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Pedagogy and education
Reference:

"Strict Care" as the Basis of Educational and Psychocorrective Activities in Russian Penitentiary

Bogachev Aleksei Mikhailovich

ORCID: 0000-0002-9430-2274

Researcher at the Center for the Prevention of Extremism in Education and Youth Environment, A. I. Herzen Russian State Pedagogical University Senior Lecturer of the Department of Practical Psychology, Mariupol State Humanitarian University named after A.I. Kuindzhi

197198, Russia, Saint Petersburg, Bolshaya Pushkarskaya str., 6, sq. 20

amb1976@mail.ru
Other publications by this author
 

 
Lomonos Andrei Alekseevich

Deputy Head, Federal Penitentiary Service of the Republic of Karelia

185013, Russia, Republic of Karelia, Petrozavodsk, Zhukovsky str., 32A

alexrus2100@yandex.ru
Bobrova Natal'ya Viktorovna

PhD in Psychology

Head of Psychological Service, Federal Penitentiary Service for the Republic of Karelia

185013, Russia, Republic of Karelia, Petrozavodsk, Zhukovsky str., 32A

ambogachev1976@gmail.com

DOI:

10.7256/2454-0676.2023.1.38849

EDN:

GRNRFV

Received:

28-09-2022


Published:

09-03-2023


Abstract: The article presents the adaptation of the pedagogical and psychological-pedagogical approach based on the idea of "strict care". The authors prove the thesis about the need to actualize in the mental reality of individuals who have committed crimes a sense of belonging (community) and creative attitudes (first of all, towards healthy parenthood) as a basis for awakening conscience as opposed to malignant guilt and shame. This feeling, in turn, turns to a transcendent function that manifests itself during the spiritual development of the individual and the acquisition of meaning. The authors also present the idea of developing a program for the upbringing and personal development of women convicted for the first time for crimes of small and medium gravity. It is assumed that the implementation of the developed program will become the basis for a series of empirical studies. The scientific novelty of the research is in the synthesis of the domestic approach to education based on the experience of Anton Makarenko and the concept of individual psychology and pedagogy by Alfred Adler, as well as an existential approach equally applicable both in the field of pedagogy and psychology. This kind of synthesis allows us to reach a practice-oriented methodology and appropriate methods in educational and educational-psychological work on rehabilitation and personal development of women convicted of minor crimes and convicted for the first time. In case of practical success of the implementation of the relevant program, it can be extrapolated both to other categories of convicts, and, in the future, to the pedagogical and psychological-pedagogical co-education of persons suffering from PTSD.


Keywords:

Personality, Development, Conscience, Guilt, Shame, Sense, Involvement, Insight, Superiority, Soul

This article is automatically translated.

 

IntroductionToday, the situation with the psychological well-being of Russian youth and, accordingly, with the characteristics of behavioral activity in the youth environment is very difficult.

The situation becomes especially difficult in cases when young people suffer from various addictions, including drug addiction, act under the influence of the most destructive attitudes caused, among other things, by a shift in value orientations. And as a natural result, they end up in penitentiary institutions. However, paradoxically, it is the fact of getting into places of deprivation of liberty that can become a chance for them to overcome addiction, correct values and, moreover, the "rebirth" of the personality.  However, in order to achieve this goal, they need to actualize the attitude of belonging, that is, the awakening of a healthy spiritual principle, which directly refers us to the phenomenon of the meaning of life. As V. Frankl wrote, "A person who realizes his responsibility to another person or to the task assigned to him will never give up life. He knows why he exists, and therefore will find the strength to endure almost any "how"" [1, p. 45].

At the same time, the question arises of how to do this, taking into account the fact that, as we noted above, the vast majority of them act under the influence of pathogenic attitudes to self-destruction and destruction, are alienated from healthy feelings of joy and love and cannot come to positive beliefs. The influence of destructive attitudes leads to the loss of the will to live and, then, in some cases, drug addiction and self-destruction. Undoubtedly, this is a disease, but not only in medical, but also psychological, as well as pedagogical contexts.

And it is possible to cure such a "personality disease" only with a comprehensive approach, implying an appeal to the spiritual principle, which, if we take a Christian approach, is expressed in love for God and for "neighbor as for himself", that is, in caring and belonging, both in relation to another person and in the ability to accept help. 

