Abstract
Introduction. The article is aimed at characterizing reflection as a mechanism for social rehabilitation of juvenile offenders serving their sentence in correctional institutions; justifying the possibility of boosting this process by educational means; proving the expediency of using film pedagogy as a tool for the formation of self-reflection in juvenile convicts in correctional facilities. The purpose of this study is to identify the dynamics in the development of reflection of juvenile convicts under the influence of film pedagogy. Methods: theoretical analysis of the research problem, theoretical analysis of statistical data and normative documents, survey, experiment, methods of mathematical statistics, and an interpretative method. Results: after analyzing the statistical data reflecting trends in the penal enforcement policy in relation to juvenile convicts, the author forecasted the effectiveness of awareness-raising work stimulating the development of reflexivity in adolescents by means of film pedagogy. During theoretical description of a special film program, key ideas, pedagogical conditions and methodological solutions for its implementation were outlined; in further experimental study during the real pedagogical process, they were confirmed. The critical indicator of the proposed film program effectiveness was the level of reflexivity in juvenile convicts; positive dynamics in its development was determined with the help of the reflexivity diagnostic method developed by A.V. Karpov. The information obtained in the course of this study can serve as a basis for using the means of film pedagogy in solving a wide range of educational work with convicts in places of deprivation of liberty
Highlights
The article is aimed at characterizing reflection as a mechanism for social rehabilitation of juvenile offenders serving their sentence in correctional institutions; justifying the possibility of boosting this process by educational means; proving the expediency of using film pedagogy as a tool for the formation of self-reflection in juvenile convicts in correctional facilities
The purpose of this study is to identify the dynamics in the development of reflection of juvenile convicts under the influence of film pedagogy
When studying the relevance of the use of cinema in the correction of juvenile convicts, the theoretical and empirical methods were used: the statistical data reflecting characteristics of JCF inmates were analyzed; the penal enforcement legislation was examined in the aspect of identifying and generalizing existing requirements for film screenings in juvenile correctional centers; scientific literature on the problems of film pedagogy and reflection was scrutinized; the survey focused on the study of organizing a correctional process with the help of cinema was conducted among educators of the juvenile correctional center; the theoretical description of a special program based on the ideas of film pedagogy was conducted; the pedagogical experiment, including ascertaining and forming stages, was implemented to evaluate this program effectiveness
Summary
The article is aimed at characterizing reflection as a mechanism for social rehabilitation of juvenile offenders serving their sentence in correctional institutions; justifying the possibility of boosting this process by educational means; proving the expediency of using film pedagogy as a tool for the formation of self-reflection in juvenile convicts in correctional facilities. Results: after analyzing the statistical data reflecting trends in the penal enforcement policy in relation to juvenile convicts, the author forecasted the effectiveness of awareness-raising work stimulating the development of reflexivity in adolescents by means of film pedagogy. The information obtained in the course of this study can serve as a basis for using the means of film pedagogy in solving a wide range of educational work with convicts in places of deprivation of liberty. The stated above substantiates the importance of increasing the JCF employees’ responsibility for the results of educational work and providing them with necessary scientific and methodological assistance
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