socialization;  To understand the importance of social workers as “a significant reference other” for those with whom he works and to be aware of the main helping methods contributing to an effective adjustment, individualization and socialization. III. Course Detail THEMATIC PLAN OF THE COURSE

Themes Hours for Lectures Hours for Seminars 1 Socialization in the framework of self- 4 2 concepts 2 Socialization in the framework of 4 2 reference groups 3 Socialization in the framework of social 4 2 reality 4 Socialization in the framework of social 4 2 role 5 Implication of theories for the practice 2 2 of socialization Total 28 hours 18 10

The course is worth 1 course credit.

THEME 1. Socialization in the framework of self-concepts (4 lecture hours, 2 seminar hours)

The aims of the lecture:  To give a thorough look at a number of theories in which socialization can be examined.  To present integrative theoretical grounding for understanding human behavior within the social environment.

Lecture synopsis:  The term “self” as an inward, individual experience that everyone experiences. Attempts of philosophers, social scientists, psychologists, social workers to find out a sense of self.  Early thinkers of the “self”. The social self according to William James. Two aspects of the individual’s awareness of personal existence: the self as known to the individual (“me”) and the self as knower (“I”) – a person’s thoughts. Material “me”, social “me”, spiritual “me”. The origins of the “social self” – the individual’s recognition by others. The connection between a person’s different selves and different group opinions about which one cares. The “looking glass self” of Charles Cooley. A person’s idea of self as a reference to other persons and as a reflective image of what that person sees in others’ eyes. Self-conceptions according to George Herbert Mead. The process of the development of the self-social experience (through play, by taking the roles of others). “Generalized other” as the organized community or group, which gives the individual a kind of self-integrity. The uniqueness of the self. The individual as an active and exploring creature.  Psychodynamic theories of the “self”. Internal forces of the individual as powerful determinants of behavior. Self-differentiation in infancy and adolescence according to S. Freud. Intrapsychic dynamics that propel the individual to engage with others in social interaction, and to differentiate the self from other selves. The sense of self and its dependence upon early life experience. Identification with significant parents and with their substitutes. Internalization of behavior standards. Pleasure and pain. Theory of instincts, sexual energy or libido as a major force of a person’s activity. The aim of the instincts – the reduction of tension through a maturational sequence of discharge, which becomes a model for the stages of development. Freud’s view on the environment as determining the fate of the instincts, which are subjects of social regulation. O. Rank’s position on individuality and differentiation. The development of self through physical separation of the child from the mother at infancy, childhood, adolescence. Self- identity, self-assertion, feelings of guilt.  The “self” in contemporary thought. The three generally prevailing frames of reference to the self (“orthodox Freudian” orientation, “objectivistic, behavioristic orientation”, “humanistic psychology”). Abraham Maslow’s concept of the self. The self as an initiating force. Human beings as having a natural tendency toward self-actualization (fulfillment of basic potentials). People as growth-oriented, forward-moving and concerned with the nature of existence. The natural inclination of human beings not only to learn from the environment but also to reshape it. Inner force as a drive toward self-actualization which propels the individual’s behavior. The search for identity according to Erik Erikson. Erikson’s concept of the self as a bridge between psychoanalytic theory and social influences. Blending social, cultural and historical forces in the individual’s strivings for a place in the society. The significance of the past, present and future self. The importance of social support. Karl Rogers’s self-theory. Concept of the self. Development of the self in interaction with the environment of others. The “out” origin of the self and “in” existence of the self. The positive basis of human nature. Perception of self by the individual. Self-actualizing tendency as the most critical human motive. The human being’s inherent tendency to maintain a self and to strive for actualization. Inherent inclination to grow toward fulfillment, productivity, creativity. A social psychological perspective that links both social and psychological theories and offers a way to bridge the gap between the steams of different theories and provide understanding of the phenomenon of socialization.