It is important to understand that no one person represents a world completely alienated from other worlds. Moreover, each of us is in everyone, remaining himself. But to feel and realize this means to go through death and be born, gaining meaningful participation. It is this kind of involvement that is the basis for awakening and strengthening the desire to live and finding the meaning of life. As most narcologists note, it is impossible to overcome severe forms of psychological disorders and (or) addictions without transcendental experiences. At the same time, most modern young people are quite far from traditional confessions. At the same time, having a "spiritual vacuum", expressed in the complete absence or displacement of value orientations, represent a risk group for involvement in various kinds of sects, even if they conduct an unconscious spiritual search [2]. Thus, the use of pedagogical and psychological techniques of an existential nature can become an impetus for a healthy actualization of spiritual development, and for normal adaptation to society (resocialization).

The actions of employees of the educational and psychological services of the penitentiary system should be aimed at the development of meaningful involvement with oneself and others, and at the actualization (formation) of creative attitudes.

The experience of A. S. Makarenko and the concept of A. Adler Let's consider the "pedagogical" part of the concept of the outstanding Austrian psychologist and educator Alfred Adler and the ideas of the equally outstanding Soviet educator Anton Makarenko.

Let us recall the beginning of the famous "Pedagogical Poem". At first, its staff, led by Makarenko, was subjected to constant humiliation by insolent pupils. The great teacher himself wrote: "The first months of our colony for me and my comrades were not only months of despair and impotent tension, they were also months of searching for the truth. I have never read as much pedagogical literature in my whole life as in the winter of 1920" [3, p. 4]. As a result, the future great teacher violated all the rules by beating the pupil (which, of course, we do not call for) in response to rudeness on his part, however, the beaten one himself (a young man by the name of Zadorov) and his comrades reacted to the actions with a sharp improvement in their behavior.

And although Makarenko himself claimed that in his practical activity he had moved away from "all theories" and focused on concrete, real activities, the case of Zadorov (and, in general, pedagogical successes in the Gorky colony) can be explained with the help of pedagogy and pedagogical psychology. Let us turn, for example, to the pedagogical part of A. Adler's individual psychology.

Let us recall the main provisions of the school he created. According to the Adlerian theory, a person is born with two basic, fundamental feelings: a sense of community ("social interest", and, in fact, belonging) and a sense of insufficiency [4].  Therefore, any child needs to endure the experience of emptiness and their own weakness, and then gain integrity. Initially, Adler considered the feeling of insufficiency in the context of "inferiority of organs", but then he switched to psychological and pedagogical positions. Formulating his ideas from these positions, we can say that the lack of full-fledged, harmonious relationships brings to the forefront the desire for superiority, and, consequently, the thirst for power, the neurotic passion to control other people in order to somehow contact them, somehow manifest themselves. But the more "superiority" he achieves, the stronger the feeling of his own worthlessness, his low value, which leads to a complex of low value, which, according to Adler, occurs at the age of 3-5 years. At the same time, at this age, a unique life style of a particular person, his true self-esteem and a basic scenario (prototype) are formed: "Individual psychology considers a person's life as a whole, treating each individual reaction, each movement and impulse as a manifested part of an individual life attitude", "an early version of the personality embodying the goal" [5, p. 52]. And this attitude is fixed in the subconscious.

In this context and in the context of addressing the identity of the person who committed the crimes, we will give another quote from Adler's writings: "Let's consider, for example, how crimes are committed. If we examine the logic, thinking and motives of the criminal, we will find that he considers his crimes not only reasonable, but also heroic. He believes that he has achieved superiority <...> he does not see that his actions demonstrate something else, very far from heroics" [6, p. 22].

If development follows an unfavorable path, then a person, as noted above, moves further away from the primordial basis of being, from love, becoming infected with the virus of power. Thus, there is a hypercomensation of the complex of low value, internal weakness. In this case, the personality (we are talking about both men and women) is influenced by life scenarios of "male protest", i.e. under the influence of fear of femininity, fear of weakness, with which femininity is associated. E. Bern describes one patient in "Adlerian" terms: "For most of his life, he has he lacked "simple" abilities for human contacts. He did not love and did not fight. His tensions were accumulating within himself. He has never been able to solve any of his problems. He could never fall in love with any place in life or any person. He simply went with the flow through different classes, past different people, without expressing any external feelings for these people" [7, p. 124]. The above can be schematized by creating a coordinate system where the abscissa axis will denote the desire for community, the power of love, and the ordinate axis — the desire for struggle (superiority).

