The history of the humanistic approach in the Russian pedagogical system of prevention of deviant behavior of adolescents

Abstract

The topic of prevention of deviant behavior of children and adolescents is relevant, since antisocial manifestations among minors occur even in the most developed countries. Prevention of such behavior is important both for children with deviant behavior and for society as a whole. There are different opinions about how exactly the problem of difficult children and adolescents should be solved, so an analysis of historical experience is necessary. The method of historical analysis and the method of reconstruction were used in the work. The conducted research allowed us to establish that humanization in the field of work with difficult children and adolescents occurred in Russia no earlier than the second half of the 19th century, after the abolition of serfdom and the general liberalization of society. Public sentiment has become a significant factor in changing the approach: if punishment was a priority at the beginning of the 19th century, then by its end, and especially at the beginning of the 20th century, the main trend was to support children and adolescents from risk groups in order to prevent deviant behavior. At the beginning of Soviet rule, in an environment of devastation and civil war, special attention was paid to working with minors. A unique experience of collective labor education was gained. In the Soviet and post-Soviet period, there was a further humanization of preventive work with minors. Based on this analysis, the author suggests changing the approach to working with minors from repressive to humanistic, changing the punishing paradigm to educational and preventive. Joint socially significant activities of minors can become a tool for upbringing and socialization.