The “Accessible Cultural Environment” forum is intended to demonstrate the best examples of creating an accessible environment for people with disabilities in the field of culture, to organize a platform for cross-sector interaction, to stimulate the creation of universal design in the city, the development of socio-cultural technologies and training programs for specialists.

The Forum is organized by the Center for Sociocultural Animation “Inspiration” with the support of the Moscow Public Relations Committee.

The organizers and participants of the forum will answer the following questions:

What should an accessible cultural environment be like for people with disabilities?

What technologies and programs are used to organize an accessible environment in the field of culture?

What results (quantitative and qualitative) are achieved as a result of the implementation of the programs?

What is the experience of intersectoral interaction (government-NPO-business)?

What are the partnership opportunities with SO NPOs?

The forum is being held as part of the preparation of the III International Symposium “Socio-cultural rehabilitation of disabled people: from art therapy to creative personal development” and will bring together representatives of government agencies, business, the media and socially-oriented non-profit organizations of Moscow and other regions of Russia. Its speakers will be specialists and public figures with real experience in creating an accessible cultural environment for people with disabilities. Each speaker's presentation includes a 30-minute presentation and 15 minutes for answering questions.

Speakers will talk about creating an accessible environment for different categories of visitors, about existing programs for people with disabilities in cultural institutions. They will present socio-cultural projects in which people with disabilities participate, and talk about technologies for interaction with business, non-profit organizations and the media in the field of creating an accessible environment for people with disabilities. The presentations will touch upon the topic of socio-cultural rehabilitation of disabled people and their involvement in cultural and creative activities. Speakers will present large inclusive projects at the international and all-Russian level, and will touch upon issues of management, fundraising and information promotion of programs. Participants will become familiar with vocational training and advanced training programs and the creation of quality cultural services for people with disabilities.

Forum participants will be able to present cultural events with the participation of people with disabilities, talk about their practices at the Round Table, and also take part in planning an international symposium.

Forum program

March 16 (Thursday) - First day of the Forum

	Official opening of the Forum
10.00 - 10.45	Anichkin Gennady Viktorovich, President of the Philanthropist Charitable Foundation	Speech topics: Creativity competitions for people with disabilities as an elevator for social advancement All-Russian competition for disabled people “I am the author” International Philanthropist Award
11.00 - 11.45	Presentation of all-Russian cultural events with the participation of people with disabilities
11.45 - 12.00	Coffee break
12.00 - 12.45	Tarasov Leonid Viktorovich, Director of the Autonomous Non-Profit Organization “Center for Sociocultural Animation “Spiritualization”	Speech topics: Inclusive dance and dance rehabilitation International Festival Inclusive Dance Internet portal of literary works of disabled people “Ray of Fomalhaut”
13.00 - 13.45	Blagireva Elena Nikolaevna, First Vice-Rector of the Russian State Specialized Academy of Arts	Speech topics: Reverse inclusion in higher education International conferences ICADCE, ICELAIC Paramusic festival
14.00 - 15.00
15.00 - 15.45	Vanshin Sergey Nikolaevich, General Director of the Reacomp Institute Co-speaker - Kudryavtseva Olga Evgenievna, Deputy General Director of the Reacomp Institute	Speech topics: Accessible cultural environment for blind and deaf-blind people Audio commentary Advanced training program “Specialist in accessible environment in cultural institutions”
16.00 - 17.00	Round table “Socio-cultural rehabilitation of people with disabilities: inclusion, creativity, intersectoral interaction” Moderators: Zolottseva Tamara Vasilievna, assistant to the chairman of the All-Russian Society of Disabled People Leonid Viktorovich Tarasov, director of the Center for Sociocultural Animation “Spiritualization”

March 17 (Friday) - Second day of the Forum

10.00 - 10.45	Kubasova Tatyana Sergeevna, Deputy Director for Research at the State Darwin Museum	Speech topics: The museum is accessible to everyone. A complex approach Interactive museum programs for people with disabilities
11.00 - 11.45	Popova Natalya Timofeevna, Chairman of the Board of the Regional public organization for social and creative rehabilitation of children and youth with special needs and their families “Circle”	Speech topics: Inclusion and theater International festival “Proteatr”
11.45 - 12.00	Coffee break
12.00 - 12.45	Afonin Andrey Borisovich, Chairman of the Regional Branch of the Interregional Public Organization in Support of People with Mental Disabilities and Psychophysical Disorders "Equal Opportunities" (Moscow), Artistic Director and Director of the Integrated Theater-Studio "Circle II"	Speech topics: Creative space “Equal Opportunities” as a cultural space Integrated Theater “Circle II” - from studio to professional theater Accessible cultural environment - from the culture of consumption to the creation of culture
13.00 - 13.45	Afonin Igor Alexandrovich, State Budgetary Institution “Center for Sociocultural Programs “Integration” of the Moscow Department of Culture	Topic: Sociocultural integration of people with disabilities into the cultural space of Moscow
14.00 - 15.00	Break
15.00 - 15.45	Yaroshenko Nikolay Nikolaevich, Professor of the Moscow State Institute of Culture Co-rapporteur - Matsukevich Olga Yurievna, Doctor of Pedagogical Sciences	Speech topics: Specifics of training specialists in cultural universities to work with people with disabilities Park without barriers Student projects to create accessible environments in parks
16.00 - 17.00	Foresight session of the III International Symposium “SKRI: from art therapy to creative personal development”
	Official closing of the Forum

Participation in the Forum is FREE.

Registration for the Forum is required - https://goo.gl/wyQEWB

Accreditation to the Forum by mail is required for the media [email protected]

Venue: Blagosphere Center

Address: Moscow, 1st Botkinsky proezd, 7, building 1, metro station "Dynamo"

The Blagosfera Center (https://blagosfera.space) is an open city-wide platform created to involve citizens in charity through personal participation in social, charitable and cultural projects. It provides an opportunity for interested parties - the state, business, non-profit organizations - to combine efforts, projects and experience to effectively work with citizens.

For any questions please contact us.

To narrow down the search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:

You can search in several fields at the same time:

Logical operators

The default operator is AND.
Operator AND means that the document must match all elements in the group:

research development

Operator OR means that the document must match one of the values ​​in the group:

study OR development

Operator NOT excludes documents containing this element:

study NOT development

Search type

When writing a query, you can specify the method in which the phrase will be searched. Four methods are supported: search taking into account morphology, without morphology, prefix search, phrase search.
By default, the search is performed taking into account morphology.
To search without morphology, just put a “dollar” sign in front of the words in the phrase:

$ study $ development

To search for a prefix, you need to put an asterisk after the query:

study *

To search for a phrase, you need to enclose the query in double quotes:

" research and development "

Search by synonyms

To include synonyms of a word in the search results, you need to put a hash " # " before a word or before an expression in parentheses.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthetical expression, a synonym will be added to each word if one is found.
Not compatible with morphology-free search, prefix search, or phrase search.

# study

Grouping

In order to group search phrases you need to use brackets. This allows you to control the Boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:

Approximate word search

For an approximate search you need to put a tilde " ~ " at the end of a word from a phrase. For example:

bromine ~

When searching, words such as "bromine", "rum", "industrial", etc. will be found.
You can additionally specify the maximum number of possible edits: 0, 1 or 2. For example:

bromine ~1

By default, 2 edits are allowed.

Proximity criterion

To search by proximity criterion, you need to put a tilde " ~ " at the end of the phrase. For example, to find documents with the words research and development within 2 words, use the following query:

" research development "~2

Relevance of expressions

To change the relevance of individual expressions in the search, use the " sign ^ " at the end of the expression, followed by the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the expression is.
For example, in this expression, the word “research” is four times more relevant than the word “development”:

study ^4 development

By default, the level is 1. Valid values ​​are a positive real number.

Search within an interval

To indicate the interval in which the value of a field should be located, you should indicate the boundary values ​​in parentheses, separated by the operator TO.
Lexicographic sorting will be performed.

Such a query will return results with an author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in a range, use square brackets. To exclude a value, use curly braces.

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays

Matsukevich Olga Yurievna. Theoretical and methodological foundations of socio-cultural resocialization of the personality of maladaptives: dissertation... Doctor of Pedagogical Sciences: 13.00.05 / Matsukevich Olga Yuryevna; [Place of defense: Moscow State University of Culture and Arts]. - Moscow, 2014. - 409 p.

Introduction

Chapter 1. STRONG Theoretical and methodological foundations of socio-cultural resocialization of the individual

Maladaptation STRONG 29

1.2. Methodological approaches to the resocialization of personality in the context of socio-cultural activities 54

1.3. Pedagogical potential of socio-cultural activities in the context of personal resocialization 73

Chapter 2. Theoretical foundations of socio-cultural resocialization of the personality of maladaptants 95

2.1. Genesis of pedagogical approaches to socio-cultural resocialization of personality 95

2.2. Theoretical views on the resocialization of personality in the theory of socio-cultural activity 124

CHAPTER 3. Conceptual approach to socio-cultural resocialization of maladaptive personality 159

3.1. Pedagogical model of socio-cultural resocialization of maladaptive personality 159

3.3. A differentiated approach to the socio-cultural resocialization of various social groups with impaired microsocial connections 203

CHAPTER 4. Technological support for socio-cultural resocialization of the personality of maladjusted individuals 256

4.1. Technologies of socio-cultural rehabilitation in the process of resocialization of people with acquired disabilities 256

4.2. Technologies for the development of socio-cultural activity in the process of resocialization of older people 276

4.3. Technologies of socio-cultural animation in the resocialization of orphanhood 282

Conclusion 298

References 332

Methodological approaches to the resocialization of personality in the context of socio-cultural activities

Resocialization is a special phenomenon of modern life, which gives an individual the opportunity to change his social essence, his ideals and values ​​in accordance with the requirements of a changing world. When we say that the resocialization of personality is becoming a special pedagogical problem today, we mean that, essentially changing a person’s personal world, resocialization requires special pedagogical support and support. And the problem here is twofold - on the one hand, the process of civilizational changes is contradictory, and on the other, the process of socialization of the individual becomes even more contradictory, often leading a person to the need for re-socialization (resocialization).

Thus, pedagogy, solving the problem of helping an individual in the process of his socialization, is faced with an essential problem: it is impossible to form social skills and value orientations in modern life once and for all. That is why the interest of pedagogical science and practice today is to study the current status of socialization in normal and pathological conditions, identifying ways to correct socialization processes, determining socio-cultural conditions for stabilizing the relationship between a developing personality and a changing society.

The value world of every person is vast; it is precisely this that is the “foundation” of his attitude to the world. However, for a modern person, the state of multiplicity of values ​​in a post-industrial society is very complex and psychologically vulnerable, because a person under stress loses the solid foundations of his life and begins to experience difficulties in determining his own self-identity.

This state of maladaptation was defined by E. Toffler as “culture shock,” which is based on “suffering, physical and psychological, arising from overloads that are physically experienced by the adaptive systems of the human body, and psychologically by the systems responsible for making decisions”1. The emotional stress that arises as a result leads to the fact that the individual is in a state of chronic stress, the way out of which for some is antisocial behavior, for others - neuroses, for others - alcoholism and drug addiction.

The aggravation of problems of human sociocultural adaptation arises in conditions of social transformations. At this time, when the usual guidelines for activity lose their former significance, generally accepted values ​​and norms become outdated and the choice of new goals based on other ideological principles is required, the level of maladjustment and frustration among the majority of members of Russian society increases, especially among representatives of the middle and older generations. An example of this is the phenomenon of social pathology, expressed in an increase in the proportion of social orphans, unemployed migrants, disabled people - “homeless people”, drug-addicted youth who have lost the meaning and value of life.

The complexity of the transformation of Russian society is largely determined by the fact that society does not simply change the model of socialization, but fully implements the process of resocialization, which causes radical changes in the adopted, but no longer legitimate, value system of society, the rules of social interaction, in

Toffler E. The Third Wave. – M.: AST, 1999. – P. 132. role learning. At the same time, the individual is forced to transform behavior patterns, adapting to new conditions.

