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Adolescent faces thechallenges of reintegration in the city after being recognized by a peer group.«The subordination to the regime scenario». This scenario of reintegrationand re-socialization involves the absorption of the adolescent by the institution,formal and informal inclusion in the practices and everyday life of the organization.The adolescent fulfills the required standards.«The scenario of passive participation».
The scenario is characterized bylow involvement in the everyday practices of the institution with the exception offormal parties (training, production, disciplinary).«The escapee scenario». In this scenario the adolescent faces barriers duringintegration into the organization. Adolescent goes through various trials and facesthe desire to leave the community. After the exit the community there is a return toprevious practices and communities.14«The isolation scenario».
The scenario is characterized by the situations ofexclusion of adolescent which leads to the destruction of contacts within and outsidethe organization. Relationships with adults and peers are based on constant conflict.Adolescent can be included in criminal subcultures.4.Scenarios of reintegration and re-socialization forming the forming andparticular factors. Forming factors determine the vector of development of thescenario.
These factors are the most common characteristics. The forming factorsinclude the modes of relations between organizational staff and pupils, thepresence/absence of artificial separation of the adolescent from the usual socialenvironment. Particular factors determine the uniqueness of the scenario and thevariation of actions of adolescents relationships in groups of pupils in a particularorganization. By particular factors we mean any unique features of the institutionitself, as well as the peculiarities of its localization (such as the urban environment).Particular factors are: the bias of the organization or orientation (sports, industrial)youth culture (circus); resources of the organization and its capabilities(infrastructure, environment); the direction of the policy of reintegration and resocialization (special method, road tours, mediation and mediation institutions, etc.);personnel (especially the formation of the teaching staff), the division ofresponsibilities for control, education and care between several social institutions,limited contacts with other organizations and stigmatization etc.
The impact ofprivate and general factors determines the barriers to reintegration and resocialization in a particular scenario faced by adolescents. The barriers toreintegration and re-socialization are understood as certain difficulties and relatedsituations in the implementation of the reintegration and re-socialization policy ofthe institution.
We identify environmental barriers that are determined by the city;stigmatization in the organization. Organizational barriers are associated with thepeculiarities of the policy and regime of the organization itself (stigmatization,increased regime, chaotic reintegration and lack of bias, etc.); subjective barriers are15determined by the adolescent: the desire and motivation to participate in the dailypractices of the organization, the perception of labels etc.5.The study outlines the 4 basic modes of relationships between staff andstudents:•Mode of formal control and care. This mode is defined by formalrelationships within the organization between «adults» and adolescents.e mployeesTheplay the role of «formal supervisor».
Adolescents resist this mode.Adolescents construct the behaviors that are demonstrative.•Mode of democratic control and guardianship. This mode is oriented todemocratic control of the pupils. For adolescents becomes possible to participate inthe life of the organization. Teachers and adolescents work together in formal andinformal settings within the institution. The organization provides a loyal regime ofthe day. Adolescents have enough freedom to self-determination and to meet theirneeds.•Mode of overprotection and control.
The mode is determined byemotional relationships in the community of workers and adolescents. Employeesseek to control all aspects of the life of adolescents. These relationships do notcontribute to the manifestation of initiative. Both formal processes and informalaspects of life of a group of adolescents are controlled.•Mode of mentoring and solidarity relationships. «Adults» (employees)and senior members of the organization (adolescents) equally perform control andcare in relation to the «junior» members of the organization.
Relationships betweenstaff and students built on the emotional and solidarity relationships.Theoretical and practical significance of the work:The theoretical significance of the dissertation research is the use of scenarioapproach on the example of reintegration and re-socialization of troublesomeadolescents. Proposed a new concept «scenarios for the reintegration and resocialization», identified the main scenarios of reintegration and re-socialization forsocial-supporting institutions.16The practical significance of the study is that the study materials can be usedin the development of guidelines for specialized institutions and agencies in chargeof their work.
It is also recommended to use the materials in the undergraduateeducational programs in the areas of «sociology», «social work».Evaluation of results:Journal publicationsLisovskaya I.V. Preodolevaja stigmu? Resocializacija «trudnyh»podrostkov i gorodskaja sreda [Overcoming stigma? Resotsializatsiya "trouble"adolescents and urban environment] // Vestnik permskogo universiteta. Filosofija.Psihologija. Sociologija. [Perm University Herald. Series “Philosophy.
Psyhology.Sociology”] -2018 - T. No. 1 - p. 146 – 157Lisovskaya I.V., Galkin K. A. Est' takie professii – ljudjam pomogat'. Kvoprosu o professional'noj identichnosti pedagogov i vrachej [A ProfessionDestined to Help: on the Issue of Professional Identity to Teachers and Doctors]//Vestnik Nizhegorodskogo universiteta im. N.I. Lobachevskogo. Serija: Social'nyenauki [Vestnik of Lobachevsky State University of Nizhni Novgorod. Series:Social Sciences]- 2018 - No.
1 – vol. 49, p. 117-123Smirnova EA, Lisovskaya I.V. Podrostkovyj vozrast i trudnaja zhiznennajasituacija: analiz social'noj problemy [Adolescence and a difficult life situation: ananalysis of the social problem] // Vlast' i upravlenie na Vostoke Rossii [Power andgovernment in the East of Russia] – 2016 – No. 3 – Vol. – 76, p. 114 – 121Smirnova EA, Lisovskaya I.V. Podrostki v trudnoj zhiznennoj situacii:vyzov ili reabilitacija? [Adolescents in a difficult life situation: challenge orrehabilitation?] // Vlast' i upravlenie na Vostoke Rossii [Power and governance inthe East of Russia], 2016 – N. 2 – Vol.
75, p. 93 – 100Conferences:1. "Sociology in Action" (St. Petersburg, February, 2016).2. XXIII International Conference for students, graduate students and youngscientists "Lomonosov-2011" (Moscow, April, 2016)173. VII sociological international Grushin’s conference.
Towards the future.Forecasting in sociological research (Moscow, March 2017)4. XVI International scientific conference of students and graduate students"Spectrum of Social 2017" (Moscow, March, 2017)5. XVII International scientific conference of students and graduate students"Spectrum of Social 2018" (Moscow, April, 2018).
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