 

Life styles in the context of compensation/hypercompenation by A. Adler:

 

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Based on the scheme presented above, we can say that, for example, in the "case with Zadorov" described by A. Makarenko, the teacher showed at the same time the ability to show strength (fight) with the simultaneous appearance of a sense of belonging (community) - the pupils understood in their hearts that Makarenko loved them. Thus, an attitude of belonging was formed within them, with a willingness to overcome their own destructive impulses in an internal struggle.

Let's introduce the concept of "strict care" and give it a definition. In our understanding, strict care is an attentive, accepting and supportive attitude towards the core of a person's personality, coupled with a rigid correction of unacceptable actions (behavior, in general) of this person in the context of assistance in the implementation of creative activity developing the personality.It should be noted that a variety of authors from different generations of teachers, psychologists, philosophers, sociologists and representatives of many other specialties and areas of science have written in different words about strict care.

By and large, it can also be expressed in the words accepted by many Christians: "Love the sinner, reject sin." In this article, we have focused on the legacy of such "patriarchs" of the pedagogical and psychological-pedagogical approach as A. S. Makarenko and A. Adler (a huge number of relevant concepts and ideas have been overlooked) in order to show the "core" of the phenomenon with access to the need to develop a special program for the development of the personality of convicts within the framework of the FSIN system (about this we will say more below).

Let us consider in this context the phenomenon of guilt (and, therefore, conscience).

 

 Nurturing and awakening a healthy sense of guiltAdler likened the process of psychocorrection to the process of upbringing, but upbringing with strict care, avoiding cruelty, pampering, neglect and overcontrol at the same time, that is, those actions that, according to Adler, lead to the formation of a low-value complex: "The patient comes to you as an "inveterate sinner" After hearing the question: "Where were you when everyone was looking for their place in the the world?" - he will point to his dung heap, which was in his way.

 

We can clearly see what his problem is, while he will try to erect obstacles for us, just as a criminal tries to create an alibi for himself. I do not intend to obscure the distinction between a neurotic and a criminal.   "If I didn't suffer from insomnia, I would have become a significant person." "If I didn't have to wash my hands all day, I would have achieved a high goal." While he is trying to draw our attention to one point, we must not lose sight of another completely. He points out his difficulties to us, but we must see behind this an attempt to defend our fictitious superiority, to save our ambition. In his words you should always hear: what would I do if all these symptoms didn't bother me?  Our task is to get him to express in words what he vaguely feels. At the level of feelings, there is a sense of great self-worth in it.  Individual psychology, on the other hand, attaches great importance to directing a person's mental development along a normal path by forming the ability to cooperate to the right degree" [8, p. 45]. In case of success of such a formation of the ability to cooperate, a person develops anew the ability to take responsibility for his life. If we use terms from the theory of object relations in the understanding of the M. Klein school, then we can say that he learns to combine "good" and "bad" objects [9].

But what kind of experiences, what kind of experience will contribute to this? In order to answer this question, we present the thought experiments described in the work "The Path to the Other" [10]. As part of this thought experiment, the following is proposed: "First, remember some episode from the beginning of your life (as close as possible to early childhood). Allow yourself to concentrate on what you see, feel, and hear at this moment. Then, having drawn an imaginary life line, go to some later event. After that, move to the present moment and take a new step forward, to a certain point in the future. And now step... into the moment of your own dying… Isn't it true that only one moment has passed since the beginning of life, at least consciously? And the same moment remained until death, it turns out that life is one moment (here new practically significant patterns of experiencing time and eternity appear, such as, for example, the acceleration of time, which flows slowly in childhood, and faster with growing up). And what is important during this moment (death-birth) is only that ... and what is important? And what allows you to be, to be in the face of eternity. To be means to love. In fact, the feeling of self (the very "I am") initially implies that there is someone else ("not-me"), that is, Another. Here it is important to think about and feel what you have just read. In the sense of "I" itself, initially (even potentially) there is a sense of Another (another center of being), without which the experience of "I am" is impossible. To be yourself and, accordingly, to feel the Other, and that means to be. To lose Another is to die, as if something is being torn out of your chest.  It sounds philosophical, but very vital and concrete, isn't it? And very specific laws and patterns, general and particular, are connected with all this… And now, as part of the second thought experiment, imagine the following situation: parents have a beloved child. And this child suddenly dies. They remember him, grieve, perhaps pray. And suddenly someone appears (a "wizard in a blue helicopter" arrives) and says: "Here is a robot (a perfect model) that completely repeats the behavior of your child and is completely similar to him. Live and enjoy." What do you think, reader, will the parents be comforted? From my point of view, they would not have identified the robot with the child, the robot would not have become a substitute for him. But for what reason? There would be something missing in a robot that makes up the essence of a person, the essence of a living being, a certain center of experience, internationality, being.  In the "piece of iron" there is no inner essence, an essence that is felt in a certain way, captured by us, because love is much broader than the physical personality of a loved one and is focused on the spiritual existence of a loved one, his inner essence. 

