摘要
青少年矫正对象作为特殊的矫正干预群体,其身心发展处于青春期认知重构与行为模式固化的关键阶段。此类群体普遍存在认知结构的片面性特征,具体表现为辩证思维能力薄弱、社会角色认知偏差及冲动控制机制发育滞后,叠加既往偏差行为形成的标签化效应,致使其在矫正过程中面临多重适应性障碍。为更好地帮助这些青少年矫正对象重新融入社会,再教育问题成为了关注的焦点。本研究旨在探讨青少年矫正对象的再教育问题,通过深入了解青少年矫正对象的需求和困境,并从社会支持的角度出发,提出了针对性的再教育策略。研究发现,有效的社会支持对青少年矫正对象的再教育有显著影响,而当前存在的问题主要包括我国青少年矫正对象再教育面临结构性矛盾:家庭支持系统的断裂与失衡、学校教育的排斥与边缘化、社区支持的缺失与冷漠、社会偏见概念的负面影响等。因此,建议从政策、社区、家庭、学校等多个层面出发,为青少年矫正对象提供更全面的再教育支持。本研究为破解青少年矫正再教育效能衰减问题提供了理论创新与实践范式,对完善我国青少年司法矫治体系具有参考价值。
Juvenile correctional subjects, as a special intervention group, are in a critical stage of cognitive reconstruction during adolescence and the solidification of behavioral patterns. This group generally exhibits fragmented cognitive structures, characterized by deficiencies in dialectical thinking skills, distorted social role cognition, and underdeveloped impulse control mechanisms. Coupled with the labeling effects stemming from prior deviant behaviors, these individuals face multiple adaptive barriers during correctional processes. To better facilitate their social reintegration, re-education has become a focal concern. This study aims to investigate the re-education challenges of juvenile correctional subjects through the lens of social support theory. By analyzing their needs and predicaments, targeted re-education strategies are proposed from the perspective of social support. The findings reveal that effective social support significantly impacts re-education outcomes, while current systemic issues in China include structural contradictions: fractured family support systems, educational exclusion and marginalization in schools, insufficient community support, and the detrimental effects of societal stigma. Consequently, this study advocates for comprehensive re-education support across policy, community, family, and school dimensions. The research provides theoretical innovation and practical paradigms for addressing the decline in re-education efficacy among juvenile correctional subjects, offering valuable insights for improving China’s judicial correctional system for adolescents.
出处
《社会科学前沿》
2025年第6期452-458,共7页
Advances in Social Sciences