The basis for introducing the term resocialization into scientific circulation was the discussion of philosophers and psychologists on the topic of sociocultural adaptation of the individual in a developing society. In particular, for social psychology and psychiatry of the late 19th – early 20th centuries, from the basic principles of which E. Durkheim proceeded, the postulate was fundamental, according to which a person subconsciously always strives for integrative and adaptive behavior. Therefore, many inadequate and self-destructive actions turned out to be understandable if they were considered as attempts to adapt the individual to the conditions of existence2.

In contrast to E. Durkheim, who argued that a situation of “normlessness” arises when regulatory norms are destroyed, R. Merton defended the point of view that anomie is a “special structural disorder of culture,” an imbalance between the cultural goals of individuals and sanctioned institutional means of achieving them3 and At the heart of all social changes are contradictions between values ​​and institutions, because any society is to a certain extent anomic - otherwise it would not undergo changes.

Developing his own theory of anomie, R. Merton proceeded from the position that there are two main elements of social and cultural structure: goals and aspirations determined by the culture of society (including success, money, material attributes, etc.), and acceptable ways to achieve goals and aspirations set by society. As a consequence, in society, in order to maintain the normative function, a balance is required between aspirations and the means of achieving these aspirations (the individual’s internal satisfaction with the fact that

See: Durkheim E. On the division of social labor. Method of sociology. – M., 1991. Merton R. Social structure and anomie // Rubezh. – 1992. – No. 2. – P. 37. everyone plays by the rules, and the fact that he can count on external rewards in the form of real and equally accessible ways to achieve goals).

It is equally important that culturally desirable goals are legitimately achievable by all social classes. According to the scientist, in different societies there is a different relationship between culturally determined goals and legal means of achieving them. As a result, several options for adaptive behavior of individuals in a society with different conditions are possible, such as submission, innovation, ritualism, retreatism, and rebellion.

The concept of anomie as a prerequisite for numerous individual deviations was developed in the classical works of E. Durkheim and R. Merton. However, the essence of personal anomie cannot be understood outside the social and cultural context, which is the main factor of change, including crisis. Here it is appropriate to mention the concept of W. Ogborn - “cultural lag” or “cultural lag”, as well as the idea of ​​“social and cultural trauma”, which was developed in the works of P. Sztompka.

Theoretical views on the resocialization of personality in the theory of socio-cultural activity

In this interpretation, socialization is not reduced to the sum of external influences, and the individual, acting as an “object” of socialization, is understood at the same time as a “subject” of social activity, the initiator and creator of new social forms, i.e. Socialization is understood as the process of formation of a holistic personality.

In the context of our study of the process of personal resocialization, we can point to several of the most important provisions that determine the possibility of pedagogical operationalization of the concept under study: the socialization of a person is a continuous process that reflects the progress of a person becoming a social being; the result of socialization is the social essence of a person, accepted and approved by society and the person himself; the main and determining factor of socialization is the influence of society and the socio-cultural environment, characterized by a combination of spontaneous (uncontrolled) and controlled influences; the content of socialization is determined by cultural values ​​and social norms that are relevant in a specific period of historical time; socialization combines a focus on a person’s adaptation to the environment (cultural values ​​and social norms) and a focus on a person’s self-development and self-realization; Thus, the essence of socialization is determined by the combination of adaptation and isolation of a person in society, the balance of which determines the formation of an individual as a social being and the development of human individuality (A.V. Mudrik).

In this concept, socialization reveals its potential for variable and continuous provision of society's needs for its own reproduction. We emphasize that it is the solution to the problem of “continuity” and constant adjustment of all participants in socialization to the changing needs of social development that dictates the need for the emergence of various forms of resocialization.

Pedagogical research on personality resocialization, in our opinion, must be associated with an understanding of this process as one of the varieties of relatively socially controlled socialization. In fact, we are talking about a special version of the educational process, which, in the conditions of socio-cultural transformations, is the basis for overcoming social deviations, deviations in personal development, and the destruction of social relationships in all social groups, especially among young people, who are most vulnerable to the negative influence of society.

Socio-cultural transformations are a strong stress factor in the socialization of the younger generation, according to V.I. Desyatov, forming in young people “either a heightened sense of personal responsibility for their place in this world, which is on the verge of catastrophic changes (therefore, the time for accusing the younger generation of infantilism has long passed - now they are growing up quickly), or lead to disadaptation of the socially and morally unstable, unrooted ( not “grown into the culture of their place,” in the words of L.S. Vygotsky)”24.

We believe that modern science is not yet fully able to determine the ratio of successfully socialized people and those for whom this process was unsuccessful. In any case, this ratio is constantly adjusted by life itself - society constantly, based on self-organization mechanisms, strives to increase the proportion of people who are successfully socialized, i.e. meeting fundamental requirements, norms, ideals and values.

And in this regard, we consider resocialization as a process aimed at achieving a constantly successful socialization effect, which is complicated by factors of a changing social and cultural environment and requires the inclusion of targeted, controlled pedagogical influence.

Summarizing what has been said, one should draw a conclusion about the essence of the concept of “socialization”: the essence of socialization is determined by its focus on the formation of personality, because a person becomes one only in the process of socialization - during socialization, a person adapts to the environment and individually develops in accordance with the requirements of this environment.

Speaking about the typology of resocialization, it should be noted that all people face resocialization to one degree or another, because according to the age criterion, two large periods of socialization can be distinguished.

The first period is “primary socialization”, its boundaries from birth to the formation of a mature personality. This is the period when society creates a person as a consciously social being, when he assimilates social experience, culture, and value norms. A person, being constantly under the influence of society, continuously absorbs and internalizes these influences, but he is also independent and active. He remakes social influences in such a way that, in accordance with his subjectivity, he endows them with his own personal meaning and individuality.

Theoretical sources of the author's concept of socio-cultural resocialization of the personality of maladaptives

The need for resocialization of the individual arises in various areas of social education, since the destructive and abnormal behavior of the individual is an interdisciplinary problem. Such interdisciplinarity is based on the principle of diversity (pluralism) of theories and research programs in theoretical pedagogy. This principle means that “it is impossible to build a single, universal theory in pedagogy, which, of course, will lay claim to the most adequate embodiment of the holistic image of a person and will subjugate all other areas of pedagogical knowledge”

At the same time, the methodological pluralism of pedagogy not only does not exclude taking into account genetic connections in the development of pedagogical phenomena, but also especially actualizes the principle of historicity. For in pedagogy both the subject itself and its categorical and methodological means are historical. Therefore, the socio-cultural analysis of the processes of personality formation (including resocialization) deals “with a person who is historical in nature, who is always considered in a certain historical-cultural and historical-social context, and uses historical methodological tools that are put forward in a certain historical moment and function within the sociocultural context”105.

Historical and pedagogical analysis, taking into account the principles of pluralism and historicity of pedagogical phenomena, the implementation of the socio-cultural specificity of the activity approach in the pedagogy of personal resocialization allows us to identify three stages, each of which reveals general patterns, the direction of the technological resource for the implementation of practical tasks: value-target, revealing mechanisms humanization of consciousness and formation of public opinion of Russians in solving resocialization problems; development of the technological potential of resocialization in various areas of social practice of social education; broad integration of technologies of socio-cultural resocialization into the open space of social education.

The historical analysis we have undertaken reveals general patterns, and it should be noted that each of the analyzed areas of resocialization can be the object of independent detailed scientific research. Pedagogical support for socio-cultural resocialization of the individual involves two directions: humanization of public opinion in relation to the object of resocialization and the use of creative activities in leisure conditions as the leading method of resocialization and the possibility of obtaining additional education

Both of these areas have a fairly long history, which is associated with the processes of change in the public consciousness of attitudes towards socially vulnerable groups of the population (disabled people, orphans, the elderly), towards people who find themselves in difficult life situations (migrants, homeless people, people released from places of detention, exiles, etc.).

As a subject of scientific reflection, the problem of resocialization of maladjusted children most holistically begins to take shape within the framework of the theory of childhood exceptionalism, which analyzes the characteristics of the personal development of “defective” disabled children and “morally defective” orphans and children with deviant behavior. The patterns of historical and pedagogical development of the idea of ​​resocialization are most clearly manifested in the analysis of children's charity and other forms of pedagogical work with socially disadvantaged groups of the population. Despite the fact that the genesis of this phenomenon has been sufficiently fully studied, we will use this example to demonstrate how gradually, under the influence of external socio-economic, socio-political and socio-cultural changes, the modern theory and practice of socio-cultural resocialization was formed.

Let us turn to specific historical facts, and first of all to the creation of new types of institutions that solve the problems of resocialization of orphans, disabled people and juvenile delinquents. The first institutions for raising orphans and street children appeared in Peter’s Russia. As you know, these institutions were called “orphanages” and only at the end of the 18th century acquired the status of state institutions. Thus, in 1764, the first Imperial Orphanage in Moscow was inaugurated, the trustee of which was the prominent Russian statesman I.I. Betsky (1704-1795). In the same year, through the efforts of I.I. Betsky in St. Petersburg opened the “Educational Society of Noble Maidens” (Smolny Monastery), and in 1770 - an educational home. Orphanages were also opened in some other cities of Russia: in Olonetsk and Yeniseisk (1771); in Ostashkov, Yuryev-Polsky, Tikhvin, Kargopol, Belozersk, Kyiv (1773); V

Vologda, Kazan, Penza (1775), etc. 106. Children aged 2 to 14 years old, divided into age groups, were accepted for their maintenance

Practically, throughout the entire 19th century, orphanages functioned in Russia as closed educational institutions. In 1828, the further establishment of educational homes took place, of which by this time there were 37, suspended and resumed only in the mid-1860s. Thus, in the studies of S. Bakhrushin, V. Bashkatov, M. Gernet, V. Dril, V. Kufaev, I. Sikorsky and others, it is noted that the increase in child homelessness and crime was a consequence of the ongoing social reforms in Russia after the abolition of serfdom .

In the second half of the 20th century in Moscow at the Simonov Monastery, on the initiative of the pedagogical community in 1864, the chairman of the Society for the Distribution of Useful Books A.N. Strekalova108, a correctional school was opened, which was headed in 1870 by N.V. Rukavishnikov. This educational institution accepted for education young children (under 14 years old) in Moscow “under investigation or trial, subject to bail or left without supervision after their trial, as well as for children engaged in begging.”109 Subsequently, according to the provisions The Judicial Charter of 1866 began to accept convicted juvenile offenders into the reform school, and the institution acquired the status of an orphanage.

Technologies for the development of socio-cultural activity in the process of resocialization of older people

In determining the essence and specificity of the socio-cultural resocialization of maladjusted individuals, we rely on the methodology of the activity approach and the rich experience of supporting the individual in difficult life situations, which has been accumulated by domestic pedagogy, correctional rehabilitation and cultural and educational work.

It seems to us that it is theoretically important and practically in demand to develop and substantiate the author’s concept of resocialization of the individual in the conditions of socio-cultural activity. Such a concept, ultimately, must correspond to the historical and cultural traditions of domestic pedagogy and, at the same time, to the current needs of our time.

The starting point for constructing the author’s concept of personality resocialization in the context of socio-cultural activity was its definition, developed by us in the first chapter of this dissertation research: resocialization is a special purposeful, pedagogically oriented process of overcoming asocial and creating social and moral attitudes of behavior and activity in a situation of repeated socialization of the individual based on the use of a technological complex of socio-cultural activities. This process involves a combination of socio-cultural diagnostics, rehabilitation and correction, as well as various forms of socio-cultural creativity, organically interconnected.

