Prevention of various forms of destructive behavior and rehabilitation of adolescents from social risk groups. Program for the prevention of the destructive influence of religious extremist and terrorist ideology on adolescents Organizational measures have been provided

on the implementation of programs of psychological and pedagogical support (resocialization) of adolescents who have been subjected to destructive psychological influence of supporters

religious extremist and terrorist ideology

Methodological recommendations were developed in accordance with the decision of the Interdepartmental Commission on Combating Extremism in the Russian Federation (Protocol No. 29 of March 28, 2017) based on the results of consideration of the issue “On the need to create a state system for the resocialization of adolescents who have been subjected to the destructive psychological influence of supporters of religious extremist and terrorist ideology” and on the basis of methodological recommendations for the prevention and counteraction of extremism among youth (developed by the Ministry of Sports and Tourism of Russia together with the Ministry of Internal Affairs of Russia and the FSB of Russia), in accordance with the main provisions of the National Strategy of Action in the Interests of Children for 2012-2017, with the main provisions of the Federal Law of July 24, 1998 N 124-FZ (as amended on December 3, 2011) “On the basic guarantees of the rights of the child in the Russian Federation” (as amended and supplemented, coming into force on September 1, 2012),

Purposemethodological recommendations is to determine the strategy and tactics of psychological and pedagogical support for adolescents who have been subjected to destructive psychological influence from supporters of religious extremist and terrorist ideology.

The methodological recommendations are addressed to heads of educational institutions, teachers, psychologists, social educators working with children of the specified risk group, with children in difficult life situations, aimed at establishing the boundaries of the legal space, including the definition of extremism and extremist activities, the concept of “children in difficult life situations.” situations" and "socially disadvantaged family".

The goals, objectives, principles, methodology, content and types of psychological and pedagogical support for children and adolescents, including options for deviant behavior, are presented. The specifics of the tasks and forms of work with children from extremist families are determined. The objectives, content, methods and technologies of psychological and pedagogical support programs are characterized, including programs for the formation of civic identity, tolerance of attitudes of consciousness and behavior, communicative competence and the ability to resist manipulative influences; prevention of stigmatization, bullying, aggression and violence in educational institutions: optimization of the type of family education and child-parent relationships in the direction of trust, emotional closeness and mutual understanding; programs to assist in building an individual educational trajectory and preliminary professional self-determination. The characteristics of psychocorrectional and rehabilitation programs aimed at overcoming the consequences of traumatic events and developing resistance to frustration are given.

Definition of extremism

Religious extremism is understood as a stable religious attitude or one of the types of modern religious consciousness that directly or indirectly violates the constitutional rights of the individual and guarantees of freedom of conscience. Recently, the terms “religious extremism”, “radicalism”, “religious terrorism”, etc. are increasingly heard in the context of the “Islamic factor,” although, as law enforcement practice shows, extremism in various forms is widespread outside Islam.

Researchers note the versatility and structural heterogeneity of this phenomenon. Religious extremism is becoming increasingly political, as it leads to the violation of the rights and freedoms of citizens, undermines public security and state integrity, causes unrest in society, creates a real threat to the foundations of the constitutional order, and contributes to the destabilization of public order.

Religious extremism is religiously motivated or religiously camouflaged activity aimed at inciting religious hostility and hatred. Among the reasons contributing to the strengthening and preservation of religious extremism in Russia is the low level of legal consciousness of some believers and some of the clergy. A certain part of them have a very vague idea of the constitutional guarantees related to freedom of conscience. The desire to strengthen the position of “one’s faith” and increase the number of its adherents is often achieved by insulting attacks against “competitors.” Such methods are sometimes resorted to not only by religious minorities, but also by concessions considered traditional. In this regard, attention is drawn to the emphasis on carrying out offensive missionary actions, including “work in a foreign field.” This kind of activity cannot but give rise to interfaith conflicts and sow religious discord.

Extremism on a religious basis actively uses the Internet, through which it is unimpeded ... the negative reaction of conservative religious circles to secularization, the secular nature of the Russian state. Advocates of religious extremism oppose participation in the population census, refuse tax identification numbers, and the most fanatical ones refuse to exchange passports. The ideology of religious extremism denies dissent and rigidly asserts its own system of religious and ethical views. From their supporters, extremists demand blind obedience and execution of any, even the most absurd, orders and instructions. The argumentation of extremism is addressed not to reason, but to the prejudices and feelings of people. Religious extremism is manifested by intolerance towards representatives of other concessions or in violent confrontation within the same concession.

The law classifies public and religious associations, other organizations, media editorial offices, or individuals as subjects of extremist activity.