THEME 2. Socialization in the framework of reference groups: (4 lecture hours, 2 seminar hours) The aims of the lecture:  To present different views on the sources of socialization;  To examine the types of groups, which people refer their behavior to. Lecture Synopsis  Sources of socialization. The term “socialization” as the “transmission of the culture” and as the “process of becoming human” (acquiring uniquely human attributes from interaction with others). Contrasts in the views on the individual as a product of society. The psychologist’s emphasis on the individual’s search for self-actualization. The sociologist’s emphasis on external conditions. The social worker’s interactionist position. An individual’s growth and development through complex social stages, which require increasing inner control and a synthesis of life experience.  Types of reference groups. Groups, which people refer their behavior to. Major functions of reference groups: standards of comparison for self-appraisal and a source of the individual’s value preferences, norms and attitudes. Normative groups of reference, their functions (to define and enforce standards of behavior for the individual). Comparative groups of reference (real or imagined groups or categories of people to which individuals compare themselves). Frames of reference. The functions of one’s frames of reference. Social forces as points of reference for the development of self-actualization.  Reference groups as a source of socialization. The individual’s interaction with others. Search for self-definition. The individual’s need for others who view them as equals on various important dimensions. A sense of belonging with other people. The forces in group life that restrain people from behaving in some ways or propel them to behave in other ways.  The function of attitudes in socialization (approval and rewards, avoidance of facing the truth, value expression, knowledge-seeking, etc.).  Responses from others. The need for social response as a basic human need. Deprivation and conformity, unmet basic needs. Basic human needs: safety, belongingness, love, respect, and self-esteem. Identification as one of the most important factors in learning processes.  Major functions of attitudes from the point of view of motivational base: adjustment to gain reward; avoidance of facing “the truth”; value expression; knowledge-seeking.  Standards for evaluating the level of socialization. Reference groups as standards of comparison for self-appraisal and as a source of the individual’s value preferences, norms and attitudes.

THEME 3. Socialization in the framework of social reality: (4 lecture hours, 2 seminar hours) The aims of the lecture:

 To give students an extended look at the issue of social reality testing that greatly influences the process of socialization;  To clarify the causes of problems and difficulties in the socialization process.

Lecture Synopsis

 Social reality as the source of socialization. The perception and the interpretation of the social reality. The individual perception of social reality. Different ways of perceiving the world of social events. The role of past experiences in identifying the meanings of social activities. Social comparison. The evaluation of social reality in comparison with the opinions and abilities of others. Dependence on others’ appraisal of social reality. A person’s desire to go along with everyone else’s opinion in order to maintain a sense of belonging with others.  Socio-cultural theories of socialization (L.S. Vygotsky).  Society in the individual – individual in the society. The interplay of inside and outside factors that control the individual’s behavior. Environmental influences as both propelling and restraining forces and the individual’s intrinsic motivation toward self-management. The individual’s right to self-actualization.  Uniformity versus individualization. Conformity. Reference to other’s opinion on the nature of reality. Groups as a basis for reality testing. Group influences, pressures toward uniformity. Freedom of choice. Social reality and labeling. People’s dependence upon social definitions of behavior, on learning the “do’s” and “don’ts” defined by normative reference groups. The normative reference groups’ influence upon behavior. Social definitions as determinants of the individual’s self-concept.  Social systems and their role in the socialization (family system, educational system, welfare system, etc.). Human interaction systems. The school as a socializing institution. The main features of the learning environment, which are conductive to the realization of human potentials. Conflict and tension. The individual’s tendency to create a consistent and congruent view of the self and interpersonal environment. THEME 4. Socialization in the framework of social role (4 lecture hours, 2 seminar hours) The aims of the lecture:  To highlight the concept of social role;  To overview the main ways and mechanisms in which social roles are acquired through the process of socialization.