Sociologists note that the need for resocialization arises during critical and stable periods of social development. So, according to A.M. Shevchenko, resocialization in a stable society is partial and affects “individual social groups that, for one reason or another, need to adjust their ideas and principles of behavior”

One of the most common options for resocialization is the socio-cultural resocialization of older people who, due to retirement, are forced to adapt to a new status and corresponding role set. Resocialization is required when there is a significant change in social position as a result of a change of profession, promotion or demotion, a sharp decrease in material income, a change in social or status (for example, emigration). A separate area is the resocialization of persons released after a long term of imprisonment, which, for various reasons, we do not specifically consider in this dissertation research.

Psychotherapy, carried out in group or individual forms, through which a person receives support in clarifying his social and cultural status, can be considered a unique form of resocialization, which has become widespread abroad.

Sociologists note that in stable societies only individual social groups or individuals need resocialization, but in the conditions of social reforms and modernization, the need to form new value systems is becoming widespread. The main components of the mass process of resocialization, according to A.M. Shevchenko: 1. Restoration of individual and group identity; 2. Search for a new ideology; 3. Restoration of the destroyed normative and value system; 4. Determination of cultural status; 5. Adaptation to new socio-economic and socio-cultural conditions206.

The result of this process, according to A.M. Shevchenko, individuals must adapt to the anomic state of society and thereby overcome it and transition to a new stable state. There is a significant specificity of resocialization, determined by the specific features of the cultural and historical development of the country.

The process of resocialization in Russia is very complex. One can hardly count on the fact that an adult is able to develop all his life principles overnight. On the other hand, “the need to adapt to new social conditions is an immutable fact of life in modern Russian society”207.

Undoubtedly, the high demand for resocialization mechanisms requires its clear conceptualization, reflecting a set of goals, objectives, principles, functions, procedural characteristics, technological approaches and pedagogical conditions. Let us consider in more detail the components of this concept of resocialization in the context of socio-cultural activity.

Subjects. The subjects of resocialization are people who find themselves in a difficult situation that has fatefully changed the strategy of their life path - orphans, the unemployed, migrants, criminals, drug addicts and others. This dramatic list includes young people with acquired disabilities as a result of illness, accident, military action, etc.

Goals and objectives. The target orientation of the resocialization of the individual in the conditions of socio-cultural activity has a dual nature: on the one hand, it is determined by the goals of the subject of resocialization - the individual, and on the other - by the goals of the controlled pedagogical process, which promotes personal resocialization.

The general, basic goal of resocialization is for an individual to achieve fundamental changes in the value system, patterns of activity and behavior in accordance with essential changes in social status in a difficult life situation. In a generalized form, this goal can be presented as a trinity of subgoals (tasks): - destruction of outdated, illegitimate value systems that do not correspond to the new situation; - assimilation of new values ​​in the process of adaptation to the new environment; - regulation of integrative relationships with society and the environment based on personal activity.

Basic scientific principles formulated by the author based on the research:

Socio-cultural resocialization of the individual is a purposeful, pedagogically oriented process of overcoming asocial and creating social and moral attitudes of behavior in a situation of re-socialization of the individual in the conditions of socio-cultural activity. The results of this process are the internalization of new value orientations of the individual, mastery of new ways of productive artistic, creative, socio-cultural activity based on the individual’s amateur activity.

1. The methodological basis of the scientific and pedagogical concept of socio-cultural resocialization of the individual is the activity approach, based on the theory of activity, the methodology of systemic and comprehensive analysis of the processes of social and cultural development (observance of the ratio of the general, special and individual; consideration of phenomena in development; emphasis on identifying the repeatability of processes and phenomena; identifying the most complete system of factors of social and cultural changes that ensure a combination of internal and external plans for personal development). The activity approach allows us to reveal resocialization as a universal, extremely instrumentalized, technologically supported, reflexive, axiological and integrative process. This approach also makes it possible to correlate the value-target, content parameters of socio-cultural education and socio-cultural resocialization of the individual.
2. The system of principles of the pedagogical concept of socio-cultural resocialization of the personality of maladjusted individuals consists of general principles(personal approach, humanization of pedagogical support of the individual in the process of resocialization, unity and spiritual and creative orientation of educational influences, ensuring the restoration of social ties between the individual and society, harmonization of the personal and collective) and private principles, which are determined by the specifics of a difficult life situation (focus on the formation of value-semantic adequacy, actualization of socio-cultural identity, development of programs for specialized assistance to the individual in the process of socio-cultural resocialization based on specific means of prevention and correction used for targeted social groups).
3. The leading pedagogical conditions for the socio-cultural resocialization of the individual are: taking into account the specific causes that generate the need for re-socialization; the humanistic orientation of the process of socio-cultural resocialization of the individual, reflecting the dominants of pedagogical activity of the corresponding stages of resocialization (the dominant of the destruction of the old; the dominant of the formation and consolidation of the new; the dominant of assistance in the creative self-development of the individual); the use of personality-oriented methods of socio-cultural education, ensuring the restoration of broken microsocial connections based on changes in the motivational structure of the resocializing personality (from the motivation of self-defense, physical survival to the formation of motivation, in accordance with the changed conditions, and then - consolidation and development of conscious, self-determined motivation); full support for leisure and creative self-realization of the individual at all stages of resocialization, provided by variable technologies of socio-cultural activities.
4. The theoretical model of socio-cultural resocialization of the personality of disadaptors provides for a transition from problematization of the social situation to a controlled process of re-socialization, and then to self-determined resocialization. The model reveals a way to overcome adaptive barriers, which contributes to the full resocialization of the individual and determines the destruction of outdated, illegitimate value systems, the assimilation of new value systems in the process of adaptation to a new environment, the regulation of integrative relationships with society and the environment based on personal activity. Moreover, each of the identified stages of the model has its own specificity, which is manifested in the choice of goals, objectives, socio-cultural educational strategies and technologies that support them.
5. The system of criteria for socio-cultural resocialization of the individual includes: axiological criterion(the content of formed attitudes, stereotypes, values, “pictures of the world” of the subject of resocialization); motivational criterion(the presence of motives for self-development, motivational activity that encourages the development of social connections in the present and future); activecriterion(availability of skills for active participation in socio-cultural processes that contribute to the resocialization of the individual); criterion withsocial-cultural identity(awareness by the individual of new parameters of the socio-cultural environment, which serve as the basis for adaptation and integration). The system of indicators is highlighted in accordance with three main stages (desocialization; resocialization in a correctional environment; self-determined re-socialization in an open environment) and expressed in levels (high, medium, low).
6. Modern technologies of socio-cultural activities have made it possible to include a comprehensive solution to various problems of resocialization of the personality of maladaptives, providing them with the opportunity for self-identification and self-realization through the integration of educational, cultural, recreational and other types of activities of cultural institutions, public organizations and associations. The pedagogical effectiveness of supporting the individual in situations of resocialization is determined by the focus of socio-cultural activities on expanding the social connections of the individual, increasing his social and psychological status.
7. The typology of technological support for the process of socio-cultural resocialization of the individual based on a differentiated approach includes the following complementary groups of technologies: art therapeutic technologies; technologies for the formation of socio-cultural activity determine the preservation and development of personal motivation to carry out consciously oriented forms of collective activity, manifested in cultural and social initiatives in leisure conditions aimed at solving social, charitable, cultural and educational tasks; technologies of socio-cultural rehabilitation; technologies of socio-cultural animation that ensure the resocialization of the individual in his movement towards the spiritualization of relationships with other people.

Publications in journals included in the list of the Higher Attestation Commission of the Russian Federation

1. Matsukevich O.Yu. (co-author) Socio-cultural technologies in the process of geriatric rehabilitation / O.Yu. Matsukevich, Yu.S. Mozdokova, Yu.D. Krasilnikov // Bulletin of the Moscow State University of Culture and Arts. – 2003. – No. 1. – P. 95–108.

2. Matsukevich, O.Yu. Socio-cultural resocialization: psychological and pedagogical aspect / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2011. – No. 4 (42). – pp. 138–142.

3. Matsukevich, O.Yu. Situational approach to solving problems of personality resocialization / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2011. – No. 5 (43). – pp. 129–133.

4. Matsukevich, O.Yu. Socio-cultural resocialization of Russian emigrants in the social movement “Russian Falcon” / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2011. – No. 3 (41). – pp. 128–132.

5. Matsukevich, O.Yu. Resocialization of orphanhood in the conditions of club work at the place of residence / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2011. – No. 6 (44). – pp. 73–77.

6. Matsukevich, O.Yu. Theatrical animation as a direction of socio-cultural resocialization of personality / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2012. – No. 2 (46). – P. 76–81.

7. Matsukevich, O.Yu. Socio-cultural technologies in the system of resocialization of homeless people / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2012. – No. 1 (45). – pp. 105–109.

8. Matsukevich, O. Yu. Socio-cultural approach in the context of pedagogical research of personality resocialization / O. Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2012. – No. 4 (48). -WITH. 105–110.

9. Matsukevich, O.Yu. Pedagogy of personality resocialization: from environmental to situational approach / O.Yu. Matsukevich // Bulletin of the Chelyabinsk State Academy of Arts and Culture. – 2012. – No. 1 (29). – pp. 81–83.

10. Matsukevich, O.Yu. Socio-cultural resocialization of personality in a difficult life situation / O.Yu. Matsukevich // Bulletin of Tambov State University. G.R. Derzhavin: Series: Humanities. – 2012. – No. 3 (107). – pp. 177–181.

11. Matsukevich, O.Yu. Socio-cultural resocialization of young disabled people as a pedagogical process / O.Yu. Matsukevich // World of science, culture, education. - 2012. – No. 3 (34). – P. 6–8.

12. Matsukevich, O.Yu. Socio-cultural resocialization of older people / O.Yu. Matsukevich // Bulletin of the Kemerovo State University of Culture and Arts. – 2012. – No. 2 (19). – pp. 203–207.

13. Matsukevich, O.Yu. Socio-cultural approach in the context of the study of personality resocialization / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2013. – No. 6 (56). – pp. 106-110.

14. Matsukevich, O.Yu. Resocialization of young disabled people in the context of creative activity / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2013. – No. 2 (52). – pp. 130-135.

15. Matsukevich, O.Yu. Historical and pedagogical analysis of the problem of socio-cultural re-socialization of personality / O.Yu. Matsukevich // Bulletin of the Moscow State University of Culture and Arts. – 2013. – No. 5 (55). – pp. 94-98.

16. Matsukevich, O.Yu. Socio-cultural aspects of the resocialization of elderly Muscovites in a metropolis // Bulletin of the Pyatigorsk State Linguistic University. – 2014. - No. 3. – P. 187-191.

Monographs and textbooks

17. Matsukevich, O.Yu. Theoretical and methodological foundations of socio-cultural resocialization of maladaptive personality: monograph / O.Yu. Matsukevich; Moscow State University of Culture and Arts. – Moscow: MGUKI, 2014. – 280 p.

18. Matsukevich, O.Yu. Resocialization of personality in the context of socio-cultural activities: value-target guidelines of our time: monograph / O.Yu. Matsukevich; Moscow State University of Culture and Arts. – Moscow: MGUKI, 2011. – 160 p.

19. Matsukevich, O.Yu. Theoretical foundations of social and cultural activities as an element of the system of transformative pedagogical education / O.Yu. Matsukevich // Current problems of improving the process of professional training of a future teacher: collective monograph / Moscow State Pedagogical Institute. – Moscow, 2007. – P. 38-45.

21. Matsukevich, O.Yu. Organization of social and cultural activities of NGOs / O.Yu. Matsu-kevich. – Moscow: Moscow House of Public Organizations, 2011. – 32 p.

22. Matsukevich, O.Yu. (co-author) Value-semantic content of socio-cultural activity in the conditions of modern Russia: collective monograph / O.Yu. Matsukevich; Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State University of Culture and Arts". – Moscow: Publishing house. House of MGUKI, 2012. – 220 p.

23. Matsukevich, O.Yu. Socio-cultural resocialization of personality: textbook / O.Yu. Matsukevich. - Moscow: MGUKI, 2012. - 150 p.

