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In the works of E. L.Omelchenko [Omelchenko, 2000, 2004] adolescence is considered in the context ofthe definition of youth. Young people considered as a non-homogeneous groupdefined by various parameters. This group includes the movement from childhoodto adulthood. Identification of oneself as an adult can occur both in early youth andin later age, since it is associated with a feeling of dependent and independent stageof an adolescent. E. L. Omelchenko considers youth in the context of «movementfrom dependence to independence, from irresponsibility to responsibility». In thework «Youth cultures and subcultures» there are three stages of transition from theadolescent stage and the end of childhood to the stage of youth, which arepredetermined by the institute of family, education and work [Omelchenko, 2000].The period of growing for children without parental care is much more difficultprocess [Abramov, Chernova, 2016].Artificial environment in the institution reduces the possibility of socializationof adolescents in independent life.
The orderly daily routine of the institution6encourage to reducing freedom of choice and life development trajectories[Abramov, Chernova, 2016: 13-24]. The stage of dependence is delayed for suchadolescents. The stage of independence is achieved for quite a long period. So,adolescence is a complex cultural and social category defined by the individual andsociety.
In this paper we define adolescent as an individual who is a cultural andsocial construct. The adolescent seeks to overcome the dependent stage and gainindependence. This process takes place through several stages, accompanied by thesearch and study of the world, confrontations with social institutions and norms. Theconcept of risk is correlated with the concept of adolescence. Through risky practicesoccur learning process and the construction of identities [Omelchenko, 2000]. Riskconstruction is a historical process that is constantly changing [Swadener, Lubeck,1995]. Any practice can be attributed to risk in the context of changes in legislationand dominant culture [Tait, 1995].
Often «risk» characterizes only practices that arenot approved by society [Omelchenko, 2004] and lead to moral panic in the public[Yasaveev, 2010]. New phenomena of the risk group are constructed with thedecriminalization or criminalization of certain practices in the legislation [Surette,2016]. Risk and deviation are the structural components of the definition of anadolescent in society. «Deviations» are manifested not only in behavior, but areattributed and associated with the status, class positions that the young man occupies.For example, young workers, college students are represented in society as a poorlyeducated group that poses a threat [Walker, 2013].
It is «devices» that marks thebehavior of young people, and the group is defined as a social problem[Omelchenko, 2000]. As Christine Griffin notes, since the 19th century deviance anddeviations have been considered in the context of the «victim-guilty» model, whichexplained the causes of deviant behavior through the theories of deprivation anddeprivation of any social group [Griffin, 1993]. Howard Becker made majorcontributions to the sociology of deviance and delinquencies. H. Becker in«Outsiders» identified differences between delinquent youth and non- delinquent onthe example of marijuana consumers. Inclusion in «outsider groups» is the result ofadaptation to the values of a particular group.
H. Becker showed that differences in7the definition of «delinquency» and «normality» lie in the definition of «others» bya particular social group. For example, for marijuana users’ deviant communitieswill be those groups where do not use drugs. A close concept to H. Becker theory isthe theory of labels by Edwin Lemert [Lemert, 1972]. This theory is based ontransitions from normal to deviant behavior. The H.
Becker theory and the theoryof labels have created a new direction in the definition of youth deviance – clinicaldiscourse. Clinical discourse defines delinquency as a «curable condition that is«normal» and «natural» for adolescents at a certain stage of his life cycle. Throughstate support practices it is possible to change the life scenario of an individual[Laub, Sampson,1993; 1997, 2009; Moffitt, 1993, Maruno, 2001, Suontausta, 2013].Thus, adolescence is a stage of transition from a dependent state to an independentone, and is also associated with risk and deviance, which is determined by socialinstitutions from the standpoint of norms and their violations.
Some groups ofadolescents are not only marginalized by certain institutions, but also stigmatized.So, the concept of «difficult adolescents» is considered in the work as a specificyouth culture of outsiders with community norms and culture. In the work of S.Stephenson «Street children in Moscow: using and creating social capital»[Stephenson, 2001] social connections and capital of groups of «street children» areanalyzed on the example of street and homeless children. S. Stephenson notes thatgroups of «street children» are not so fragmented.