Lecture Synopsis  Socialization and social roles. The term “role” as the actor’s response to other actors. Life stages and the roles a person plays in his/her life. “Status” as the individual’s location in a given framework of a hierarchy of positions. Differences between “role” and “status”. “Role” as an expectation of how an individual of a certain “status” is supposed to behave. Links between the roles of various actors. Position-role differentiation. Complementary roles.  Understanding the different phases of socialization as life stages. A person’s role being set through a lifespan. Age, sex, family roles. Occupation roles. Changes of the individual’s role in one’s life. Social roles ascribed to different life stages. Role expectations according to life stages. Models of successive life stages. The notion of what is “good” or ideal for each stage. The predictability of role behavior. The requirement to “act one’s age“. Role continuity and discontinuity. Role discontinuity in the last stages of life. Transitions from one role to another. The influence of social workers on the availability of roles that one wants and one can play.  Freedom of choice in role behavior. The social implications of different roles. The freedom of choice in taking on the role of parents (selfhood - motherhood). Mother and father roles (wife and husband roles) as a product of social definitions. Modern families composed in a non-traditional way. Sex-role socialization.  Mechanisms of socialization (identification, imitation, social learning, conformity, facilitation). Formal and informal structures where social roles are acquired. Micro, mezzo and macro systems within which socialization is institutionalized. The role of the deviant in the social system. Deviance in psychological and social terms. A comparative evaluation of expected and real behavior. Deviance at the microsystem level. Deviance at the mezzosystem level. Deviance at the macrosystem level.  Racism, discrimination, sexism. The destructive nature of racism, discrimination, sexism. Dominant groups in the society. The relationship between the members of majority and minority groups. The causes of racism and discrimination. Institutional racism and discrimination. The unfavorable implications of racism, discrimination, and sexism for the socialization. The social and psychological implications of racism, discrimination, and sexism.

THEME 5. The implication of theories for the practice of socialization: (2 lecture hours, 2 seminar hours). The aims of the lecture:  To explain the importance of the social worker as “a significant reference other” for those whom he works with;  To overview the most important methods helping social work, which contribute to an effective adjustment, individualization and socialization process.

Lecture Synopsis

 Social workers as changing agents in the process of socialization. Roles of the social workers in the socialization of the individual: promoting change in role behavior; introducing new behavior into existing role expectations; helping a person to be prepared for different social roles in different stages of life.  Values and principles of social work and their implications for socialization (acceptance of the behavior of others, seeing the world through the eyes of those whom they work with, setting and sharing common goals of achievement in working with clients, respect and appreciation for individual and group differences, commitment to developing clients’ ability to help themselves, willingness to transmit knowledge and skills to others).  Basic helping skills for social workers to assist individuals in understanding the problems they experience in social functioning and in helping them to examine possible options for resolving those problems (e.g., interviewing, questioning, counseling, ability to carry out planning, monitoring, evaluation and others).  Analysis of case examples.

Seminar / Tutorial Synopsis Seminar 1. Socialization in the framework of self-concepts

The aims of the seminar:  to discuss the different theories of “Self” that can serve as a guide to understand the process of socialization;  to compare theories of “Self”;  to improve the ability of students to select among different theories of “Self” in order to understand and explain human events and to be able to help a person to change, adjust, develop and socialize.

Questions for discussion: 1. Views of the “Self” in different psychological theories. 2. Theories that represent biology (or cognition, or environment, or internal events) as the main source of socialization. 3. Theories that represent the person as an active participant in his/her own process of social development. 4. The social psychological framework that links both social and psychological theories to provide understanding of socialization.

Essay/Critical thinking questions:

1. What theories and concepts are essential for understanding the phenomenon of socialization? 2. Is one point of view sufficient to completely explain the process of socialization? 3. Could you tell an example from the literary heritage to illustrate different socialization processes? 4. Do the earliest memories that you can recall say anything about you as a person? And about your own process of socialization? What is your earliest memory? 5. Do forces inside or outside of an individual control his/her behavior?