24. Matsukevich, O.Yu. (co-author) Strategic guidelines for the development of art education in the CIS countries / Auth. coll. N.N. Yaroshenko (head), Yu.A. Akunina, O.Yu. Matsukevich, E.Yu. Streltsova, N.V. Sharkovskaya and others; UNESCO Office in Moscow. – Moscow, 2013. – 168 p.

25. Matsukevich, O. (in cooperation) Arts Education in the CIS Countries: Policy Brief / Nikolay Yaroshenko, Professor, Ph.D. in Pedagogy (coordinator); Yulia Akunina, Ph.D. in Pedagogy, Associate Professor; Alena Gouliaeva, Ph.D. in Pedagogy; Olga Matsukevich, Professor, Ph.D. in Pedagogy; Elena Olesina, Ph.D. in Pedagogy; Alexander Soloviev, Professor, Ph.D. in Philosophy; Elena Streltsova, Professor, Ph.D. in Pedagogy; Natalia Sharkovskaya, Professor, Ph.D. in Pedagogy / Moscow State University of Culture and Arts. - Moscow, 2013. 42 pages.

Other publications

26. Matsukevich, O.Yu. Continuity of spiritual values ​​between generations: sociocultural aspect / O.Yu. Matsukevich // Club work of Buryatia: [materials of the II Regional Conference on the topic “Modern problems of directing mass holidays and the festive culture of the peoples of Eastern Siberia”]. – Ulan-Ude, 1991. – Issue. 2. – pp. 18–26.

27. Matsukevich, O.Yu. Adolescence in value self-determination / O.Yu. Matsuke-vich // Regionalization of education: [collection. abstract report and performed. All-Russian scientific-practical Conference]. – Barnaul, 1994. – pp. 17–29.

28. Matsukevich, O.Yu. The relationship between information and activity approaches in the formation of the curriculum for the specialization “Teacher-organizer of cultural and leisure activities for children and adolescents” / O.Yu. Matsukevich // Personnel training at a cultural university: problems of improvement in the conditions of distance learning: [collection. scientific and methodological materials conf., dedicated 15th anniversary of the Ryazan branch of Moscow State University of Culture and Culture (April 28, 1995)]. – Ryazan, 1995. – pp. 33–39. (co-author).

29. Matsukevich, O.Yu. (co-author) Curriculum for the specialization “Teacher-organizer of cultural and leisure activities for children and adolescents” at a cultural university / O.Yu. Matsuke-vich // General pedagogical problems of the educational process in higher education. – Ryazan: Ryaz. state ped. Univ., 1996. – pp. 177–189.

30. Matsukevich, O.Yu. Testing as a method of pedagogical diagnostics at a university / O.Yu. Matsukevich // Personnel training at a cultural university: problems of improvement in conditions of distance learning: [collection. scientific and methodological materials conf., dedicated 15th anniversary of the Ryazan branch of the Moscow State University of Culture and Culture (April 28, 1995)] / Ryaz. Moscow branch state University of Culture. – Ryazan, 1995. – pp. 44–57.

31. Matsukevich, O.Yu. (co-author) Introduction of ethno-artistic education programs into the practice of secondary schools / O.Yu. Matsukevich // Pedagogical local history: [abs. reports of the interuniversity scientific and practical conference]. – Ryazan: RGPU, 1995. – pp. 61–69.

32. Matsukevich, O.Yu. Social and pedagogical technologies for sociocultural rehabilitation of disabled children / O.Yu. Matsukevich // Pedagogy of the socio-cultural sphere: history, theory, practice: collection of scientific articles. – Ryazan: RZI MGUKI, 2001. – P. 149–153.

34. Matsukevich, O.Yu. Social and pedagogical technologies for the resocialization of orphans with intellectual disabilities / O.Yu. Matsukevich // Social technologies in the sphere of culture and leisure: Experience. Problems. Innovations: [materials of the All-Russian Scientific and Practical Conference (November 2001)]. – Tambov: TSU Publishing House, 2001. – P. 224– 231

35. Matsukevich, O.Yu. (co-author) Development of technologies for socio-cultural rehabilitation of disabled children in specialized institutions: report on the implementation of research work of state contract No. 11100-15/02 of December 2002 / O.Yu. Matsukevich. – Moscow: MGUKI, 2002. – 242 p.

36. Matsukevich, O.Yu. (co-author) Study of the structure and content of the active lifestyle of a disabled child in a family environment: final report on the implementation of research work under government contract No. 1110-16/02 dated December 19, 2002 / O.Yu. Matsukevich. – Moscow: MGUKI, 2002. – 72 p.

37. Matsukevich, O.Yu. (co-authored) Methodological recommendations for organizing free time and leisure for elderly citizens living in inpatient social service institutions: final report on the implementation of research work under government contract No. 11052-04/02 dated October 14, 2002; Invitation No. 392/3 dated August 12, 2002 / O.Yu. Matsukevich. – Moscow: MGUKI, 2002. – 146 p.

38. Matsukevich, O.Yu. (co-author) Development of youth student movements in modern sociocultural conditions / O.Yu. Matsukevich // Modernization of the education system in the field of culture and art: [materials of the international. scientific practical conf. (December 2002)] / rep. ed. E.I. Grigorieva. – Tambov: Publishing house of TSU named after. G.R. Derzhavina, 2002. – pp. 109-118.

39. Matsukevich, O.Yu. Resocialization of juvenile criminals through social and cultural activities / O.Yu. Matsukevich // Current problems in the development of technologies for social and cultural activities: [materials from interregion. scientific-practical conf.]. – Tambov: Publishing house of TSU named after. G.R. Derzhavina, 2002. – pp. 112–117.

40. Matsukevich, O.Yu. (co-author) Formation of a tolerant attitude towards disabled children in the public consciousness through socio-cultural activities: final report on the implementation of research work under agreement No. 3370-01-15/76 of September 24, 2003 / O.Yu. Matsukevich. – Moscow: MGUKI, 2003. – 111 p.

41. Matsukevich, O.Yu. (co-author) Development of new technologies for creative rehabilitation and acceleration of social adaptation of disabled children using cultural and arts means: final report on the implementation of research work / O.Yu. Ma-tsukevich. – Moscow: MGUKI, 2003. – 79 p.

42. Matsukevich, O.Yu. Resocialization of orphanhood in the context of pedagogy of social and cultural activities / O.Yu. Matsukevich // World of culture - culture of the world. – Moscow: MGUKI Publishing House, 2005. - pp. 229–232.

44. Matsukevich, O.Yu. (co-authored) State exam program “Socio-cultural activities” for students studying in specialty 053100 – Socio-cultural activities / O.Yu. Matsukevich; scientifically edited by T.G. Kiseleva, N.N. Yaroshenko. – Moscow: MGUKI, 2005. – 64 p.

45. Matsukevich, O.Yu. Technologies of social work in children with disabilities / O.Yu. Matsukevich // Innovative development of the educational process as a direction for the formation of “human potential”: Materials of a scientific and practical conference dedicated to the memory of Academician V.V. Lebedinsky May 19-24, 2009 / Under general. edited by T.B. Solomatina. – Khimki: NOU VPO IBPU, 2009. – P. 327-331.

46. ​​Matsukevich, O.Yu. Fundamentals of socio-cultural animation: educational and methodological complex / O.Yu. Matsukevich. – Moscow: Mosk. mountains University of Moscow Government Management, 2011. – 48 p.

47. Matsukevich, O.Yu. Ideas of resocialization of the younger generation in pedagogy S.T. Shatsky / O.Yu. Matsukevich // Social and cultural activity: experience of historical research: collection of articles / scientific. ed. EAT. Klyusko, N.N. Yaroshenko. – Moscow: MGUKI, 2011. - Issue. 2. – pp. 102–111.

48. Matsukevich, O.Yu. Social partnership as a direction for organizing social and cultural animation in a metropolis / O.Yu. Matsukevich // Social and cultural animation: from ideas to implementation: materials of the VI international forum: December 6-13, 2011 (UAE). - Tambov: Publishing house "TROO" Business-Science-Society, 2011. - P. 72-79.

49. Matsukevich, O.Yu. New value priorities in the professional activities of teachers of additional education / O.Yu. Matsukevich // Moral and emotional potential of the younger generation: development of organizational and pedagogical recommendations for the new generation curriculum for the system of additional education for children: Sat. materials of the scientific and practical conference. – Krasnoyarsk, 2011. -P.10-19.

50. Matsukevich, O.Yu. Sokol movement as a social and pedagogical phenomenon / O.Yu. Matsukevich // Materials for the 7th international scientific and practical conference, “Scientific potential on an estimate” (Sofia, 2011). – Sofia: “Byal GRAD BG” OOD, 2011. – T. 4. Pedagogical sciences. - P. 87–90.

51. Matsukevich, O.Yu. Activities of the “Russian Falcon” society for the resocialization of youth in the emigrant environment of the Russian Abroad / O.Yu. Matsukevich // Social and cultural activity: experience of historical research: collection of articles / scientific. ed. EAT. Klyusko, N.N. Yaroshenko. – Moscow: MGUKI, 2011. - Issue. 2. – pp. 214–220.

52. Matsukevich, O.Yu. Fundamentals of communicative culture: educational and methodological complex / O.Yu. Matsukevich. – Moscow: Mosk. mountains University of Moscow Government Management, 2011. – 40 p.

53. Matsukevich, O.Yu. (co-authored) Minimum program for the candidate exam in specialty 13.00.05 – Theory, methodology and organization of socio-cultural activities. Additional part / O.Yu. Matsukevich. – Moscow: MGUKI, 2012. – 51 p.

54. Matsukevich, O.Yu. Specifics of socio-cultural resocialization of young disabled people / O.Yu. Matsukevich // Multi-level system of training specialists in the field of art and culture: traditions and innovations: [materials of the All-Russian scientific and practical conference with international participation (Orel, March 22–23, 2012)] / Oryol State Institute of Arts and Culture. – Orel, 2012. - pp. 62–65.

55. Matsukevich, O.Yu. Socio-cultural environment for the resocialization of elderly Muscovites in a metropolis / O.Yu. Matsukevich // Universities of culture and arts in the global educational space: Russian-Slavic cultural traditions and intercultural interaction: collection of materials / Bryansk branch of RANEPA; MGUKI. – Bryansk: Publishing house of the Bryansk branch of RANEPA, 2012. – P. 240–244.

56. Matsukevich, O.Yu. Socio-cultural technologies of resocialization of young disabled people in the conditions of creative activity / O.Yu. Matsukevich // Eurasian traditions of intercultural communications and modernity: universities of culture and arts in the global educational space: a collection of articles from the Seventh International Symposium “Universities of Culture and Arts in the global educational space.” – Istanbul, 2013. - pp. 192-197.

57. Matsukevich, O.Yu. Social partnership in the field of culture / O.Yu. Matsukevich // Social and cultural activities in the modernization of Russia: a collection of articles based on materials from the All-Russian scientific and practical conference, January 24-25, 2013 - St. Petersburg. : SPbGUKI, 2013. – pp. 252-258.

58. Matsukevich, O.Yu. Social creativity as a leading method of resocialization of disabled people / O.Yu. Matsukevich // Moscow is a city of equal rights and opportunities: materials of the city scientific. practical seminar on socio-psych. adaptation, rehabilitation and provision of a barrier-free environment for people with disabilities, dedicated to the 25th anniversary of the creation of Moscow. public city organization of disabled people. – Moscow, 2013. - pp. 29-33.

59. Matsukevich O.Yu. An elderly person in a metropolis: socio-cultural aspect of resocialization / O.Yu. Matsukevich // Collection of materials from the international women’s forum “For interethnic harmony and ethnocultural traditions.” - Moscow, 2013. - pp. 30-36.

60. Matsukevich, O.Yu. (co-author) Ballet studios in Russia: pedagogical analysis of the formation of amateur ballet performances / O.Yu. Matsukevich // Social and cultural activity: experience of historical research: Collection of articles / scientific. ed. EAT. Klyusko, N.N. Yaroshenko. – Moscow: MGUKI, 2013. - Issue. 3. - pp. 133-147.