The Federal Law on Combating Extremist Activities provides normatively defined definitions of the concepts “extremist activity (extremism)” and “extremist organization.”

Extremist activity (extremism) - This:

activities of public and religious associations, or other organizations, or the media, or individuals in planning, organizing, preparing and committing actions aimed at forcibly changing the foundations of the constitutional system and violating the integrity of the Russian Federation;

undermining the security of the Russian Federation;

seizure or appropriation of power;

creation of illegal military formations;

carrying out terrorist activities;

inciting racial, national or religious hatred, as well as social hatred associated with violence or calls for violence; humiliation of national dignity;

carrying out mass riots, hooliganism and acts of vandalism motivated by ideological, political, racial, national or religious hatred or hostility towards any social group;

propaganda of exclusivity, superiority or inferiority of citizens based on their attitude to religion, social, racial, national, religious or linguistic affiliation;

propaganda and public display of Nazi paraphernalia or symbols or paraphernalia or symbols that are confusingly similar to Nazi paraphernalia or symbols;

public calls to carry out the specified activities or perform the specified actions;

financing of the specified activity or other assistance in its implementation or performance of the specified actions, including by providing financial resources, real estate for the implementation of the specified activity, educational, printing and material and technical base, telephone, fax and other types of communications, information services, other material and technical means.

Extremist organization - a public or religious association or other organization in respect of which, on the grounds provided for by this Federal Law, the court made a decision that has entered into legal force to liquidate or prohibit activities in connection with the implementation of extremist activities.

Extremism implies commitment to extreme political and ideological views and actions. Extremism is generated by socio-economic crises, deformation of political institutions, a sharp drop in living standards, deterioration in the social prospects of a significant part of the population, the dominance in society of feelings, moods of melancholy, passivity, social and personal unfulfillment, incompleteness 6eltiya. fear of the future, government suppression of opposition, dissent.

Extremism is also determined by the blocking of a person’s legitimate initiative, national oppression, the ambitions of the leaders of political parties, the orientation of the leaders and authors of the political process towards extreme means of political activity (Derkach A. A. 2001).

The social base of extremism consists of marginal strata, representatives of nationalist and religious movements, intellectuals dissatisfied with the existing political reality, youth, students, and the military.

2. Manipulation of consciousness in extremist organizations and totalitarian religious organizations: methods of involvement and stages of personality transformation

Manipulation of consciousness in extremist organizations is aimed at forcible involvement in the organization and transformation of the individual in order to establish total control over a person’s behavior, thinking and feelings.

At the recruitment stage, manipulation of consciousness in extremist organizations and totalitarian sects is carried out through the following techniques and technologies for processing consciousness and the psyche:

1. Technology of successive concessions of the recruited person to recruiters from small to larger and larger concessions

2. Forming the idea of the recruit that accepting the ideology of the sect is the best means of solving his personal problems.

3. The attractiveness of the group and the processes of group dynamics, including the significance and referentiality of the group, the personal charm of its members, the manifestation of attention, goodwill and sympathy for recruited newcomers. Sexuality is often exploited - manifestations of love and sympathy for those being recruited are demonstrated by attractive representatives of the opposite sex, performing the function of a recruiter.

4. Constant care and provision of information, leaving no opportunity for independent search for information and its critical reflection and awareness

5. Positive reinforcement: smiles, expressions of sympathy, delicious food, attention and care given to the recruit, etc. (F. Zimbardo).

The basis of manipulation is the establishment of complete control over consciousness through control of behavior and thinking (thoughts). emotions and feelings and filtering of incoming information.

3. Determination of the legal status of adolescents who have been subjected to the destructive psychological influence of supporters of religious extremist and terrorist ideology.

In accordance with the main provisions of the National Strategy for Action in the Interests of Children for 2012-2017, approved by the Decree of the President of the Russian Federation V.V. Putin on June 1, 2012, the main priority of state policy in the field of family and childhood is the realization of the right of every child to live and be raised in the family and the primary goal is to create conditions for the prevention of family troubles and violations of the rights and legitimate interests of children in the family. providing adequate assistance to families with children who find themselves in difficult life situations on an interdepartmental basis, including the participation of educational institutions, healthcare, social protection, etc.

The most important definition of the law is the concept of “children in difficult life situations” (Federal Law dated July 24, 1998 N 124-FZ (as amended on December 3, 2011) “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (as amended and supplemented). , coming into force on September 1, 2012). Children in difficult life situations, in accordance with the law, have the right to special care and protection from federal government authorities, legislative and executive authorities of constituent entities of the Russian Federation, and local governments. the survival and development of children, their adaptation and participation in public life, and in the long term - in socially useful work.