Let's put forward the thesis: strict care when referring to the spiritual dimension on the part of the educator allows you to awaken, actualize in the educated a deep sense of belonging and striving for spiritual development. It is obvious that this applies most to teenagers and young women, including convicts. It can be said that it is necessary to awaken in them an inner feeling and awareness of the phenomenon that has been called "soul" at all times and among almost all peoples of the world. The appeal to the phenomenon of the soul brings the personality out of the "cocoon" of virtuality peculiar to our time [11], returning to the living reality of human-human communication. J. Hillman, a specialist in the Jungian tradition, writes: "The word "soul" is not a scientific term and rarely appears in modern psychological literature, and if it does, it is usually taken in quotation marks, which, as it were, should protect its scientifically sterile environment from possible infection... There are many words of this kind that, despite the fact that they make sense, do not find a place in modern science. This does not mean that the object to which these words refer does not have reality, since the scientific method ignores the words meaning this reality... In "primitive" languages, well-developed concepts are often found to denote the life principle, which ethnologists usually call "soul". For speakers of these languages, the soul is an extremely differentiated representation designed to express the reality of the impact of a higher power on a particular person. The soul was represented in the image of an inner, intimate person, in the image of an inner sister or spouse, as a place or voice of God in man, as a cosmic force in which all existing things take part, as something given to man by God, as conscience, as multiplicity... Not a diamond, but a sponge, not a separately burning flame, but a continuous complicity, an infinitely tangled tangle of vital threads, whose knots are as much my problem as "yours" and "theirs" - this is the image of the soul.  The collective nature of the depths of the soul means that no one person is an island. Jung very early drew attention to the relationship of two souls in the process of therapy ... Jung emphasizes the importance of relationships for the creation of the soul: "the soul of man...  can exist only in relationships and through relationships with people; ...conscious striving to achieve inner unity values its human connections very much, seeing in them an absolutely necessary condition for such unity, since without conscious recognition and acceptance of our blood relationship with those around us, there can be no question of a synthesis of personality" [12, p. 17].

It is important to emphasize that here we find the foundation of the moral foundation of the human personality. Let's give an example. Let's say a man has offended a woman he loves, and who is one of the foundations of his ability to feel belonging (to feel the soul).  In this case, the action (offense) causes damage to the inner image, which occupies an important place in the structure of the "I" of the person who committed this offense. In this situation, he is required to correct what he has done in the outside world and at the same time endure the pain associated with this feeling and awareness. This is how true redemption happens.  With malignant guilt, the inability to withstand mental pain and the destruction of the images that make up the "I" are fixed. As a result, the individual falls into a vicious circle of destruction and self-destruction. He cannot realize, experience his own "badness" and then overcome it. Sometimes an unbearable burden of guilt literally "falls" on a person "infected" with malignant guilt, as a result of which he returns to destruction in the outside world. This is how the vicious circle of destruction and self-destruction is formed and strengthened. It implies a constant experience of the loss of his fundamental "I" images, and, therefore, the blockade of a healthy sense of guilt. Accordingly, the individual cannot truly love and interact constructively, and is cut off from his own deep feelings and healthy feelings. In order to "break through" to a sense of life, he often uses certain psychoactive substances, which leads to addictions and degradation, which often leads to both problems with self-esteem of the individual and to an addictive identity formed in adolescence [13]. Note that between malignant guilt and benign guilt (conscience) there is a state of shame, which is an orientation not to a transcendent connection between the true "I" and the Other, not to deep feelings, but to the preservation of the "ego" and, accordingly, to external evaluation and to the attitudes instilled in us, not passed through the soul]. As S.A. Tarasova notes, "in the most general form, the existential problems of convicts are associated with experiencing a deep sense of loneliness and uselessness, with the loss of self-esteem and self-worth, with the loss of a sense of the value of life, global distrust of people and the world as a whole, the lack of meaning of their existence. Existential problems generate anxiety, fear and despair, become a source of "existential pain" and suffering" [14, p. 73]. Moreover, these problems can lead to the most negative consequences in the form of destructive actions of individuals, as well as group and mass actions and malignant phenomena, as described in detail in a series of scientific papers, the authors and co-authors of which were A.V. Vorontsov, A.M. Prilutsky and A.M. Bogachev [15, 16, 17]. Note along the way that here, to a significant extent, lies the key to understanding the strangulation game, which is very common among American and Russian teenagers [18].