61. Matsukevich, O.Yu. Prevention of social exclusion of homeless people in the context of social and cultural activities: experience of innovation / O.Yu. Matsukevich // Resources for managing sociocultural processes: monographic collection. Issue 3 / under scientific. ed. V.M. Chizhikova. – Moscow: MGUKI, 2013. - P.72-78.

62. Matsukevich, O.Yu. Formation of approaches to the socio-cultural resocialization of orphans in the conditions of the Rukavishnikovsky orphanage: historical and pedagogical aspect / O.Yu. Matsukevich // Streltsov Readings-2013: Proceedings of the interuniversity scientific and practical conference. conference, Moscow, December 18, 2013 / Scientific. ed. E.Yu. Streltsova, N.N. Yaroshenko. - Moscow: MGUKI, 2014. – P. 102-108. 63. Matsukevich, O.Yu. Creativity in the socio-cultural resocialization of young disabled people // Culture and Education: scientific journal of universities of culture and arts. - 2014. - No. 3 (14). - P.87-93.

“THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF SOCIO-CULTURAL Dissertation for the degree of Doctor of Pedagogical Sciences in...”

-- [ Page 1 ] --

Moscow State University of Culture and Arts

As a manuscript

Matsukevich Olga Yurievna

THEORETICAL AND METHODOLOGICAL FOUNDATIONS

SOCIO-CULTURAL RE-SOCIALIZATION

PERSONALITIES OF DISADAPTANTS

Thesis

for an academic degree

Doctor of Pedagogical Sciences

by specialty

13.00.05 - theory, methodology and organization

socio-cultural activities.

Scientific consultant:

Doctor of Pedagogical Sciences, Professor Gladilina I.P.

INTRODUCTION

CHAPTER 1. METHODOLOGY OF SOCIO-CULTURAL RE-SOCIALIZATION

PERSONALITY

1.1. RESOCIALIZATION OF PERSONALITY AS A SOCIO-CULTURAL PHENOMENON

1.2. METHODOLOGICAL APPROACHES TO RESOCIALIZATION OF PERSONALITY IN

CONDITIONS OF SOCIO-CULTURAL ACTIVITY

PEDAGOGICAL POTENTIAL OF SOCIO-CULTURAL

1.3.

ACTIVITIES IN THE CONTEXT OF PERSONALITY RESOCIALIZATION

CHAPTER 2. THEORETICAL FOUNDATIONS OF SOCIO-CULTURAL

2.1. GENESIS OF PEDAGOGICAL APPROACHES TO SOCIO-CULTURAL

RESOCIALIZATION OF PERSONALITY

VALUE-TARGET GUIDELINES OF TECHNOLOGIES OF SOCIO-CULTURAL ACTIVITY IN THE CONTEXT OF PERSONALITY RESOCIALIZATION

CHAPTER 3. CONCEPTUAL APPROACH TO SOCIO-CULTURAL

RESOCIALIZATION OF THE PERSONALITY OF DISADAPTANTS

PEDAGOGICAL MODEL OF SOCIO-CULTURAL

3.1.

RESOCIALIZATION OF THE PERSONALITY OF DISADAPTANTS

THE ESSENCE OF THE AUTHOR'S CONCEPT OF SOCIO-CULTURAL

3.2.

RESOCIALIZATION OF THE PERSONALITY OF DISADAPTANTS

DIFFERENTIATED APPROACH TO SOCIO-CULTURAL

3.3.

RE-SOCIALIZATION OF DIFFERENT SOCIAL GROUPS WITH DISORDERS

MICRO SOCIAL CONNECTIONS

CHAPTER 4. TECHNOLOGICAL SUPPORT OF SOCIO-CULTURAL

RESOCIALIZATION OF THE PERSONALITY OF DISADAPTANTS

4.1. TECHNOLOGIES OF SOCIO-CULTURAL REHABILITATION IN PROGRESS

RE-SOCIALIZATION OF PEOPLE WITH ACQUIRED DISABILITIES......... 256

4.2. TECHNOLOGIES FOR DEVELOPMENT OF SOCIO-CULTURAL ACTIVITY IN

THE PROCESS OF RE-SOCIALIZATION OF ELDERLY PEOPLE

TECHNOLOGIES OF SOCIO-CULTURAL ANIMATION IN

4.3.

RESOCIALIZATION OF ORPHANS

CONCLUSION

LIST LITERATURES

APPLICATIONS

INTRODUCTION

Relevance research is due to the growing crisis phenomena in world politics, the socio-economic and spiritual spheres of Russian society, the increasing number of citizens unable to resist the loss of self-identity of individuals and social groups, the destruction of the foundations of collective ideology and morality, the primitivization of the value system, the influence of external cultural intervention and the spread of subculture values , including criminal.

The essence of the educational process, aimed at the comprehensive restoration or compensation of social relations, educational rehabilitation, and the implementation of socio-cultural ideas, is today reflected in the concept of “resocialization of the individual,” which is actively included in the arsenal of pedagogical science and social practice, extending to all social, demographic and cultural groups.

This is evidenced by the provisions of the State Program of the Russian Federation “Social Support for Citizens” for 2012–2020, within the framework of which it is planned to provide full support and assistance to the social adaptation of citizens who find themselves in difficult life situations, to meet the needs of the elderly, disabled people, street orphans and other categories of the population in need of help. In particular, the city program “Social support for Moscow residents” for 2012–2016 highlights an innovative area of ​​prevention of social exclusion, the goal of which is to prevent a sharp decline in the standard of living of citizens at risk and turn them into marginalized people, to overcome homelessness, vagrancy and begging , extreme forms of poverty and social vulnerability, resocialization of citizens released from prison.

In modern conditions, a means of preventing social risks is additional education as an information-rich socio-cultural space for identity construction.

Therefore, in the “Concept for the development of additional education and upbringing of children in the Russian Federation for 2014-2020,” the values ​​of self-expression, personal growth and civic solidarity are brought to the fore. Today, in cultural institutions, additional education, non-profit public organizations, opportunities are provided for the disclosure and effective development of abilities, conditions are created for the formation of a creative, socially mature and active personality.

Resocialization of the individual as an educational process involves an organic combination of socio-cultural diagnostics, rehabilitation and correction, which makes it possible to organize appropriate psychological and pedagogical support for the individual who finds himself in new conditions of life, social and cultural development.

The pedagogical potential of socio-cultural activities can be most effectively realized in the resocialization of social groups of maladjusted people who experience disruption of microsocial connections and are forced to adapt to radically changed living conditions. These are people who find themselves in a difficult life situation due to disruption of certain aspects of life (disability, persistent health problems) or family and personal status (orphanhood), a sharp change in the social status of the individual (adaptation to new social conditions, adaptation after serving a sentence, adaptation after recovery from social diseases - drug addiction, alcoholism, etc.), accidental or planned immersion in a foreign culture (migration), etc.

In all of the above cases, it is possible to involve cultural and additional education institutions, public organizations, and volunteers in working with people who feel the need for resocialization. Their experience confirms that the resocialization of personality as one of the types of socialization is increasingly becoming the subject of thoughtful and systematic pedagogical work.

Today it is impossible to do without professionally trained specialists capable of understanding the problems of socio-cultural resocialization, its features and methods of pedagogical support.

Therefore, many initiatives of cultural and educational institutions addressed to individuals who find themselves in difficult life situations experience a shortage of personnel trained for such work. This actualizes the development of theoretical and methodological foundations for the sociocultural resocialization of maladaptive individuals and the substantiation of the scientific and pedagogical concept, which takes into account the essence and specificity of this process, personal, socio-psychological, spiritual and creative prerequisites, the necessary human resource and pedagogical conditions of socio-cultural activity.

Analysis of the current state of pedagogy of personality resocialization allows us to identify a number of contradictions between:

– the objective need to explain the patterns of socio-cultural resocialization as one of the processes of personality development and the lack of study of this phenomenon in pedagogical science, in particular in the theory, methodology and organization of socio-cultural activities;

– the desire of social sciences to reveal the subjective basis of socio-cultural resocialization and the insufficient attention of pedagogical science to resocialization as a fact of personal development;

– the need to build pedagogical models of socio-cultural resocialization and the lack of their theoretical and methodological justification, focused on the maximum use of educational opportunities of socio-cultural activities;

– the need for scientific understanding of the resocializing potential of socio-cultural activities and the lack of scientifically based technologies that ensure the entry of the individual into social life and into the world of culture.

These contradictions make it possible to formulate the main problem of the dissertation research, which lies in the lack of theoretical and methodological foundations and practical methods for the resocialization of the individual as one of the components of the overall socialization process carried out in the conditions of socio-cultural activity, and the need to involve representatives of all groups of the population with broken microsocial connections.

Degree of development of the problem research. The study of resocialization was carried out in the context of philosophical, sociological, cultural and psychological-pedagogical understanding of general problems of socialization. In the domestic literature, the characteristics of the socialization process are presented in the studies of K.A. Abulkhanova-Slavskaya, N.V. Andreenkova, L.I. Antsyferova, A.G. Asmolova, S.S. Batenina, M.I. Bobneva, L.P. Buevoy, I.S. Kona, V.P. Kuzmina, A.T. Moskalenko, A.V. Mudrika, A.A. Nalchadzhyan, V.P. Petrova, Kh.F. Sabirova, L.K. Sintsova, G.M. Tsypina, L.S. Yakhyaeva, D.I. Feldshtein et al., who largely predetermined approaches to the study of re-socialization of the individual.

The concept of “resocialization” was first operationalized by American scientists A. Kennedy and D. Kerber as a “secondary” process

the individual's entry into the social environment. Developing approaches to the study of re-socialization of the individual in sociology, A. Cohen (1955) substantiates the concept of the influence of subcultures on the emergence of various social groups and value orientations of asocial associations.

Since the 1960s, the theory of resocialization has been actively developed in domestic scientific research, in which this concept is interpreted as a conscious and fundamental change in a person’s behavioral strategies in crisis situations. Domestic researchers summarizing foreign research on resocialization state that foreign science studying delinquent groups of minors and their resocialization is characterized by pluralism of methodological approaches, variability of directions and schools of thought that use original research methods and tools. The social and pedagogical aspect of the problem of personality resocialization is considered in the works of S.A. Alekseeva, S.A. Belicheva, V.G. Bocharova, L.D. Goneeva, E.M. Danilina, I.A. Lipsky, F.S. Makhova, V.D. Semenova, S.V. Tetersky and others, which analyze the practical experience accumulated in different regions of the country in creating a system of social education that effectively performs preventive functions.

The first decade of the century was marked by increased interest of 21st researchers in the problems of human adaptation and socialization in a changing society. The problem of resocialization, which is revealed in a number of studies carried out in sociological, legal, psychological and pedagogical sciences, is no exception.

A sociological analysis of resocialization is presented in works devoted to the socialization and resocialization of provincial urban youth in a transitional society (R.M. Rakhimova); sociocultural conditionality of the resocialization of maladaptants and deviants in the process of social change (A.M. Shevchenko).

The criminological concept of resocialization emphasizes various aspects of personal resocialization in institutions for the execution of criminal punishment - juvenile convicts (M.V. Bukharova, V.V. Zritnev, A.I. Savinykh, E.A. Shcherbakov); convicted women (T.N. Volkova, Yu.

V. Zhuleva, I.E. Prys, V.N. Svardunov), convicted men (N.E. Kolesnikova), repeatedly convicted persons (N.A. Krainova), parole in the aspect of resocialization (I.I. Evtushenko). In line with the criminological concept, sociocultural foundations have also been developed (E.G. Bagreeva), a general theory and methodology for the resocialization of convicts (M.S. Rybak, N.S. Fomin). For researchers in the field of the penitentiary system, the process of personal socialization becomes the subject of studying the direction of an individual’s activity and the motivated choice of behavioral strategies.