Children in difficult life situations are children whose life activity is objectively disrupted as a result of current circumstances, and who cannot overcome these circumstances on their own or with the help of their family, including such circumstances as the state of health of the child or family members raising and caring for the child; unemployment of the child's parents or guardians; separation With close adults due to objective circumstances(long business trip, stay in a closed hospital hospital, detention or detention in a correctional labor institution)

The presence of economic, legal, pedagogical, psychological and medical problems in the family can lead to the emergence of both partial (single) and multiple disorders and risks.

4. Goals and objectives of psychological and pedagogical support for adolescents who have been subjected to the destructive psychological influence of supporters of religious extremist and terrorist ideology.

Psychological and pedagogical support for children and adolescents is aimed at creating conditions for the development and self-realization of any child, while the full development of the individual should become a guarantor of socialization and well-being.

Psychological and pedagogical support is understood as cooperation that ensures the creation of conditions for the subject to make optimal decisions in difficult situations of life choice and readiness to bear responsibility for its implementation.

Main forms psychological and pedagogical support for participants in the educational process are: prevention, diagnosis. consulting, correctional work, developmental work, education, examination, etc.

Psychological and pedagogical support in modern conditions is not just the sum of various methods of correctional and developmental work with children, but acts as complex technology, special a culture of support and assistance to the child in solving problems of development, learning, socialization.

Basic principles of support of a child in living conditions in an educational institution are:

advisory nature of the advice of the accompanying person;
priority of the interests of the person being accompanied (“on the side of the child”);
continuity of support;
multidisciplinary (multi-subject, i.e. integrated approach) support.

Purposeage-psychological counseling is systematic monitoring of the progress of the child’s mental development based on ideas about the normative content and age periodization of development. The stated purpose includes the following specific tasks:

1) orientation of parents, educators and other persons. participating in the upbringing, age and individual characteristics of the child’s mental development;

3) if necessary, drawing up recommendations for psychological and pedagogical correction of learning difficulties for teachers, parents and educators;

5) psychological education of the population.

There are various forms of psychoprophylactic work: organization of the social environment; outreach: active social learning of socially important skills. This model is mainly implemented in the form of group trainings, namely - training of resistance (stability) to negative social influence; assertiveness or affective-value training; life skills training; training to activate personal resources; training to minimize the negative consequences of deviant behavior.

Main directions of preventive work:

1. Personality diagnostic system:

level of formation of personality qualities;
general creative abilities;
speech development;
child's readiness for school;

k) pedagogical attitudes of parents;

f) parental attitude towards the child.

2. Working with students:

a) the formation of integrative personality qualities (independence, honesty, hard work, humanism, etc.);

b) moral and psychological education (children’s rights);

c) the formation of general creative abilities, the organization of creative
student activities based on their interests;

d) developing a caring attitude towards family members;

e) education culture relations:

g) ensuring success in educational activities.

3. Working with family:

a) formation of the pedagogical culture of parents;

b) organizing joint activities of parents and students.

4. Joint activities of an educational organization and law enforcement agencies:

a) identifying the motives for student offenses;

b) explanatory work regarding the essence and causes of offenses and crimes;

c) organizing leisure time for students in a microsociety.

Corrective and developmental activities V the sphere of personality formation of adolescents who find themselves in difficult life situations

Correction is understood as a system of psychological and pedagogical influences aimed not only at overcoming or weakening the negative qualities of a child’s personality, but also at developing positive qualities that are opposite to them.

Objectives of psychological and pedagogical support children from families of participants in religious extremist associations and pseudo-religious sects of a destructive nature are associated with the creation of conditions for:

1. formation of civil identity of the individual;

2. formation of tolerant attitudes of consciousness and behavior;

3. formation of communicative competence and the ability to resist manipulative influences;

4. optimization of the type of family education and child-parent relationships in the direction of trust, emotional closeness and mutual understanding.

5. assistance in building an individual educational trajectory and preliminary professional self-determination;

6. overcoming the negative consequences of traumatic events. and building resilience to stress and frustration based on constructive coping strategies.

Formation of civil identity of the individual

The formation of civil identity is intended to ensure the integration, unity and integrity of the individual’s self-awareness as a citizen of a multicultural society based on the appropriation of a system of universal moral values, freedom of self-expression based on taking into account the diversity of social attitudes, norms and values, positive socialization of children and adolescents.

