Paauglių socializacija: ypatumai, kaitos galimybės

LTStraipsnyje aptariama socializacijos samprata, nagrinėjami paauglių socializacijos procesą lemiantys veiksniai. Pristatomas empirinis tyrimas, kuriuo siekta išanalizuoti paauglių socializacijos ypatumus, išsiaiškinant šio proceso organizavimo ir valdymo galimybes. Tyrimas buvo atliekamas dviejose mokyklose (didžiajame mieste ir rajono centre), kuriose apklausti 932 paaugliai, besimokantys 6-9 klasėse. Konstatuojamojo tyrimo rezultatai parodė, kad ugdymo institucijose, pirminių grupių (klasės bendruomenių) socializacijos procesas vyksta nevienodai. Paauglių pozityviai socializacijai neigiamą poveikį daro nemokėjimas bendrauti su tėvais, bendraamžiais, sąlygų save išreikšti per pamokas ir popamokinėje veikloje nebuvimas, mokymosi sunkumai, nepasitikėjimas suaugusiaisiais, negebėjimas savarankiškai spręsti iškilusias problemas ir kt. Kiekvienoje mokykloje buvo pasirinkta po vieną aštuntą klasę, kurioje 4 mėnesius vykdytas pedagoginis eksperimentas siekiant išsiaiškinti, ar kryptingas, intensyvus ir individualizuotas darbas su paaugliais pozityviai lemia jų socializacijos kaitą. Pedagoginio eksperimento metu vykdoma veikla paaugliams turėjo suteikti daugiau bendravimo, bendradarbiavimo, socialinių įgūdžių, mokėjimo spręsti problemas ir kt. Nustatyta, kad intensyvaus pedagoginio eksperimento metu naudojant naujas, paauglių interesus ir poreikius atitinkančias pedagoginio poveikio priemones galima daryti pozityvią įtaką paauglių socializacijos procesui.

ENSocialization process in every stage of age has particular, only for that stage specific features. This is to be told about teenagers. Socialization of a teenager is concurrent from particular sociocultural, economical, and political conditions, so nowadays teenagers are one of the most pregnable social groups not only in Lithuania. Neither family, nor school has not acquired resistance for this evil. There is noticeable tendency in a pedagogical process, that not even classical socialization factors, like family, school determines socialization of teenagers, but the problems, which are rising and are being solved among themselves influence their successful socialization. The question is how properly organize the process of socialization in an institution of formal education, diagnosing it successfully, organizing, controlling? The purpose of this work - to traverse socialization of teenagers the peculiarities, is revealing organization and control possibilities of this process. In this work socialization aspects are analyzed theoretically, discussed socialization peculiarities of teenagers investigation of socialization process of teenagers organization is done, pedagogical experiment is organized, positive socialization possibilities of teenagers are revealed. Having done the declarative investigation, it emerged, that the level of socialization of teenagers, measuring it by the respondents ability to communicate, self and others' estimation, trust, self-expression and collaboration ways of problem decision and other criterions, in one group of respondents were notable differences from the socialization level of other groups, even educational process in institutions is the same, the groups are homogeneous, but the level of socialization is not the same, socialization features of teenagers differed from the average level.It was decided to do a pedagogical experiment by a ready made program, to make sure, if single-minded and intensive work with teenagers gives touchable and fast result. During the experiment methodical, purposeful, controlled pedagogical activity was being pursued by a ready made program. The experiment was accomplished in realistic specification; it was oriented wares formation of to individual features of teenagers, adjustment and change. Not the result, but edification of personality was being reached. As a social pedagogue I was concerned how much it is possible to influence socialization process of teenagers, applying intensive pedagogical activity during whole process of (selfj-training. Having compared the facts, received form the answers of respondents before the experiment and after it, it can be dated that different pedagogical effect measures for students, applied intensively during the experiment, had influence for the level of socialization, which means that pedagogical experiment proved the hypotheses, that methodical, purposeful and controlled pedagogical activity influences self-training of teenagers' personality, self-expression, encourages communication and cob oration. But the question is whether it is for a long time, and permanent, so in the future it will be interesting to repeat this investigation after some time and to analyze, if the activity, which was done during the experiment influences persuasions of teenagers, values, abilities, different activities, communication, cooperation, social skills and other factors of socialization. Key words: socialization process, pedagogical experiment, self-evaluation, values. [From the publication]