A separate group consists of studies that consider providing assistance to individuals experiencing social problems: the resocialization of street children is being actively studied (V.N. Alferova, R.R. Iskandrova, etc.); disabled people (O.V. Kotova and others); orphans (Z.G. Danilova, E.I. Tanas); drug addicts (I.P. Kutyanova); adolescents with deviant behavior in Russia and abroad (Ya.S. Vasilyeva, S.V. Volkova, Ya.I. Gostunskaya, E.V. Gorlanova, S.N. Dubinin, I.V. Koroleva, Zh.V. Strebkova, E.V. Shirnina, Kh.G. Yusupova) To a lesser extent, domestic studies have studied the features of resocialization as one of the processes of general socialization that are realized in a normal social situation, for example in the youth environment (A.S. Novoselova), in conditions of the educational process (T.A. Tatuiko), summer recreational recreation for children and adolescents (Yu.V. Rumyantsev), sports activities (A.A. Samokhina).

At the same time, it should be pointed out that there is a lack of generalizing research that would allow us to develop a holistic concept of socio-cultural resocialization of the personality of maladjusted individuals, overcoming the limitations of particular approaches, because there is a need for a clear correlation and mutual enrichment of philosophical, sociological and cultural ideas with a system of practice-oriented pedagogical thinking aimed at solving real problems. problems of personal development, providing conditions for normalizing the processes of re-socialization of the individual. This approach has received the greatest development in the theory, methodology and organization of socio-cultural activities (M.A. Ariarsky, Yu.D. Krasilnikov, A.D. Zharkov, E.V. Litovkin, A.P. Markov, E.A. Malyanov, V.M. Ryabkov, A.A. Sukalo, V.M. Chizhikov, N.V. etc.).

In this context, it is necessary to highlight scientific research in the field of technological foundations of socio-cultural activities, folk art, animation, cultural and leisure activities, management in the field of culture (L.A. Akimova, T.I. Baklanova, G.M. Birzhenyuk, M.N. Guslova, V.Z. Eroshenkov, T.G. Kargin, E.M. Yu. Streltsova, L.V. Tarasov, etc.), in which the mechanisms of mutual influence of culture and art on the processes of personal resocialization are studied.

The results, within the framework of this scientific direction, receiving support from theorists and practitioners of socio-cultural activities, can be applied in solving problems of increasing the pedagogical effectiveness of personal resocialization. However, this phenomenon has not yet been studied in Russian pedagogical science, which determines the need to identify and substantiate the theoretical and methodological foundations of the socio-cultural resocialization of the individual. The conceptual lack of development of the identified problem, its theoretical and practical significance determined the choice of the topic of the dissertation research “Theoretical and methodological foundations of the socio-cultural resocialization of the personality of maladjusted people.”

The purpose of the study is to develop a scientific and pedagogical concept of socio-cultural resocialization of the personality of maladjusted individuals, integrating the essence and specificity of this process, personal, socio-psychological, spiritual and creative prerequisites, the necessary human resources and optimal pedagogical conditions for the activities of cultural institutions, additional education and public organizations, and also to experimentally test socio-cultural technologies for the resocialization of persons with impaired microsocial connections.

The object of the study is the resocialization of the individual in the modern socio-cultural situation.

Subject of study the process of socio-cultural resocialization of the personality of maladjusted individuals, ensuring its secondary socialization.

The research hypothesis is the assumption that the pedagogical effectiveness of the multi-level process of sociocultural resocialization of the personality of maladjusted individuals can be achieved when the conditions are met:

– taking into account the functions and specifics of the pedagogical concept of a stage-by-stage transition from problematization of the social situation to a controlled process of re-socialization, which is reflected in the theoretical model of socio-cultural resocialization of the individual;

– building a system to support the individual in the pedagogical process of resocialization based on the methodology of general and specific principles, including humanization; unity and spiritual and creative orientation;

restoration of social connections of the individual and society in the process of inclusion in developmental socio-cultural activities, etc., taking into account the characteristics of their difficult life situation, the level of expression of the need for resocialization, psychological, pedagogical and socio-demographic characteristics;

– implementation of a complex of pedagogical technologies focused on a radical value reorientation of the individual; replenishing the deficit of social information, optimizing the process of introducing the individual to culture, assimilating cultural norms and values, beliefs, social patterns of behavior; to actualize social connections with society; development of the motivational sphere of the individual in educational and socio-cultural spaces; organization of cultural and leisure activities; creating conditions for personal and professional self-determination of the individual;

– creation and implementation of programs for training specialists from cultural institutions, additional education, public organizations for activities to organize pedagogical assistance to individuals in need of resocialization.

Research objectives:

Determine the essence of the concept of “socio-cultural resocialization of the individual” and its specificity in modern conditions of social development;

To substantiate the methodology of pedagogical support for sociocultural resocialization of the personality of maladjusted individuals in the context of organizing the process of secondary socialization;

Based on the genesis of pedagogical approaches to the resocialization of the personality of maladjusted individuals, to identify the pedagogical potential of sociocultural activities;

To reveal the system of principles included in the author’s scientific and pedagogical concept of socio-cultural resocialization of the personality of maladjusted individuals;

To identify the leading pedagogical conditions for the socio-cultural resocialization of the personality of maladjusted individuals;

To develop a theoretical model of socio-cultural resocialization of the personality of maladjusted individuals;

To form a system of criteria and indicators for assessing the levels of socio-cultural resocialization of the personality of maladjusted individuals;

To experimentally test the effectiveness of socio-cultural resocialization technologies used in cultural institutions, additional education and public organizations;

To typologize technologies of socio-cultural resocialization and develop recommendations for cultural institutions, additional education, and public organizations.

Methodological basis of the study. Pedagogical research into the resocialization of maladjusted individuals is based on methodological ideas: social and biological conditionality of human development as an individual; a systematic approach that made it possible to study the pedagogical specifics of socio-cultural interaction; the need to correlate the problem under study with the modern social situation; universalism, multidimensionality and multifactorial analysis of social life, axiological and value-semantic conditionality of the interaction of the individual, society and culture.

The general research methodology is based on the ideas of sociocultural dynamics (P.A. Sorokin), developed in the discourse of modern humanitarian knowledge (A.S. Akhiezer, N.I. Lapin, Zh.T. Toshchenko, E.A. Tyugashev, A.Ya. Flier, V.P. Fofanov, etc.), including from the perspective of pedagogical science (M.A. Ariarsky, A.A. Aronov, A.D. Zharkov, E.I. Grigorieva, Yu.D. Krasilnikov , N.N. Yaroshenko, etc.). At the same time, the key methodological source of this dissertation is the activity approach, revealing the essence of socio-cultural activity that creates conditions for creative self-realization of the individual, normalization of his social status (I.P. Gladilina, T.S. Komarova, E.I. Sokolnikova, etc. ).

The theoretical foundations of the study were approaches reflected in philosophical (K.A. Abulkhanova-Slavskaya, L.P. Bueva, M.S. Kagan, etc.), psychological (B.G. Ananyev, G.M. Andreeva, N.K. Baklanova, L.S. Vygotsky, A.A. Derkach, V.N. L. Rubinstein, B.M. Teplov, etc.), pedagogical theories of personality development (G.A. Avanesova, P.P. Blonsky, I.B. Vetrova, A.Ya. Gerd, M.B. Zatsepina, V. P. Kashchenko, E.A. Levanova, S.Yu. Sukhomlinsky, N.M. SorokaRosinsky , S.T. Shatsky, D.B. Elkonin, etc.);

pedagogical concepts of personality socialization (A.V. Antonova, A.Yu. Goncharuk, V.K. Zaretsky, E.G. Zamolotskikh, I.S. Kon, A.V. Mudrik, V.D. Semenov, L.E. Nikitina, T.D. Polozova, T.Ya. Shpikalov, G.N. Filonov, T.F. research in the field of social work with families (A.I. Antonov, I.V. Bestuzhev-Lada, V.N. Gurov, I.P. Klemantovich, G.G. Sillaste, E.I. Kholostova, etc.).

Of particular importance for our research are theoretical approaches that comprehend the process of social and pedagogical support for the individual (L.G. Archazhnikova, S.A. Belicheva, O.P. Kozmenko, I.A. Lipsky, M.I. Rozhkov, I.N. . Nemykina, L.A. Rapatskaya, A.B. Serykh, V.L. Kholod, etc.), studies of social and pedagogical work with orphans (E.A. Gorshkova, N.P. Ivanova Dubrovina, L.I. Kundozerova, A.M. Prikhozhan, E.M. Rybinsky, N.N. Tolstykh, etc.), research in the field of correctional pedagogy Voronkova, I.V. Evtushenko, O.S. Orlova, V.V. Tkacheva, T.B.

The practical basis of the research is the approaches to sociocultural resocialization of the individual, based on state regulatory documents (laws, regulations, regulations on family and childhood issues), materials of scientific and practical conferences at various levels; for dissertation research and scientific and methodological publications; materials of congresses of public organizations and associations.

To test assumptions and solve problems, the following research methods were used: methods of theoretical analysis (logical, ontological and ontogenetic, historiographical, factual, phenomenological, determinant); methods of system analysis, including structural and functional; methods of abstraction, concretization, generalization, synthesis; methods of induction, deduction; predictive methods, including modeling, pedagogical experimental work; a method for modeling the activities of various groups with disrupted social ties; methods of pedagogical diagnostics, including observation and survey methods (conversation, interviews, questionnaires, etc.) in various modifications, statistical data processing, quantitative and qualitative analysis of research results.

Scientific novelty The research is determined by the development of a new direction of scientific and pedagogical research - the socio-cultural resocialization of the personality of maladjusted individuals, which is concretized in the development of the author's scientific concept of pedagogical support for the socializing individual in the conditions of socio-cultural activity. For the first time:

– the concept of “socio-cultural resocialization of the personality of maladjusted individuals” was introduced into the theory of socio-cultural activity, which was comprehensively substantiated as a purposeful, pedagogically oriented process of re-socialization of the individual based on the use of a technological complex of socio-cultural activity;

– the author’s pedagogical scientific concept of sociocultural resocialization of the personality of maladaptives has been developed, including goals, tasks, principles, functions and technologies of pedagogical support of the individual at all stages of resocialization;

– the specifics of the activity approach, which is the methodological basis for the pedagogical study of sociocultural resocialization of the individual, are revealed;

– a system of principles of socio-cultural resocialization of the individual is substantiated, which includes general and specific principles;

– the leading pedagogical conditions for the socio-cultural resocialization of the individual are determined, taking into account the specific reasons that generate the need for resocialization (social anomie, social trauma, difficult life situation, etc.); the value-semantic content of individual stages of personal resocialization (desocialization, resocialization in a correctional (institutional) environment, self-determined resocialization in an open environment); features of cultural and creative self-realization of the individual at all stages of resocialization;

– general patterns and specifics of socio-cultural resocialization of the personality of representatives of various social groups with impaired microsocial connections have been identified, allowing for the implementation of the principle of a differentiated approach to the organization of socio-cultural work with people who find themselves in difficult life situations (disabled people, orphans, elderly people, etc.) ;

– the use of socio-cultural technologies (art therapy, animation, cultural protection and other technologies) in combination with technologies of social support, adaptation and rehabilitation is justified as the basis for providing pedagogical assistance to the individual in the process of his resocialization in cultural institutions, additional education, and public organizations.