The value guidelines of the methodology of education as the leading social activity of society ensuring the harmony of universal human identity, civil identity and ethnic identity in the process of human development are;

A set of programs for the formation civic identity, aimed at forming a person’s identity as a citizen of his country, fostering civic patriotism and love for the Motherland (for example, Russian as the state language, native literature, history of the Fatherland, social studies, civics, etc.);

A set of programs for the formation ethnic identity and solidarity with the “small homeland - village, city, region”, aimed at familiarizing with the national culture, knowledge of the history of the native land, etc. (for example, national language as a mother tongue, local history, national history, national literature, etc.);
A set of programs for the formation of universal human identity, aimed at introducing people to the products of world culture and the general history of mankind, universal human values, achievements of science and technology that connect a person with all of humanity (for example, mathematics as a universal language of communication, computer science, physics, the environment, world history, world literature, world artistic culture , economics, etc.).

6. Formation of tolerant attitudes of consciousness and behavior

The formation of tolerance and trust is associated with multicultural education, which poses the following tasks:

development of ethnic and cultural competence, i.e. orientation in the peculiarities of culture, history, geographical image, both of one’s own people and of other ethnic groups and peoples;
the formation of intercultural competence based on a positive attitude towards other ethnocultural groups and mastering the skills of effective intercultural communication;
awareness of the significance and role of interaction and mutual influence of peoples and cultures in the modern world as the basis for the progressive development of humanity and world culture - the formation of attitudes of tolerance,

Technologies for the formation of tolerance are the main way of teaching the rules of cooperation and collaboration between different ethnocultural groups. The media plays a significant role in the formation of tolerance/intolerance. The general education system considers multicultural education and the formation of tolerance as the key task of educating a citizen.

7. Psychological and pedagogical technologies for the formation of tolerance and trust in intercultural interaction

In modern social psychology, a significant number of programs for the formation of tolerance in intercultural interaction have been developed, which have proven themselves in practice with various categories of the population, differing in age, gender and social composition:

Culture-specific training programs can take the form of:

Trainings for real intercultural interaction, including seminars — intercultural communication workshops with group discussions of situations that arise during personal contacts between representatives of the two nations, which include the training participants.
Attribute training - awareness of the methods of attribution - interpretation, explanation of the reasons for the behavior and results of the activities of representatives of other ethnic groups.
Simulation games, during which a meeting of two cultures is constructed, each of which has its own values, norms and standards.

4. General cultural competence training, aimed at implementing the model formation cultural identity based on social learning theory.

Ethnocultural competence training, promoting awareness of the cultural conditioning of human communication and behavior, overcoming ethnocentric, ethnic and confessional prejudice and xenophobia, ensuring personal growth, and the formation of ethnic and religious tolerance in the field of intercultural communication.

6. Pedagogical model of tolerance education, defining the system of pedagogical conditions and ways of organizing students’ activities. Such conditions include: meeting with other cultures, problematizing attitudes towards them, group discussions, reflection, social-critical thinking.

Prevention of various forms of destructive behavior and rehabilitation of adolescents at social risk groups is an extremely important and relevant area today. The sharp increase in juvenile crime in recent years has become a serious social problem. Every year, more and more teenagers are involved in such forms of behavior as hooliganism, theft, theft, beatings, car theft, vagrancy, drug addiction, sexual deviations, etc., which are characterized by a high degree of risk for both the teenager himself and society. generally.

An indicator of the effectiveness of social policy is the social health of society, and it is assumed that such improvement is carried out not through increased punitive measures, but through professional social and psychological assistance, focused on the actualization and self-realization of the internal capabilities and personal potential of each person. Therefore, today it is necessary to integrate the experience of various branches of psychological and pedagogical knowledge, which will help not only to explain the nature of deviant behavior during growing up, but also to develop directions for prevention and rehabilitation for adolescents at risk that will rely on positive resources, that is, on the personal potential of their development .

The development of rehabilitation and correctional pedagogy in Russia is associated with such scientists as V.P. Kashchenko and I.A. Sikorsky. At the beginning of the 20th century, they created special boarding schools, the purpose of which was to create conditions conducive to the mental and physical recovery of difficult children.

In the 30s of the 20th century, the social and pedagogical direction of social and correctional rehabilitation work, presented by S.T., developed especially successfully. Shatsky and A.S. Makarenko. They relied on the principles and methods of pedagogy and social work with children and adolescents, in which the most important factor in educational and correctional work is the educational environment created and organized by the teacher together with adolescents. S.T. Shatsky created such an environment at his place of residence, and A.S. Makarenko is in a children's colony. A.S. Makarenko relied on the educational power of the team, respect for the individual and a system of long-term goals.