This is precisely the psychology of an asocial personality, and it is the transfer of malignant guilt into benign guilt, into the work of conscience (and not only and not so much shame) with the help of strict care and spiritual development that is the basis of resocialization, including in the case of convicted, especially convicted women who have not yet managed to get involved in a destructive environment. We emphasize: those of them who are ready, at least potentially, for the development (evolutionary and (or) breakthrough) of their personality.  Yes, the problem of providing socio-psychological assistance and spiritual support to adults and adolescents who find themselves in places of deprivation of liberty due to certain circumstances is one of the most sensitive and most important pedagogical, psychological and spiritual problems considered during the resocialization of convicts [19]. Once again, we emphasize that at present there are a huge number of people in the penitentiary system who cannot be considered lost to society in any way, because "... criminals rejected by society need love. They, like small children, are sensitive to it ...", "... our modern prisons and correctional labor colonies are huge parishes that need the Word of God and spiritual care, maybe more than ordinary parishes in the world" [20]. Moreover, it can be said that in some cases these are people who pass through the shadow side of their own personality and are ready to get out of it with the help of both their own spiritual work and external spiritual support - strict care - which is so necessary for a person who turns to the transcendent principle [21].

Of course, not every convict is capable of personality evolution, but it is necessary to give a chance to those of them who want it, and who have the corresponding activity in the "zone of the nearest development". It should be noted that the unconscious spiritual search noted among modern Russian youth may well manifest itself in a number of citizens who have committed crimes. And in the course of this search, they sometimes need to "catch on" to something, rooted in the ability to develop creatively.

The concept of "life anchors"Many people are probably familiar with the concept of "anchors", which is most often used in the field of NLP.

However, in our opinion, this concept can be extrapolated to the life path of a person as such. For example, the case of Zadorov from the "Pedagogical Poem" shows that both for Makarenko himself and for his pupil, the situation became precisely a "strategic anchor", having a strong influence on the rest of his life. Our task is to form such an "anchor" as a result of educational influence on those who need it (in our context, on convicts). And it is formed when the pupil simultaneously receives from the educator both care and rigor, and both at special moments of tension of mental forces, and for a long time. In order for the psyche to become receptive to strict care, the pupil (pupil) needs to gain access from his ability to be involved and, as it were, go through again, as a rule, the periods of identification (identification) with parental images missed in childhood, in order to learn on this basis to regulate his own behavior in accordance with creative values. The relevant experience will become the resource, the "life anchor" that will help the individual to find stability in the most difficult moments.

The presence of certain "life anchors" in an individual is determined by many factors: gender, situational, installation, etc. They can be basic and acquired in the process of human socialization. But their main essence and task is to preserve the continuity of the personality and return to the right path of its development.

 

Conclusion and recommendations

 

In connection with the above, the development of a program of pedagogical and psychological rehabilitation and personality development of convicts, and, above all, women convicted for the first time for crimes of small and medium gravity (as most sensitive to the corresponding changes) is in demand.