Theoretical significance The research lies in the fact that it implements the theory of socio-cultural resocialization of the individual, which made it possible to substantiate the methodology, theoretical foundations and innovative technological models of the process of socio-cultural resocialization of the individual. Wherein:

– the methodological provisions of the process of resocialization of the personality of maladaptants as a subject of socio-cultural processes are substantiated;

– the ideas of the genesis and development of pedagogy for supporting the socio-cultural resocialization of the individual are systematized, three stages are identified in the history of domestic pedagogy, each of which reveals the general orientation, technological resources and features of the institutionalization of pedagogical support for the socio-cultural resocialization of the individual;

– a theoretical model of socio-cultural resocialization of the personality of maladaptives has been developed, which reflects the logic of this process from a specific situation to a controlled process of re-socialization, and then to self-determination of the individual;

– three stages of socio-cultural resocialization of the individual are identified: desocialization; resocialization in a correctional (institutional) environment; self-determined resocialization in an open environment (with two substages - a) under the guidance of a teacher and b) independently);

Pedagogical patterns of socio-cultural resocialization have been identified as stable, repeating and significant connections, the implementation of which allows one to achieve effective results in the process of re-socialization of the individual: a close relationship and sequence of changes in the qualitative states of the social status of the maladaptive: desocialization, adaptation, rehabilitation and resocialization;

the conditionality of the socio-cultural resocialization of the individual by his inclusion in socio-cultural activities organized by cultural institutions, additional education, public organizations and other social institutions; the process of sociocultural activity naturally encourages the maladaptive to self-determined activity in the sphere of leisure, and then in other spheres of social and cultural life; technologies of socio-cultural activity actualize internal contradictions between the achieved and necessary level of development, which the maladjusted person experiences in various life circumstances and which encourage him to be included in the process of socio-cultural resocialization;

– the typology of forms of socio-cultural resocialization according to the criteria of personal desire and participation is revealed; means of influence;

institutionalization; social and socio-demographic status of the subject of resocialization;

– a system of diagnostic criteria (axiological, motivational, activity criterion and criterion of socio-cultural identity), as well as indicators corresponding to them, has been developed and experimentally tested;

– it has been experimentally proven that the target orientation of the socio-cultural resocialization of an individual has a dual nature: on the one hand, it is determined by the goals of the subject of resocialization - the individual, and on the other - by the goals of the controlled pedagogical process, which contributes to the socio-cultural resocialization of maladaptives.

Practical significance research is determined by its focus on solving an important socio-cultural problem that needs appropriate recommendations and developments. At the same time, the results of this dissertation may be in demand in:

– the activities of government bodies, cultural and additional education institutions, institutions of the penitentiary system and social medicine, public organizations planning and implementing programs to provide assistance to people who find themselves in difficult situations;

– organization of local self-government, activities of public organizations and civil society institutions involved in the process of socio-cultural resocialization of persons with impaired microsocial connections (representatives of the older generation, orphans, people with acquired disabilities);

– the process of providing pedagogical assistance to an individual in a crisis situation, carried out by specialized services, crisis and rehabilitation centers, temporary shelters, etc.;

– attracting the attention of specialists in the socio-cultural sphere and education to the need for further theoretical and experimental study of the processes of socio-cultural resocialization of the individual in order to concretize its connections with society;

– the use of a technological complex of socio-cultural activities as one of the components of content and methodological support for the process of secondary socialization;

– using the model of socio-cultural resocialization of the individual in the study of general humanitarian, general professional and special disciplines of personnel training in the process of university training of bachelors and masters in the areas of “Socio-cultural activity”, “Organization of work with youth”, “Social work”, etc.

Research results were introduced during the development and implementation of the Federal Target Program “Older Generation” for 2003–2008 as part of research projects

Ministry of Labor and Social Relations of the Russian Federation as part of the VNIK on the topics:

“Scientific and methodological support for socio-cultural work with older people” (2000); “Methodological recommendations for organizing free time and leisure for elderly citizens living in stationary social service institutions” (2002); “Sociocultural resources for extending the active life of pensioners” (2003);

Federal target program “Children of Russia” within the framework of research work of the Ministry of Culture of the Russian Federation on the topics: “Development of technologies for socio-cultural rehabilitation of disabled children in specialized institutions” (2002); “Development of new technologies for creative rehabilitation and acceleration of social adaptation of disabled children using cultural and arts means” (2003); “Study of the structure and content of the active lifestyle of a disabled child in a family environment” (2003); “Subcultural originality of disabled children's environment” (2004); International projects of the UNESCO Office in Moscow “Prevention of HIV and AIDS through culture and art” (2010–

2011) and “Art education in the CIS countries: development of creative potential in the 21st century” (2011); All-Russian drawing competition for children and adolescents with disabilities: “Colors of the East: Russian children draw Turkey” (2014), etc.

Organization of the study. The organization of experimental work covers the period 2002–2012 and includes several interrelated stages.

At the first stage (2002–2005), the author studied the problem of personal resocialization primarily from the perspective of pedagogical analysis, which made it possible to understand the theoretical and methodological basis and generalize the experience of correctional, penitentiary, and pedagogy in the socio-cultural sphere. One of the main theoretical and methodological conclusions made by the dissertation candidate at this stage was the need to develop the author’s scientific and pedagogical concept and methodological foundations for the process of socio-cultural resocialization of the individual. At this stage, an analysis of the essence and specifics of resocialization was carried out, which was reflected in the scientific publications of the dissertation candidate and participation in large-scale regional studies as part of the All-Russian Scientific Research Institute commissioned by the Ministry of Culture of the Russian Federation, the Ministry of Labor and Social Development of the Russian Federation.

The second stage (2005–2007) was devoted to the development of a theoretical and methodological basis for the study as a new pedagogical direction - socio-cultural resocialization of the individual. At the same time, special attention was paid to the development of an integrative methodology for organizing pedagogical support for the process of personal resocialization in the context of socio-cultural activities. At this stage, a research program and its tools were developed, an information base was collected on the subjects of socio-cultural resocialization, the study group of people with impaired microsocial connections was identified (representatives of the older generation, the disabled, orphans), and data on the state of development of socio-cultural infrastructure was collected implementing resocialization programs.

The third stage (2007–201) provided for the implementation (2007–201) of the ascertaining and formative parts of experimental work on the basis of institutions of the socio-cultural sphere and additional education, non-profit public organizations in Moscow, Ryazan, Khimki, Dolgoprudny (Moscow region), Volgograd, Minsk and etc.

The ascertaining experiment was conducted from 2007 to 2009 and was aimed at determining the social status of persons with impaired microsocial connections, which influenced the formation of patterns of maladaptive behavior; identifying experts’ ideas about the content and organization of the process of personal resocialization based on the interaction of cultural institutions, education, social work, and public organizations. The combination of these indicators made it possible to determine the levels of pedagogical effectiveness of sociocultural resocialization.

The formative experiment was conducted by a dissertation candidate in Moscow from November 2009 to January 2012. During the experiment, the author’s model of socio-cultural resocialization of the individual was introduced and underwent initial testing (November 2009 – December 2010). This part of the experiment is defined by the dissertation author as a stage of experimental testing of the author’s concept; (2011-2012), which made it possible to develop basic technological approaches, which were then included in the complex of pedagogical programs for the socio-cultural resocialization of the elderly, orphans and disabled people. Students of training courses for the training of rehabilitation specialists at the cultural and sports rehabilitation complex of the All-Russian Society of the Blind, students of courses at the Institute for Advanced Studies of the Moscow City University of Management of the Moscow Government, who are representatives of the Department of Social Protection of the Population of Moscow, were invited as experts. At this stage, the main results of the study were summed up, generalizing conclusions and recommendations were made.

In total, 3,715 people with various social and demographic characteristics (gender, age, level of education, marital status, hobbies, etc.) as well as 62 experts participated in the study at different stages. At this stage, the results of the study were summed up, appropriate conclusions and practice-oriented recommendations were made.

The results of the study were implemented in the activities of: the cultural and sports rehabilitation complex of the All-Russian Society of the Blind, Moscow; National Prize "Philanthropist" in the field of socio-cultural rehabilitation of disabled people; International festival charity movement “Wind Rose” for the development of amateur artistic creativity of children and youth; music and choral school “Joy” of the Northern District Education Department of the Moscow Department of Education; Center for Additional Education of the State Educational Institution of Secondary School No. 739 of the Northern Administrative District of the city.

Moscow; School of activists of non-profit public organizations of the Moscow House of Public Organizations of the Department of Public Relations of Moscow; Turkish-Russian Cultural Center of Moscow;

Moscow State University of Culture and Arts in the specialty and direction “Socio-cultural activities”;

Institute for Advanced Studies of the Moscow City University of Management of the Moscow Government on programs for optimizing the social protection system for the population of Moscow.

Approbation of results research was carried out:

– at international scientific and practical conferences, among them:

International Forum “Adults for Children” (Moscow, 2002); Annual International Scientific and Practical Conference “Cultural Space of Russia: Problems and Development Prospects” (Tambov, 2004);

International scientific and practical conference “Family of the 21st century”

(Kaliningrad, 2004); International scientific and practical conference “Integration of young disabled people into modern society: priorities of social activity, creativity, spiritual and moral development”

(Minsk, Belarus, 2005); International conference “Moscow public diplomacy: history, modernity, prospects” (Moscow, 2008);

Second International Symposium “Universities of Culture and Arts in a Single World Educational Space: Strategies for the Dialogue of Cultures”

(Ho Chi Minh City, Vietnam, 2008); International Congress of Social Workers and Social Pedagogues (Moscow, 2010); International Forum “Socio-cultural Animation: from Ideas to Implementation” (Sharm El Sheikh, Egypt, 2011): VII International Scientific and Practical Conference “Scientific Potential for Light” (Sofia, Bulgaria, 2011), etc.;

– at all-Russian scientific and practical conferences, among them:

Scientific and practical seminar “Creativity of disabled people - the path to a world of equal rights and opportunities” (Moscow, 2002); Youth Forum of the All-Russian Society of Disabled People (Moscow, 2003); Volgograd civil forum “Society. Business. Power" (Volgograd, 2003); Interregional seminar “Sociocultural work with older people as guardians of the national cultural heritage” (Moscow, 2004); Scientific and methodological conference “Development of cognitive activity and independence of students in the educational process” (Moscow, 2005);

“The Creative Mission of Culture” (Moscow, 2006); “Round table” “We make the future today” as part of the anniversary celebrations dedicated to the 20th anniversary of VOI (Moscow, 2008); Scientific and practical conference “Moral and emotional potential of the younger generation:

development of organizational and pedagogical recommendations for new generation curricula for the system of additional education for children” (Krasnoyarsk, 2011), etc.;

– during interuniversity scientific and practical conferences, among them:

“Professional education: relevance, problems, prospects”

(MGPI, Moscow, 2008); “Youth, education, culture” (MGPI, Moscow, 2008); “Value and semantic paradigm for organizing socio-cultural activities in a metropolis” (MSUU of the Moscow Government, 2010);

“Socio-cultural identification of residents of the Moscow metropolis:

current problems and ways to solve them" (MSUU of the Moscow Government, 2011); “Moscow Forum of Culture” (MGUKI, Moscow, 2011-2013), etc., as well as by publishing the main scientific results of the dissertation in periodicals recommended by the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation, monographs, educational and methodological publications.

The reliability of the research results is ensured by:

– methodological positions based on generally accepted ideas and modern data from fundamental philosophical, sociological, pedagogical and psychological research;

– the use of a complex of theoretical and empirical methods, the consistency of conclusions and provisions of theoretical and experimental research, the scale of experimental work in various institutions of the social and cultural sphere of Moscow, the Moscow region and the Central Federal District.

– personal contribution of the dissertation candidate, who is the author of 67 publications with a total volume of 89.0 pp. (author's volume 49.0 pp.), including 16 works with a total volume of 7.5 pp. published in peer-reviewed scientific publications determined by the Higher Attestation Commission of the Ministry of Education and Science of Russia, 2 monographs, co-authored monographs, 2 textbooks. All publications correspond to the topic of the work and reveal its main provisions.

Provisions for defense:

1. Socio-cultural resocialization of the individual is a purposeful, pedagogically oriented process of overcoming asocial and creating social and moral attitudes of behavior in a situation of re-socialization of the individual in the conditions of socio-cultural activities. The results of this process are the internalization of new value orientations of the individual, mastery of new ways of productive artistic, creative, socio-cultural activity based on the individual’s amateur activity.