Works by I.P. Ivanov served as the impetus that became the beginning of the democratic movement of youth and teenagers of the 60s and 70s, known as the “communard movement”. As a result, prosocial motivation was initially restored within the framework of various forms of socially useful activities in which the teenager was involved, and then became a stable characteristic of his personality. For S.T. Shatsky and A.S. Makarenko, the basic systems of activity they built were collective work, study, and self-organization; for I.P. Ivanov and other teachers - club forms of classes based on interests. In any of these cases, the necessary condition was to ensure cohesion and friendly relations within the group, self-organization and the influence of the team on each student.

In 1965 V.A. Sukhomlinsky organized a psychological seminar on the problems of an individual approach to difficult children at the Pavlysh secondary school, at which the most successful methods of interaction with difficult children were developed. The essence of the concept of V.A. Sukhomlinsky - “pedagogical optimism” - “every person has a desire for good,” and in combination with this, respect for the student, understanding of his state of mind, interest in his fate, disclosure of the motives and circumstances of the action, refusal of punishment as a means, fostering moral cruelty and destroying the pupil’s nervous system.

Currently, in most secondary schools, studying does not become an activity that shapes personality for schoolchildren. One of the reasons for losing interest in studying is the loss of a sense of responsibility. Analysis of the learning process shows that: a) goal setting (what we will study) is carried out by the authors of textbooks and the teacher; b) planning (how to study a given topic) is carried out by the author of the textbook, the methodologist, the teacher, and only sometimes, in general, by the students; c) implementation of the plan - the student with the help of the teacher; d) control and evaluation of results - the teacher, rarely - together with the student. It turns out that goal setting, planning, evaluation and control practically do not belong to the students. Consequently, adults monopolize the right to reflection, and the teenager becomes the executor of instructions. The result is what is called “knowledge formalism.” Since the teacher is responsible for the learning process, this creates passivity and boredom for the student during the lesson. The teenager perceives himself as a performer who is not given the opportunity to choose, and therefore has nothing to answer for. As a result, behavior turns out to be situational, depending on random, temporary impulses, motives corresponding to operations and actions (particular tasks, since there is no common goal). The motivation for learning that the traditional school offers is either coercion or competition, and both motives are at least insufficient.

Student alienation, which in the school context manifests itself in poor academic performance, truancy, and rebellious behavior, is a complex phenomenon. One of the reasons for alienation lies in powerlessness. At school, students are aware of their powerlessness, realizing that they cannot change anything, cannot influence the policy of the school, or their position in it. Therefore, they choose a position of non-interference, they lose the desire to work because of symbolic rewards - praise or a certificate of honor, they begin to skip classes or simply sit in class and do nothing. Another source of alienation is a feeling of meaninglessness. Students do not fully understand the relationship between the subjects taught at school and the social roles they will perform in the future. The third reason is the lack of standards and uniform requirements. The teenager is not aware of the connection between goals and social norms. The school administration often rewards those who study well and want to get a higher education. As a result, other students easily reject the norms of formal school behavior.

There is a sharp rejuvenation of the population of evening schools, which accept all dropouts not only from secondary schools, but also from other educational institutions. Currently, we are no longer talking about a “teenager in an adult school,” but about a “teenage evening school.”

By the onset of adolescence, educational opportunities are almost entirely transferred to the extracurricular sphere, and education itself remains a not very desirable necessity for young people. These consequences can be avoided by reforming the modern comprehensive school system, providing for socio-psychological rehabilitation of adolescents at risk.

The main and practically the only effective means of influencing a teenager’s personality is specially assigned and socially approved group activity. This “socially useful” or “prosocial” activity is, in essence, a pedagogically organized equivalent of the leading activity of the teenage stage. By participating in extensive activities, including planning and organizing actions, performing tasks and discussing results, communicating in a reference group, a teenager gains access to an understanding of its meaning. Only on this basis can he form meaning-forming motives, value orientations and, ultimately, personality orientation (I.A. Nevsky, V. Bazhenov, D.I. Feldshtein, O.V. Lishin, I.R. Adam, N.A. Umanov, L.M. Zyubin and others).

Currently, in Russian psychology and pedagogy, two main areas of work with adolescents at social risk are used:

1) influencing the cause through individual and group psychotherapy with adolescents;

2) influencing the consequence (symptom) through intervention in the educational process to optimize the interaction between teacher and student.

There are two tactics for working with difficult teenagers:

1) tactics of recording the actions and condemnation of the student;

2) tactics of designing positive personality traits and organizing the experience of correct behavior.

