Reintegration of Youth Into Society: Socio-Psychological Aspect

Abstract

Abstract. Purpose of the study is to identify the socio-psychological specifics of the process of reintegration of youth in modern society. Methods. The study uses observation methods, interviews, questionnaires, methods of document analysis and expert assessments, standardized and projective research methods, which revealed the features of motivational and cognitive mental states of young people in the process of its reintegration; the social mechanisms of internalization and transformation of values ​​by modern youth in the process of its reintegration are determined; the factors of efficiency of the process of reintegration of youth in the indicators of their identity and socio-psychological maturity are singled out; the influence of social well-being and subjective social well-being of young people on the success of the process of its reintegration is revealed. Results. Peculiarities of motivational and cognitive mental states of youth are determined and social mechanisms of internalization and transformation of values ​​by modern youth in the process of its reintegration are revealed. The influence of social well-being (cognitive-evaluative, motivational-value, emotional-behavioral components) and subjective social well-being of youth (social visibility, social distance, emotional acceptance, social approval, social beliefs) on the success of its reintegration in modern conditions is clarified. Differentiation of factors of efficiency of process of reintegration of youth in indicators of its identity (on cognitive, emotional, conative-activity, value-orientation components) and social-psychological maturity (on personal, reflexive and functional components), in particular in the conditions of forced is carried out. In order to implement the principle of complexity in assessing the results of reintegration of young people into society, the integration indicator of socio-psychological ability / inability of the individual is used as a multicomponent education that characterizes the level of personal development. It is established that socio-psychological inability is expressed in the general anticipatory inability of its components (personal-situational, temporal, spatial); in the presence of destructive social attitudes in interpersonal relationships, the formation of the psychotic level of psychopathological personality disorders, an accentuated profile of self-regulation of behavior (by components of planning, modeling, evaluation of results and independence), inadequate self-esteem.