As a basis, we could take the "I am a parent" program successfully tested in the FSIN system (where the image of a mature, successful parent acts as a basic "matrix" of identifications necessary to strengthen the adult "I"), introducing into it elements from the practical part of technologies such as NLP, and a set of techniques for self–regulation of psychoemotional states, and methodological systems, such as psychosynthesis and logotherapy. In the case of NLP, in our opinion, it would be appropriate to use, for example, the "Identification" technique, in which identification occurs with a real or imaginary person who is the most ideal model of a parent for a particular individual. In terms of self-regulation, it is possible to use the "Resource Memory" technique together with Jacobson relaxation modifications, etc. In the case of psychosynthesis, we are talking about techniques of working with the imagination, which allow us to actualize the need and ability to conceive and give birth to a child, take care of him and develop his own personality as an "Image of a Flower". In addition, in combination with these techniques, the use of techniques of the art approach, including drawing in a circle, would be extremely in demand. In addition, it makes sense to add elements of an existential approach and logotherapy to conversations about full-fledged parenthood with access to a full-fledged understanding of one's own life and the acquisition of personal meaning. It should be emphasized that the use of appropriate methodology, methods, technologies and techniques will allow achieving a full-fledged integrative effect (especially taking into account the specifics of correctional institutions, which implies the exclusion of techniques aimed at physical contact). "Subtle" work in the field of inner peace, the appearance of attention and care in the general context of incarceration (including the need to fulfill the daily routine) can and should fulfill the function of "strict care", allowing the individual to transform chaotic energy into a creative order.

The purpose of such a program should be to contribute to the qualitative improvement of the psychological well-being of the program participants, their desire to live creatively, to overcome their existing addictions. Accordingly, the objectives of the program were the acquisition by its participants of the abilities to a) seek and find the creative meaning of their lives in interaction with others; b) Use their inner potential for self-development; c) Gain interest in themselves and their psychological development, for a decent marriage and parenthood; d) accept their deep feelings. As a category of its participants, in our opinion, it is advisable to single out convicts mainly under 35 years of age, in the zone of their immediate development, there is a conscious or unconscious readiness for the development (evolution) of personality. The program is supposed to be implemented in cooperation with the psychological and educational services of the Federal Penitentiary Service.

Here is an approximate plan of such a program:

1)           Introductory conversation. Training in the "Jacobson Relaxation" technique (after this and each subsequent technique, the "Drawing in a Circle" technique is used), the corresponding drawings are preserved, symbolizing the dynamics of states and personal work. In addition, each lesson takes place in the context of an educational conversation (bes)  in line with the existential approach, which allows to include the received inner experience in the structure of personality and daily activities;

2)           Learning to work with an internal resource using the "Cherished Place" technique and a corresponding conversation;

3)           Learning to work with an internal resource using the "Resource Memory" technique and the corresponding conversation;

4) Work with the actualization of the potential of development and integration with the help of the "Only flower" technique and the corresponding conversation and the corresponding conversation;

5) Work with the integrative potential of the individual using the "Seven Animals" technique and a corresponding conversation;

6)           A session of repetition of the lessons completed with the help of the "Resource memory" technique adapted to this task and the corresponding conversation;

7) Actualization of the development potential and self-improvement with the help of the "Lighthouse and Butterfly" technique (according to R. Assagioli)" and the corresponding conversation;

8) Actualization of the potential of self-improvement (including self-criticism) with the help of the "Restoration of the house" technique (according to R. Assagioli) and a corresponding conversation;

9) Appeal to the image of full-fledged parenthood. The use of the "Real Parent" technique (identification with a significant role model) and the corresponding conversation;

10) Appeal to the desired image of the future (including in the context of full-fledged parenthood) using the "Lifeline" technique and an appropriate conversation;

11) Fixing the attitude to a creative life with the help of the technique of "Writing to yourself" and the corresponding conversation;

12) The final lesson with the repeated use of the "Resource memory" technique and the corresponding conversation.

Taking into account the classes once a week, this program will be designed for 2-3 months, which may allow it to be held for convicts for short periods. In the future, if necessary, further work is possible (for example, through regular conversations).

After the cycle of classes, it is possible to regularly conduct group work in the discussion mode (1-1.5 hours) in the mode of 1 lesson per week (two weeks, a month) with a discussion of current events.

It should also be noted that in the conditions of a correctional institution, the need for a preliminary lesson in the "acquaintance / discussion" mode is not excluded.

It is important to emphasize that convicts who are willing and/or ready to work on the development (evolution) of their personality are recommended to participate in the program. Even if there are 10-15% of all such convicts, working with them will make a lot of sense, because it will give a chance for a new life to those who strive for it and, thereby, the correctional function of the penitentiary system will be implemented in an optimal way.