Reading list. 1. Social Psychology. Editors/A.N.Sukhov, A.A. Derkach. – Moscow: Academia – Press, 2002. P. 24-39. 2. Martsinkovskaya T.D. History of Psychology. – Moscow: Academia – Press, 2001. P. 206- 209; p. 130-140, p. 186-193. 3. Rice, Phillip F. The Adolescent: Development, Relationships, and Culture. St.P.2000. P. 390- 405. Seminar / Tutorial Synopsis Seminar 2. Socialization in the framework of reference groups

The aims of the seminar:

 to discuss the role of reference groups in the process of socialization  to link students’ knowledge about reference groups with their ability to plan and realize the process of clients’ socialization.

Questions for discussion: 1. What are the standards for shaping an identity? 2. Reference groups as the source of socialization. Types of reference groups. 3. The positive and negative influences of reference groups on the process of socialization. 4. Social interest as the need for cooperation and involvement with other people.

Essay/Critical thinking questions: 1. What are your own major sources of identity? 2. Are people destined to be social beings, or do they have to work at it? 3. What are the characteristics of a person who lacks social interest? What is the role of the social worker in this case?

Reading list.

1. Rudensky E.V. Social Psychology. Moscow-Novosibirsk, 1997. P. 138 - 165. 2. Nemov, R.S. Psychology. 1,2,3 volumes. - Moscow: VLADOS, 2001. Vol. 1. P. 572-599. 3. Myers, David. Social Psychology. St.P.: Piter, 2002. P. 246-251; p. 360-367.

Seminar / Tutorial Synopsis Seminar 3. Socialization in the framework of social reality

The aim of the seminar:  to help students understand the process of socialization through the framework of social reality.

Questions for discussion: 1. The main factors of socialization. 2. The mechanisms of socialization (identification, imitation, social learning, conformity, facilitation). 3. Social reality as a subject of interpretation according to the needs of individuals and the ways in which they organize their transactions. 4. The individual and the environment as subjects that change.

1. Which social character type fits a modern society best? Justify your choice with examples. 2. Pretend you are a social worker seeking for the problem preventing a client in his/her socialization. What would you do to help? 3. What child rearing practices might have contributed to the development of a pampered or spoiled child? 4. Does the “present” determine the “past” (according to Adler) or rather the “past” determines the “present” (according to Freud)? 5. Is it important to others that the individual agrees with them? Is it important the same way to the individual that others agree with him or her?

Reading list. 1. Social Psychology. Editors/M. A. Galaguzova. – Moscow: VLADOS, 2000. P.734-84. 2. Andreeva G.M. Psychology of Social Cognition.– Moscow: Aspent – Press, 2000. P. 43- 51. 3. Rice, Phillip F. The Adolescent: Development, Relationships, and Culture. St.P.2000. P. 223- 251; p. 407-421.

Seminar / Tutorial Synopsis Seminar 4. Socialization in the framework of social role

The aim of the seminar:  to help students gain an understanding of the forces and societal mechanism, which contribute to or prevent individuals from reaching their human potential in the process of socialization.

Questions for discussion: 1. Socialization and social roles. 2. Discuss human diversity, including culture, race, ethnicity, gender, disability, lifestyle, age, social roles, status, and their implications for the process of socialization. 3. Define the goals, objectives and content for the different stages of socialization from the standpoint of humanization, globalization, and computerization existing in modern life.

1. What are the tasks of your life now? 2. What do you expect the tasks of your life to be in 10 years?

Reading list.

1. Andrienko E.V. Social Psychology. Editor/V. A. Slastenin. – Moscow: Academia - Press, 2002. P. 99-110. 2. Social Psychology. Editors/A.N.Sukhov, A.A. Derkach. – Moscow: Academia – Press, 2002. P. 40-55. 3. Judith Rodin & Ellen Langer. Aging Labels. – Journal of Social Issues, Vol.36, No 2, 1980. P. 327-344.