The most important task of working with difficult teenagers is the formation of new relationships between children and adults. The main problem in working with adolescents at risk is the selection of personnel. Working with a teenager should be an adult who believes in the child, can provide him with a state of security, support his authority and become the frame, the basis around which the young man will begin to create himself. The personality of the teacher, his personal example teaches the student sensitivity and moral education. Researchers also draw attention to the need to master a dialogical approach when working with difficult teenagers (N.A. Baryshnikova, A.K. Markova, E.N. Chesnokova, etc.). The main goal of education is to form creative people capable of making discoveries. The second goal is to create minds that are able to think critically and not take for granted everything they are told.

The first condition for teaching a child is to develop effective ways of communicating with him. The second principle is that it is necessary to help children not only master new information, but also modify their existing knowledge. Children come to school with their own ideas about space, time, cause and effect. The purpose of training is to expand their incomplete knowledge. Thirdly, children are inquisitive by nature. Teachers should not try to instill in children a love of knowledge; rather, they need to be careful not to stifle children's desire to learn, which happens when the curriculum is overly rigid and does not match the individual's learning rate. The development of formal thinking and problem-solving abilities is facilitated by educational activities such as discussion groups, problem-solving workshops, and scientific experiments. Teachers need to be prepared to lead group discussions and encourage exchanges, be able to provide help and support, and provide the necessary time to develop reasoning abilities. The best teachers develop together with their students, show a keen interest in knowledge, and are always ready to try something new.

Adults need not only to know, but also to be able to fulfill the conditions that contribute to the effectiveness of rehabilitation work with adolescents and young men at social risk:

1) establishing contact; attention to the inner world of a teenager;

2) unity and adequacy of requirements;

3) encouragement of activity and independence; work aimed at increasing the feeling of competence: “I can do it myself!” (working with learned helplessness);

4) respect;

5) the teacher admits his mistakes and apologizes;

6) creating a situation of success;

7) cooperation;

8) faith in the teenager’s resources, positive forecast, “pedagogical optimism”: interpret the entire set of information about the teenager in his favor, since as negative forecasts increase, the level of positive expectations decreases; see the teenager’s positive motivations;

9) restoration of values;

10) an integrated approach, including psychotherapeutic, pedagogical, psychological and social components;

11) the ability to choose a program, methods and speed of learning.

It is considered necessary to identify the needs and motives of students and rely on the needs of the teenager, since this directly determines the results of educational activities. It is necessary to use reliable and school-appropriate methods for studying motivation. The motives and goals of the teacher’s work must include and reflect the motives and goals of the student’s activities.

Conclusions on the second chapter

1. Our experiment showed that preference is given only to some teenagers in a given student group, and vice versa, a negative attitude develops towards some teenagers. Those students who were chosen by all or almost all classmates from those whom he himself chose have the basis for a higher emotional well-being, emotional well-being than the one who, perhaps, is chosen by some classmates, but not at all by those to whom he himself strives.

2. For a psychologist at a given educational institution using the results of this experiment, it is important to understand the significance and strength of the influence of communication with peers on all aspects of a teenager’s development and on his emotional well-being. This is what is important for a psychologist to take into account not only when working individually, but also when organizing group classes with teenagers. It is important to avoid the temptation to solve all the student’s problems through the group, remembering that its extremely effective influence is double-edged and can contribute not to strengthening the teenager’s self-confidence and independence, but, on the contrary, to adaptive and dependent behavior, uncritical assimilation of requirements, etc.

In modern living conditions, characterized by variability and globalization, socio-economic tension is increasing due to the loss of many people’s awareness of their place and their values in a new life situation. This leads to an increase in antisocial, terrorist and extremist acts, the victims of which are not only those around them, but also the children of the extremists themselves.

This situation actualizes the problem of developing psychological and pedagogical technologies for the resocialization of adolescents who have been subjected to destructive psychological influences, based on the individual and age characteristics of adolescence, the psychological microclimate, value orientations and sociocultural characteristics of the new social environment.

On the specifics of destructive psychological influence

Destructive psychological influence is the manipulation of an individual’s consciousness by representatives of pseudo-religious organizations that use consciousness manipulation techniques to recruit and retain their members and exercise total control of the thoughts, feelings and behavior of their adherents in order to satisfy the interests of leaders or a self-sufficient group.

The consequences of manipulative influence are, first of all, internal discord, violation of personal integrity, changes in worldview and negative perception of the environment by a teenager.