In our opinion, the development and testing of such an innovative program will make it possible to take a new step forward in the implementation of a number of goals and objectives set by the state and society to the Federal Penitentiary Service of the Russian Federation. The results of this testing, in our opinion, can and should become the basis for a series of further scientific papers and will, in a sense, become a new word in the development of psychological and educational services in the FSIN system.

In general, it is quite obvious that the solution of these and many other tasks facing the penitentiary system requires a spiritual, morally oriented approach. That, in fact, is why it is the front and at the same time, the area of the "immediate development" of the educational system of the Federal Penitentiary Service, which, as noted above, already has serious developments in this area. We are also convinced that the most active participation of clergy belonging to traditional confessions in Russia would be useful in this work.

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The paper "Strict care as a methodology and technology of educational and psychocorrective activities in the context of an existential approach" is submitted for review. The author sets the task of finding mechanisms for the development of meaningful participation in prisoners with themselves and others, as well as the actualization (formation) of creative attitudes. The methodological basis is the existential approach. The advantage of the work is that the author has actualized a spiritual, morally oriented approach to solving the main tasks facing the penitentiary system. This is what is becoming the area of "immediate development" of the educational system of the Federal Penitentiary Service. The main recommendations are as follows: 1). To make a complete theoretical review and analysis of the work on the affected problem, focusing, among other things, on modern research that has been carried out in recent years. 2). In the work, present a clearer structure in which, in accordance with the requirements, the following should be distinguished: an introduction with a designation of the problem, relevance, subject and purpose; a theoretical overview; a description of the study, conclusion. In conclusion, structured and reasoned conclusions should be presented, and practical significance should be indicated. 3). The work lacks its own research, as such. The author gave a brief overview of those provisions of the existential approach that are already known. The relevance of the subject is not justified, there are examples from the works of classics A. Makarenko, A. Adler, etc. But - there is no author's research. Therefore, scientific novelty is not indicated in solving the problem raised, it is absent in the article. 4). The merit of the work could be the developed program of pedagogical and psychological rehabilitation and personality development of convicts, which is mentioned in the conclusion. This is the author's contribution to solving the problem. 5). The title of the article does not fully correspond to the content. The methodology is partially described, but there is no justification and description of the technology of educational and psychocorrective activities. Plus, we are talking specifically about the activities of the psychological services of the penitentiary system. This should also be reflected in the title. Remarks: 1). The bibliography of the article includes 11 domestic sources, a small part of which has been published in the last three years. The problems of the work correspond to the subject of the article. The bibliography contains only 2 scientific articles, the rest of the publications are books, monographs, manuals. There are a significant number of inaccuracies in the design of each source of literature (for example, the number of sources is at least 20; 1/3 of the sources must be foreign, date of publication, design features, etc.). Therefore, it is necessary to design the bibliography strictly in accordance with the Rules for the design of literature 2022, posted in the section Rules for the design of the list of references. 2). There are technical flaws and typos in the work that need to be finalized. The work needs significant refinement. Taking into account comments during revision will allow you to submit a complete scientific work to the editorial board. The article is relevant from a theoretical point of view, and has undoubted practical value. The work can be recommended for publication after correcting comments and recommendations.