Seminar / Tutorial Synopsis Seminar 5. The implication of theories for the practice of socialization

The aims of the seminar:  To help students apply socialization theories to the analysis of the practice of socialization;  To discuss the role that social workers play in order to change the internal dynamics and dehumanizing social conditions of socialization;  To clarify the main helping methods contributing to an effective adjustment, individualization and socialization of the client. Questions for discussion:

1. Social workers/social pedagogues as one of the most significant actors and agents of human development. 2. How can social workers and social pedagogues help a person in different stages of his/her socialization? 3. Discuss case examples in small groups. Determine the causes of the problems and difficulties in the process of a person’s socialization in a given situation. 4. What are the main helping methods contributing to a person’s effective adjustment, individualization and socialization in a given situation? What theory do you use as a basis?

1. Specify an important practical implication of the cognitive theory for the practice of socialization. 2. Specify an important practical implication of the learning theory for the practice of socialization. 3. Specify an important practical implication of the psychoanalytic theory for the practice of socialization.

Reading list.

1. Andrienko E.V. Social Psychology. Editor/ V. A. Slastenin. – Moscow: Academia - Press, 2002. P. 86-97. 2. Gurov, V.N. Theory and Methods of School Social Work with Family. – Moscow- Stavropol: Stavropolservisshkola, 1998. P. 47-75. 3. Vasilkova J.V., Т.А. Vasilkova. Social Psychology. – Moscow: Academia – Press, 1999. P. 51-55.

IV. Assessment. Students are expected to participate in a full and meaningful way in class discussions, attend classes having read all the relevant material, and submit one written assignment on the topic chosen from the “Essay/Critical thinking questions”. The final course grade is pass/fail and is based on the student’s performance in class and in the oral exam with the following list of questions: Questions for students’ assessment 1. What are the views on the “Self” in different psychological theories? 2. Explain the main points of the theories that determine biology as the main source of socialization. 3. Explain the main points of the theories that determine cognition as the main source of socialization. 4. Explain the main points of the theories that determine environment as the main source of socialization. 5. Explain the main points of the theories that determine internal events as the main source of socialization. 6. Explain the main points of the theories that determine the person as an active participant in his/her own process of social development. 7. Explain the main points of the social psychological framework that links both the social and psychological theories to provide an understanding of socialization. 8. What are the standards for shaping an identity? 9. What are the forces that shape the identity a child develops? 10. What is the role of social interest in the process of socialization? 11. Specify the positive influence of reference groups on the process of socialization. 12. Specify the negative influence of reference groups on the process of socialization. 13. Social reality as the subject of interpretation based on the needs of individuals, and the ways in which they organize their transactions. 14. What is the role of the influence of the family on personality development? 15. Name and characterize the main mechanisms of socialization. 16. The individual and the environment as subjects that change. 17. Explain how human diversity, including culture, race, ethnicity, gender, disability, lifestyle, age, status, and social roles, influence the process of socialization. 18. Define the goals, objectives and content of socialization from the standpoint of different life stages. 19. What is the role of the social worker/social pedagogue as one of the most significant actors and agents of socialization? 20. How can the social worker and social pedagogue help a person in different stages of his/her socialization? 21. What are the main helping methods contributing to a person’s effective adjustment, individualization and socialization? 22. How do different methods of social work differ depending on the theory they are based on?

V. Reading list.

THEME 1. Socialization in the framework of self-concepts (4 lecture hours).