2. The methodological basis of the scientific and pedagogical concept of socio-cultural resocialization of the individual is the activity approach, based on the theory of activity, the methodology of systemic and comprehensive analysis of the processes of social and cultural development (observance of the ratio of the general, special and individual; consideration of phenomena in development; emphasis on identifying repeatability processes and phenomena; identifying the most complete system of factors of social and cultural changes that ensure a combination of internal and external plans for personal development). The activity approach allows us to reveal resocialization as a universal, extremely instrumentalized, technologically supported, reflexive, axiological and integrative process. This approach also makes it possible to correlate the value-target, content parameters of socio-cultural education and socio-cultural resocialization of the individual.

3. The system of principles of the pedagogical concept of sociocultural resocialization of the personality of maladjusted individuals consists of general principles (personal approach, humanization of pedagogical support of the individual in the process of resocialization, unity and spiritual and creative orientation of educational influences, ensuring the restoration of social ties of the individual and society, harmonization of the personal and collective) and particular principles that determined by the specifics of a difficult life situation (focus on the formation of value-semantic adequacy, actualization of socio-cultural identity, development of programs of specialized assistance to the individual in the process of socio-cultural resocialization based on specific means of prevention and correction used for targeted social groups).

4. The leading pedagogical conditions for the socio-cultural resocialization of an individual are: taking into account the specific causes that generate the need for resocialization; the humanistic orientation of the process of socio-cultural resocialization of the individual, reflecting the dominants of pedagogical activity of the corresponding stages of resocialization (the dominant of the destruction of the old; the dominant of the formation and consolidation of the new; the dominant of assistance in the creative self-development of the individual);

the use of personality-oriented methods of socio-cultural education, ensuring the restoration of broken microsocial connections based on changes in the motivational structure of the resocializing individual (from the motivation of self-defense, physical survival to the formation of motivation, in accordance with changed conditions, and then the consolidation and development of conscious, self-determined motivation ); full support for leisure and creative self-realization of the individual at all stages of resocialization, provided by variable technologies of socio-cultural activities.

Theoretical model of socio-cultural resocialization 5.

the personality of maladjusted individuals involves a transition from problematization of the social situation to a controlled process of re-socialization, and then to self-determined resocialization. The model reveals a way to overcome adaptive barriers, which contributes to the full resocialization of the individual and determines the destruction of outdated, illegitimate value systems, the assimilation of new value systems in the process of adaptation to the new environment, the regulation of integrative relationships with society and the environment based on personal activity. Moreover, each of the identified stages of the model has its own specificity, which is manifested in the choice of goals, objectives, sociocultural educational strategies and technologies that support them.

6. The system of criteria for socio-cultural resocialization of an individual includes: an axiological criterion (the content of formed attitudes, stereotypes, values, “pictures of the world” of the subject of resocialization); motivational criterion (the presence of motives for self-development, motivational activity that encourages the development of social connections in the present and future); activity criterion (the presence of skills for active participation in socio-cultural processes that contribute to the resocialization of the individual); criterion of socio-cultural identity (a person’s awareness of new parameters of the socio-cultural environment, which serve as the basis for adaptation and integration). The system of indicators is highlighted in accordance with three main stages (desocialization; resocialization in a correctional environment; self-determined resocialization in an open environment) and expressed in levels (high, medium, low).

7. Modern technologies of socio-cultural activities have made it possible to include a comprehensive solution to various problems of resocialization of the personality of maladaptives, providing them with the opportunity for self-identification and self-realization through the integration of educational, cultural, recreational and other types of activities of cultural institutions, public organizations and associations. The pedagogical effectiveness of supporting the individual in situations of resocialization is determined by the focus of sociocultural activities on expanding the social connections of the individual, increasing his social and psychological status.

8. The typology of technological support for the process of sociocultural resocialization of the individual based on a differentiated approach includes the following complementary groups of technologies: art therapy technologies; technologies for the formation of sociocultural activity determine the preservation and development of personal motivation to carry out consciously oriented forms of collective activity, manifested in cultural and social initiatives in leisure conditions aimed at solving social, charitable, cultural and educational problems; technologies of socio-cultural rehabilitation; technologies of socio-cultural animation that ensure the resocialization of the individual in his movement towards the spiritualization of relationships with other people.

CHAPTER 1. METHODOLOGY OF SOCIO-CULTURAL

RESOCIALIZATION OF PERSONALITY

decorative and applied arts and architecture Dissertation for the academic degree of candidate of art history Scientific supervisor: candidate of art history, professor Olga Alekseevna Krivdina...”

“MUKHAMADEEVA AYGUL ALBERTOVNA HISTORICAL EXPERIENCE OF FORMING THE SPIRITUAL IMAGE OF RUSSIAN YOUTH IN THE CONTEXT OF WORLD CULTURE (END OF XX - BEGINNING OF XXI centuries) Specialty 24.00.01 - theory and history of culture Dissertation for the degree of candidate of historical sciences Nau Personal supervisor: Doctor of historical..."

“IVCHENKO Elena Viktorovna DEVELOPMENT OF ARTISTIC AND CREATIVE ACTIVITY OF STUDENTS IN SOCIO-CULTURAL ACTIVITIES OF THE UNIVERSITY 13.00.05 – theory, methodology and organization of socio-cultural activities dissertation for the scientific degree of candidate of pedagogical sciences Scientific supervisor: doctor...”

“Shubina Olga Anatolyevna IMPLEMENTATION OF WEDDING RITUALS FOLKLORE BY DOMESTIC COMPOSERS IN CHORAL WORKS OF THE SECOND HALF OF THE XX CENTURY Specialty 17.00.02 – Musical art Thesis for the academic degree of candidate of art history Scientific advisor: Doctor of Art History, Professor Yareshko A.S. Saratov CONTENTS Introduction. Chapter I. Transformation of wedding folklore into choir..."

“DOROKHINA Svetlana Vladimirovna INTERNET GUIDE TO READING FOR YOUTH AS A MEANS OF DEVELOPMENT AND SUPPORT OF READING IN THE INFORMATION SOCIETY Specialty 05.25.03 – library science, bibliography and bibliology Dissertation for the academic degree of candidate of pedagogical sciences Scientific supervisor: Lopatina Natalya Victor Aries, Candidate of Pedagogical Sciences, Associate Professor Moscow 201 CONTENTS Introduction.. Chapter 1...”

“Usanova Alla Leonidovna ARTISTIC AND EVERYDAY TRADITIONS IN THE SOVIET CITY INTERIOR OF THE 1930-1950S 17.00.04 fine, decorative and applied arts and architecture Dissertation for the degree of Doctor of Art History Scientific consultant: T.M. Stepanskaya Doctor of Art History, Professor Barnaul 2014 CONTENTS INTRODUCTION..3 CHAPTER 1. THEORETICAL...”

“Kozhenkin Igor Aleksandrovich TRANSFORMATION OF REQUIREMENTS FOR THE DEVELOPMENT AND IMPLEMENTATION OF SPECIAL LIBRARY FURNITURE AND EQUIPMENT IN NEW SOCIO-CULTURAL CONDITIONS Specialty 05.25.03 – Library science, bibliography and book science Dissertation for the academic degree of candidate teacher Scientific Sciences..."

“STAKHANOVA EKATERINA ANATOLYEVNA ROLE OF MULTIPLEX ANALYSIS OF BIOMARKERS OF NEOANGIOGENESIS AND INFLAMMATION DURING HEART TRANSPLANTATION 01/14/24 – transplantology and artificial organs Dissertation for the scientific degree of Candidate of Biological Sciences Supervisor Doctor...”

“Gerasimov Alexander Petrovich Patriotic education of Suvorov students based on military musical traditions 13.00.05 – Theory, methodology and organization of socio-cultural activities DISSERTATION for the academic degree of candidate of pedagogical sciences Scientific supervisor: Yaroshenko Nikolay Nikolaevich doctor...”

". Azoev Elkhan Tofikovich Tactics of two-stage coronary intervention in the treatment of patients with chronic occlusions of the coronary arteries. 01/14/26cardiovascular surgery Dissertation for the academic degree of Candidate of Medical Sciences. Supervisor: Doctor of Medical Sciences, Professor Mironkov Boris Leontyevich Moscow 2015...”

“GALEEVA LILIYA IREKOVNA FORMATION OF A CULTURE OF INTERNATIONAL COMMUNICATION OF STUDENTS BY MEANS OF SOCIO-CULTURAL CREATIVITY 13.00.05 – theory, methodology and organization of socio-cultural activities DISSERTATION for the academic degree of candidate of pedagogical sciences Scientific advisor: DOCTOR TEACHERS OF CZECH SCIENCES, HONORED WORKER OF SCIENCE OF THE RT PROFESSOR D.V. SHAMSUTDINOVA KAZAN 201 CONTENTS INTRODUCTION...”

“Matsukevich Olga Yuryevna THEORETICAL-METHODOLOGICAL FOUNDATIONS OF SOCIO-CULTURAL RE-SOCIALIZATION OF DISADAPTANT PERSONALITY Dissertation for the degree of Doctor of Pedagogical Sciences in specialty 13.00.05 theory, methodology and organization of socio-cultural activities. Scientific consultant: Gladilina I.P., Doctor of Pedagogical Sciences, Associate Professor Moscow CONTENTS INTRODUCTION CHAPTER 1. THEORETICAL AND METHODOLOGICAL FOUNDATIONS...”

“Chistyukhina Elena Vladimirovna FORMATION OF THE ARTISTIC CULTURE OF STUDYING YOUTH (based on materials from the work of leisure centers of universities in the city of Orel) 13.00.05 – theory, methodology and organization of socio-cultural activities Dissertation for the academic degree of candidate of pedagogical sciences Scientific supervisor doctor...”

“Iskra Irina Sergeevna DEVELOPMENT OF CREATIVE ACTIVITY OF UNIVERSITY DESIGNER STUDENTS IN THE DESIGN PROCESS Specialty 13.00.02 – theory and methodology of teaching and upbringing (fine arts) DISSERTATION for the academic degree of candidate of pedagogical sciences Scientific supervisor: Sokolnikova N.M., Doctor of Pedagogical Sciences, Professor Moscow 2015 CONTENTS INTRODUCTION.. 3 Chapter I...”

Candidate's degree in art history Scientific advisor: Doctor of Art History, Associate Professor Krom Anna Evgenievna Nizhny Novgorod 201 Contents Introduction Chapter 1. Piano art of China. Past and present 1.1. Origins. Formation of traditions in the field...”

“MUDARISOVA ALSU AYDAROVNA FORMATION OF VALUE AND MEANING COMPETENCIES OF YOUTH BY MEANS OF CULTURAL AND LEISURE ACTIVITIES 13.00.05 – theory, methodology and organization of social and cultural activities DISSERTATION for the academic degree of candidate of pedagogical sciences Scientific advisor: DOCTOR OF PEDAGOGICAL SCIENTIFIC SCIENCES, PROFESSOR R.SH. AKHMADIEVA Kazan 2015 CONTENTS Introduction CHAPTER 1. THEORETICAL AND METHODOLOGICAL...”

“DOROFEEVA Yulia Yuryevna ACTIVATION OF STUDENTS’ CREATIVE ACTIVITY BY MEANS OF ARTISTIC PHOTOGRAPHY IN THE PROCESS OF TRAINING DESIGNERS 13.00.02 – theory and methodology of teaching and education (fine arts) DISSERTATION for the academic degree of candidate of pedagogical sciences Scientific advisor: Doctor of Pedagogical Sciences, Professor Shalyapin Oleg Vasilievich Omsk CONTENTS INTRODUCTION..3 Chapter I. SCIENTIFIC AND THEORETICAL ASPECTS OF STUDENTS’ CREATIVE ACTIVITY..17 1.1...”

2016 www.site - “Free electronic library - Abstracts, dissertations, conferences”

The materials on this site are posted for informational purposes only, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will remove it within 1-2 business days.