Second Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The object of research in the material submitted for review is the idea of "strict care" - the subject of its implementation in institutions of the Federal Penitentiary Service. With a sufficiently high level of content, this material does not fit into the format of a scientific article for the following reasons. 1) The practical part is presented in the form of an appendix, which is unacceptable for scientific publications. In works on the psychological and pedagogical direction, the practical part should contain a description of the experiment or individual stages of the experiment to improve the effectiveness of any work with the presentation of the results in a thesis-analytical form with their interpretation in the form of numerical values, or in the form of a textual description of specific results. The information provided in the appendix is presented in an exclusively descriptive, but not analytical form. The application is part of qualifying papers like dissertations, where you need to fully present the program. In the article, it is necessary to reflect the essence of the program and the specifics of working with it, substantiating its effectiveness, analyzing difficulties and promising ways of pedagogical activity in the described context, and a link can be made to the appendix. 2) The theoretical part is rather of a popular educational nature with elements of a textbook, but is not analytical material in the scientific and pedagogical sense of the word. Firstly, scientific articles do not accept citations of large fragments of the text, especially since we are talking about the works of classics familiar to a large number of readers. In this case, it is customary to make a descriptive link, for example: The famous teacher A. Makarenko described a situation in which ... + a link to the pages of the book. In the theoretical part, there is no thesis definition of the essence, structure and content of strict care from the standpoint of pedagogy as a science. There is no review of research on strict care. Despite Makarenko's undeniably huge contribution to Russian pedagogy, it must be admitted that almost a century has passed since his work, during which a very large number of transformations have occurred in our country and society. That is why it is relevant today how Makarenko's ideas are interpreted by modern researchers and practical teachers. In principle, the same can be said about Bern and Adler. 3) In the title "Strict care as a methodology and technology of educational and psychocorrective work ..." there is a categorical pedagogical error. Methodology and technology are completely different things. Technology in pedagogy is a specific algorithm of interrelated actions, while methodology is a generalized set of pedagogical tools for specific goals and objectives. The same phenomenon cannot be positioned as both methodology and technology at once. Probably, in this work we are talking about technology, if a program is presented. It should be noted that educational and psychocorrective work are different areas of psychological and pedagogical activity. In the text, the author also calls strict care a concept, which already means the third scientific and pedagogical category. Such universality in the name and terminology actually means "lumping together" completely different, albeit interrelated, things and serves as an indicator of the lack of a clear methodology and theoretical design of the study. 4) Despite the fact that the text is written in a good literary language, it must be admitted that the descriptive and narrative nature in it clearly dominates the thesis, postulation and analysis. In fact, the material describes pedagogical practice, while there is practically no conceptual and categorical pedagogical analysis. Thus, the material is educational, but not scientific and analytical in nature. This text will fit well, for example, into a textbook or textbook on penitentiary pedagogy, but cannot be published in a journal from the list of the Higher Attestation Commission due to the fundamental discrepancy between the scientific and analytical format from both theoretical and practical points of view. It is recommended to reject the manuscript.

Third Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The review of the article "Strict care" as the basis of educational and psychocorrective activities in institutions of the Federal Penitentiary Service" The relevance of the research topic and its compliance with the specialization of the journal "Pedagogy and Education" is not in doubt in connection with modern trends in social development, which determine the priorities of educational work in various types of institutions, including institutions of the Federal Penitentiary Service. The subject of the study is a program of education based on "strict care" in institutions of the Federal Penitentiary Service in modern conditions. The analysis of such categories as "upbringing", "educational work", "education program", "strict care", "guilt", "moral basis of personality" is presented as a problem field of research. The results of the implementation of the educational work program "I am a parent" are identified and analyzed in detail (where the image of a mature, successful parent acts as a basic matrix necessary to strengthen the adult "I" of identifications). The advantage of the work is the key, cross-cutting leading ideas of educational work in the institutions of the Federal Penitentiary Service, which run through the entire research work. Of interest is the design and testing of an innovative parenting program "I am a parent": starting from the idea, the logic of work and up to the implementation process. A detailed step-by-step description of the stages and techniques towards the realization of the intended goal of personal development (evolution) is presented. The methodology of the reviewed work is based on a spiritual, morally oriented approach. The article uses such research methods as comparative, structural, functional, semantic analysis, synthesis of the obtained results, analogy and comparison, deduction, design. The article implements in sufficient detail the systematization and generalization of literary data related to educational work on the basis of a comparative review of 21 literary sources. The theoretical basis of the research is the experience of A. S. Makarenko and the concept of A. Adler. The article has a scientific novelty related to the design of the program of educational work in the institution of the Federal Penitentiary Service: - the complex concept of "strict care" is formulated; - the mechanism of step-by-step design of educational work in institutions of the Federal Penitentiary Service is presented; - general and specific requirements for the design of an innovative program of educational work in institutions of the Federal Penitentiary Service are identified; - the stages of application of a system of interrelated techniques determining the directions of solving educational tasks in a certain period of implementation of "strict care" are analyzed. The structure of the article meets the requirements for scientific publications. The content of the article, which examines educational activities and the process of implementing "strict care" in institutions of the Federal Penitentiary Service as a moral basis and means of developing the personality of convicted participants in experimental work, corresponds to its title. The style of presentation of the material meets the requirements for scientific publications. The bibliography corresponds to the content of the article and is presented by 21 domestic and foreign literary sources (1997-2022). The results of the study substantiate the importance of theoretical and empirical research of educational work in institutions of the Federal Penitentiary Service, the development and testing of educational work programs based on the use of "strict care" technology for convicts. The article arouses the reader's interest and can be recommended for publication.