1. Allen, B.P. (2000). Personality Theories. Boston: Allyn & Bacon. 2. Firsov M.V., Shapiro, B.J. Psychology of social work. M., 2002. 3. Freud, Z. Psychology of Unconsciousness. – Moscow: Prosveshenie, 1990. 4. Freud, Anna. The Ego and the Mechanisms of Defense. M., 1993. 5. Ganter, Grace; Yeakel, Margaret. (1980). Human behavior in social environment. Columbia University Press, New York. 6. Maslow, A.H. Toward a Psychology of Being. – M: Refl-book, “Vakler”, 1997. 7. Mead, George H. Mind, Self, and Society: From the standpoint of social behaviorist. . Chicago and London, 2000. 8. Parygin B.D. Basis of Social Psychology Theory. – Moscow: Mysl, 1971. 9. Parygin B. D. Social Psychology. - St-Petersburg, 2003. 10. Psychology and Psychoanalysis. Reading-book. / Ed. L.Y. Raigorodskii. Samara, 1997. 11. Psychological dictionary. Editor/ A.V. Petrovsky, M.G. Yaroshevsky. - Rostov-on-Don: Fenix, 1999. 12. Rogers C.R. Counseling and psychotherapy. – M.:EKSMO-Press, 2000.

THEME 2. Socialization in the framework of reference groups (4 lecture hours)

1. Aronson, E., Wilson T.D., Akert, R.M. Social Psychology. St.P, 2002. 2. Feldshtein D.I. Psychology of individual development in ontogenesis. - M.: Pedagogy, 1989. 3. Furr, A.L. (1997). Exploring human behavior and the social environment. Boston: Allyn & Bacon. 4. Gardiner, H.W., Mutter, J.D., Kosmitzki, C. (1998). Lives Across Cultures: Cross-cultural human development. Boston: Allyn & Bacon. 5. Johnson, L.C. Social Work Practice. A Generalist Approach. Allyn and Bacon, 2000. 6. Kon I.S. Psychology of adolescence. – Moscow: Prosveshenie, 1989. 7. Leontiev A.N. Problems of development of the psyche. - Moscow: Mysl, 1965. 8. Myers, David. Social Psychology. St.P, 2002. 9. Obukhova L.F. Child psychology: theories, facts, and problems. – M: Trivola, 1995. 10. Pezashkian, N. Psychology of Daily Life. St-Petersburg: Rech, 2001. 11. Psychological dictionary. Editor/ A.V. Petrovsky, M.G. Yaroshevsky. - Rostov-on-Don: Fenix, 1999. 12. Rudensky E.V. Social Psychology. Moscow-Novosibirsk, 1997. 13. Rudestam K. Group Psychotherapy. M., 2000. 14. Tropman, John E. Effective meetings: Improving group decision-making. Sage, 1996.

THEME 3 . Socialization in the framework of social reality (4 lecture hours) 1. Andreeva G.M. Social Psycology. - M.: Moscow State University, 1988. 2. Badlock, John, Nick Manning, Stewart Miller, and Sarah Vickerstaff. Social Policy. Oxford. 1999. 3. Eidemiller, E.G., Justitskis, V. Family Psychology and Psychotherapy. M., 2000. 4. Germain, C.B. Human Behavior in the Social Environment. An Ecological View. New York. 1991. 5. Vygotsky L.S. Selected psychological works. – Moscow: Academy of Pedagogical Press, 1956. 6. Vygotsky L.S., Luria A.R. Study on history of behavior: Ape. Primate. Child. – M.: Pedagogy-Press, 1993. 7. Mayers, D. Social Psychology. St-Petersburg: Peter, 2000. 8. Nemov R.C. Psychology. – M.: Prosveshenie, 1990. 9. Netting, E., Peter M. Kettner, Steven L. McMurtry. Social Welfare Macropractice. Longman, 1998. 10. Psychology. Editor/ A.A.Krylov. – Moscow: Prospect, 1999. 11. Social Psychology. Editors/ A.N.Sukhov, A.A. Derkach. – Moscow: Academia – Press, 2001.

THEME 4. Socialization in the framework of social role (4 lecture hours).