According to sociologists, about 2.5 million of our fellow citizens are members of 5,000 different religious organizations. It is known that the extremist organization of Jehovah’s Witnesses alone, banned in Russia in 2017, has 170 thousand adult members and, consequently, tens of thousands of children and adolescents. Followers of Islamist extremist and terrorist organizations in Russia number a comparable number of both adults and their children. In the Iraqi segment of ISIS alone, according to the latest data (August 2017, information from the Commissioner for Children’s Rights under the President of the Russian Federation A.Yu. Kuznetsova), 350 children who joined this organization of Russians were found (in total, up to 3.5 thousand Russians joined ISIS ) .

In their missionary work, the leaders of many religious new formations rely on attracting children and youth, purposefully trying to penetrate educational organizations.

One of the main tenets of terrorist ideology is the idea that the world is divided into groups hostile to each other, and the nation (group) to which a given teenager belongs is fundamentally better than all others. At the same time, the conviction is also formed that the most effective way to resolve any conflicts and eliminate injustice is violence.

Destructive psychological influences are based on the inadequate direction of the process of initial socialization. At the same time, adolescents (and often those who direct this socialization and carry out destructive psychological influence) have a significantly limited horizon and system of knowledge about the world, methods of intergroup interaction and overcoming conflicts. The development of ethnocentrism and a negative attitude towards people of another culture and nationality is also facilitated by the lack of real experience of interacting with people and, as a consequence, the inability to behave in difficult situations.

On the goals and objectives of the system of resocialization of adolescents

When organizing work to create and develop a system for the resocialization of adolescents who have been subjected to the destructive psychological influence of supporters of pseudo-religious and extremist groups, terrorist ideology, first of all, one should proceed from the fact that today the issue of resocialization is on a slightly different plane than before. This is due to the fact that the process of resocialization (as well as the process of general socialization) includes latent and delayed influences, suggesting not only immediate, but prolonged action.

It is also necessary to carry out work on the resocialization of adolescents who have been subjected to the destructive influence of non-religious ideologies, the most dangerous of which at the moment are pro-fascist, suicidal (health-hazardous quest groups, for example, the so-called “Blue Whale”) and “thieves” (AUE subculture ). In addition, cases of serious harm to the health of children have been recorded by members of groups that practice drug use, denial of vaccinations and deadly diseases (especially AIDS), and refusal of normal nutrition (pranoeaters and radical vegans). This is due to the fact that destructive influences of any nature have much in common and the methods of recruitment into various groups are largely identical.

The goal of the work on the resocialization of adolescents at risk is to create a new motivational basis that will determine their value orientations and behavior for many years.

Based on this, the executive authorities of the constituent entities of the Russian Federation exercising public administration in the field of education, together with local governments of municipal districts and city districts, must organize the work of educational organizations and professional associations of teachers and ensure the solution of the following main tasks:

Creation of a system of comprehensive psychological influence, correctional classes, monitoring of behavior and the development of value orientations, as well as external measures for monitoring the behavior and contacts of adolescents;

Development in adolescents of adequate ideas about themselves and the world, flexible self-esteem and harmonious ideas about themselves;

Increasing adolescents' confidence in themselves and their future;

Formation of civic identity and socialization (resocialization) in new social groups.

Organizational measures to ensure the system of resocialization of adolescents

1. Direct and indirect identification of adolescents exposed to extremist ideology. It consists of monitoring extremist groups, families of participants in extremist, cult religious formations, members of gangs, as well as using methods of psychological diagnostics of asocial, including extremist and terrorist attitudes. For this purpose, appropriate diagnostic tools must be developed (modified). It is also necessary to determine mechanisms for identifying problem adolescents, taking into account regional specifics, and to develop an appropriate regulatory framework regulating the activities of educational organizations and professional communities with this category of children.

It is also necessary to identify individuals whose behavior, views, and motives indicate the possibility of them committing destructive psychological influence on adolescents. Such activities are organized only with the participation of law enforcement agencies and their provision of relevant information.

2. Creation of centers for psychological resocialization and psychological and pedagogical work with adolescents who have been subjected to destructive psychological influences, or empowering existing organizations with the authority to carry out rehabilitation activities.

Today in the constituent entities of the Russian Federation there is a fairly extensive network of various organizations whose functions are related to the socialization and rehabilitation of children and adolescents. These are the institutions:

Social education (educational institutions, teenage interest clubs, sports and tourist complexes);

Social and legal protection (inspectors for child protection in the education system, offices of social and legal assistance to minors);

Psychological assistance to families and children (socio-psychological centers, psychological services, helplines);

Social adaptation of adolescents (pedagogical rehabilitation centers, temporary shelters) and centers of medical, psychological and pedagogical support; rehabilitation centers, etc.