In these groups, there is aprogressive accumulation of social capital and relationships that are used for survivaland mutual assistance (for example, to find jobs, etc.).Mary McAuley's study «Сhildren in prison» [McAuley, 2008], is devoted tothe analysis of the system of punitive justice for minors. M. McAuley notes thatimprisonment does not contribute to the correction of personality or reducingjuvenile delinquency. The "hard" sanctions system, involving isolation, contributesto the increase in crime, the identification of an adolescent with stigma and criminalsubcultures.Studies of everyday life in isolated correctional or group homeinstitutions emphasize that in isolation it is impossible to restore and rehabilitate8adolescents [McAuley, 2008; Astoyanс, 2006, 2003; Oleinik, 2001, Nazarov, 2017,Leus, Sidorov, Soloviev, 2008].The actual direction is the research of restorative justice systems, where«soft» correction methods are used, without isolation and coercion [Cullen, 2007;Kohler, 2013; Maruna, 2001; Spiegel, 2016].
There are problems in realization ofpilot project in juvenile justice in Russia. The problems for the implementation ofjuvenile pilot projects in Russia are outlined by a number of personnel and legislativeobstacles as well as public discourse [Goloviznina, 2006; Muravyeva, 2017]. Studiesof adolescents in special educational institutions of open type highlight highaggression and low self-esteem of adolescents [Sidorov, Bondarenko, 2012;Peretolchina, 2013].
The work of the institution is based on the implementation of aset of programs for the reintegration and re-socialization of pupils. In dissertationwe consider how the groups of adolescents construct cultural norms and practicesmodels of behavior in special open- type institutions? Irving Goffman in «Asylums»considering the totality of the institutions, in which occurs the process of erosion ofthe «old» identity of the individual and the construction of new, under the influenceof the institutional environment [Goffman; 1961a: 312 – 338; Goffman; 1961b].Irwin Hoffman in work «Asylum» considers total institutions, where the process ofconstructing a new identity of an individual takes place [Goffman; 1961a: 312 – 338;Goffman; 1961b].
Other researchers [Weinstein, 1982; Could, Howson, 2011]interpret these processes in Hoffmann's work as re-socialization, denoting a processconsisting of two components of the individual construction of the «other self» andthe institutional change. Another approach to the definition of re-socialization ispresented in the works of P. Berger and T. Lukman [Berger, Lucman; 1967]. Theresearchers associated re-socialization with the social transformations of theindividual. Re-socialization is defined as the transition from one world to another.The difference between socialization and re-socialization lies in the radicalrestructuring of the individual's worldview, accompanied by the entrance to the«new» social world. Anthony Giddens defines re-socialization as the process ofrestoring ties with society and social status. In this paper we rely on the definition of9re-socialization proposed by A. Giddens.
Re-socialization is a certain policy of acertain social institution (a set of programs), which aims to change the life scenarioof an adolescent in the context of re-education. The process is determined by themode and daily life of the organization and its impact on the adolescent is subjective.A similar concept is reintegration. This phenomenon is most often considered on theexample of demobilization of the military from the places of armed conflicts[Humphreys, Weinstein; 2007] Reintegration is also seen as a process of returningprisoners from prisons [Burnett, 2010]. Reintegration is a direction of social policy,a set of social programs that help the individual in restoring social ties as a result ofa dramatic change in the social environment [Ward, Maruna, 2007; Burnet, Maruna,2006].
In the dissertation work we consider reintegration as a direction in the policyof the organization, which includes special comprehensive programs and methodsthat contribute to the inclusion of the deprived «difficult» adolescent in youthcultures and practices outside the organization.Reintegration and re-socialization of troublesome adolescents are thedirection in the policy of the organization aimed to modify, repair or correction ofdifficult adolescent. The results of reintegration and re-socialization are subjective.In the dissertation work we consider certain scenarios that reflect not a specific resultof reintegration and re-socialization, but a vector of development of a group ofadolescents in the conditions of organization, various actions and situations ,interaction and communication.In the dissertation, the author uses a scenario approach of S.
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