1. Andrienko E. V. Social Psychology. – Moscow: Academia – Press, 2002. 2. Berk, L.E. (1998).Development through the lifespan. Boston: Allyn & Bacon. 3. Bern, S. Gender Psychology: secrets of the male and female psychology. St.P, 2002. 4. Freidimen, J., R. Freiger. Personality and Personal Growth. M., 1992 5. Libin A.V. Differential Psycology: on the crossroads of European, Russian and American traditions. – M.: Smysl, 1999. 6. Obukhova L.F. Child psychology: theories, facts, and problems. – M: Trivola, 1995. 7. Parygin B.D. Social Psychology as the science. - Leningrad: Lenizdat, 1967. 8. Rean, A.A., Y.L. Kolominskii. Social Pedagogical Psychology. M. 2000. 9. Shibutani, T. Social Psychology. – Rostov-on-Don: Fenix, 1998. 10. Social Psychology. Editor/ A.V.Petrovsky. – Moscow: Prosveshenie, 1987.

THEME 5. The implication of theories for the practice of socialization (2 lecture hours).

1. Berne, Erik. The mind in action: A Layman’s Guide to Psychiatry and Psychoanalysis. Ekaterinburg: Litur, 2002. 2. Burlachuk, L.F., I.A. Grabskaya, A.S. Kocharyan. Basis of Psychotherapy. Kiev, 2001. 3. Burlachuk, L.F., S.M. Morozov. Dictionary on Psycho Diagnosis. M., 2000. 4. Crosson-Tower, Cynthia. Exploring child welfare: a practice perspective. Allyn and Bacon, 1998. 5. Chaldini, R. Psychology of Influence. M., 2000. 6. DiNitto, Diana M., McNeece Aaron C. Social Work: Issues and Opportunities in a Challenging Profession. Allyn and Bacon, 1997. 7. DuBois, B., Miley K.K. Social work: an empowering profession. Allyn and Bacon, 1999. 8. Ganter, Grace; Yeakel, Margaret. (1980). Human behavior in social environment. Columbia University Press, New York. 9. Gurov, V.N. Theory and Methods of School Social Work with Family. M., 1998. 10. Horejsi, Charles R., Cyntia L. Garthwait. The Social Work Practicum: A Guide and Workbook for Students. Allyn and Bacon, 1999. 11. Norlin, J.M., Chess, W.A. (1997). Human behavior and the social environment. Boston: Allyn & Bacon. 12. Robbins, S.P., Chatterjee, P., Canda, E.R. (1998). Contemporary human behavior theory: A critical perspective for social work. Boston: Allyn & Bacon. 13. Satir, V. Psychotherapy of family. St-Petersburg: Rech, 2000. 14. Sheptenko P.A.,Voronina G.A. Methods and techniques of social pedagogy. M., 2001. 15. Social work treatment: interlocking theoretical approaches. Ed. by Francis J. Turner. The Free Press, New York, 1986. 16. The Tender Years: toward developmentally sensitive child welfare services for very young children/ Jill Duerr Berrick. New York, 1998. 17. Zastrow, C., Kirst-Ashamn, K. (1990). Understanding human behavior and the social environment. Chicago: Nelson-Hall. 18. Yarskaya-Smirnova E. Professional Values of Social Work. M., 1999.

VI. Teaching Methodology

The proposed course is designed in a lecture/seminar format. Class discussions are essential to gain the most from the material presented in lectures. Students are responsible for completing the reading assignments for the seminars. Students are also expected to make use of their own experiences, thoughts, analysis of readings and case studies. To achieve the course outcomes identified above, lectures and seminars are furnished with reading material and case studies for discussion. The course ends with 1 course credit.

VII. Number of participating students.

The course was delivered:  to students of the Department of Social Pedagogy at the Taganrog State Pedagogical Institute. There were three groups of students, with a total number of 72;  to students of the Department of Social Pedagogy at the Volgodonsk branch of the Taganrog State Pedagogical Institute. There were two groups of students, with a total number of 48.

VIII. Your additional critical remarks about the course.

In the future this course will be followed by a social work field practice in the fifth year (fall semester). Students will work at their placements as practitioners and agents of socialization implementing the knowledge, skills, and values gained through the proposed course for the benefit of their clients.