These organizations have experience in correcting the personality of a teenager, including changing negative, antisocial forms of personality behavior to socially approved ones.

An effective mechanism for preventive work could be the creation, on the basis of these centers, of “helplines” or “hotlines” for teenagers and their parents, through which they can report cases related to manifestations of extremism and terrorism, recruitment activities, and the involvement of citizens in the activities of destructive religious organizations. Or provide assistance in informing citizens about the existence of such “helplines” and “hotlines” operating on the basis of internal affairs bodies, territorial anti-terrorism commissions and other interested structures.

3. Determination of a set of measures to correct personal deformations due to destructive influences on the psychology of a teenager, including measures for the social, pedagogical, psychoneurological, physical health of a teenager, as well as specific forms of interaction, combining the efforts of a doctor, psychologist and teacher.

Features of the work program for the resocialization of adolescents

As part of a set of measures to correct the personal deformations of adolescents who have been subjected to destructive psychological influences, the main task is to create programs for psychological and pedagogical work with these adolescents.

Such a program may include three blocks: informational, value and behavioral. The first one provides an opportunity to broaden the horizons of adolescents and young people in a wide variety of areas of social life. The second main block is aimed at awareness and formation of common values that unite people. The third block involves the selection and use of active forms of training and education, methods of socialization, which are currently represented in sufficient quantities in practical psychology.

It is necessary to work to expand the horizons, awareness of adolescents about intergroup (intercultural) and interpersonal interaction, creation of a favorable cultural and information environment filled with living positive images of historical and cultural heritage, through familiarization with outstanding national works of art, literature, cultural monuments, spiritual and moral values , the practice of folk art, knowledge about the peculiarities of the psychology of conflict and some aspects of personality psychology. In the psychological part of the work, it is necessary to develop motivation and methods of intercultural communication, a system of universal human values that make mutual understanding between different people possible.

Considering that adolescents’ own activities translate abstract knowledge into methods of interaction, into real behavior, it is necessary to provide training in interaction with people of another culture, through the creation of educational situations for building communication between representatives of different nations and faiths, with real problems and conflict situations.

At the same time, it is necessary to give teenagers the opportunity to reflect on their own behavior, its motivation and direction. Work on the development of self-analysis is a good basis for the formation of productive types of coping with difficult life situations, as well as the development of self-control and self-regulation. This will make it possible to predict positive resocialization over a long period of time and during the period of maturity.

Building a system of new contacts, including new social groups, is another component of the system of resocialization of adolescents who have been subjected to destructive influences. It is aimed at optimizing the consequences of the negative experience of communication between these adolescents and loved ones (parents and other relatives) who took part in terrorist and extremist activities.

Based on the study of the specifics of the new social situation, various adaptation options for adolescents are designed, building relationships between family members, family value orientations and sociocultural norms and rules of behavior transmitted to adolescents, as well as family relationships with educational organizations. Taking into account the individual and age characteristics of adolescents, individual methods of self-correction, self-regulation, and self-development of adolescents are also being developed.

Programs of psychological and pedagogical work with this category of adolescents should also include the development of diagnostic methods for determining the conditions for accompanying and resocializing adolescents of this risk group in their new social context (family and immediate environment), as well as programs for monitoring the behavior and psychological state of this group of adolescents.

It is also necessary to include in the information and value blocks legal educational information about responsibility for carrying out extremist and terrorist activities in order to form civic identity among adolescents in new social groups.

In addition, methodological recommendations should be developed for teaching staff describing the most effective technologies and forms of work with this category of adolescents, as well as the development of programs to prevent the further development of extremist and terrorist attitudes, value orientations and behavior.

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*(1) Methodological recommendations were prepared using materials developed by the Federal Institute for Educational Development, federal universities, as well as the results of research conducted by Professor R.A. Moscow State Linguistic University. Silantiev.

*(2) Volkov E.N. Criminal challenge to practical psychology: The phenomenon of destructive cults and consciousness control (introduction to the problem) // Journal of a practical psychologist. - 1996. - N 2. - P. 87-93.

*(3) Pronin I.P. Psychological aspects of the influence of destructive cults on personality//http://www.vash-psiholog.info/voprospsih/218/1816.

*(5) According to the results of research by R.A. Silantieva.

Document overview

Thus, goals and measures for resocialization are outlined. As a preventative measure, it is envisaged to create “helplines” or “hotlines” for teenagers and their parents, through which they can report cases related to manifestations of extremism and terrorism, recruitment activities, and the involvement of citizens in the activities of destructive religious organizations. It is advisable to formulate programs of psychological and pedagogical work with adolescents.