Readiness of Social Services Specialists for Gender-Sensitive Activities with Offence-Prone Juveniles

Abstract

This research deals with the issue of diagnosing the readiness of social services workers to implement gender-sensitive approach to working with offence-prone juveniles. As a subject of such diagnosis, we have determined a corresponding professional readiness – social service specialist’s theoretical and instrumental mastery of a sum of methods, means and techniques, and also offence-prone juvenile resocialization algorithms that are based on gender-sensitive approach. Criterion basis for researching the readiness state of social services specialists for gender-sensitive activities with offence-prone juveniles (motivation criterion: aiming towards success in the profession; ability to implement professional aims, notably to work with juvenile offenders; cognitive criterion: knowledge of legal and regulatory framework of Ukraine, primarily international documents that protect the rights of orphaned children and children deprived of parental care, notably the juvenile offenders, which were ratified by Ukraine; knowledge regarding non-discriminatory approach to social work with offence-prone juveniles; theoretical and practical knowledge and abilities, which are necessary during resocialization of juveniles based on gender-sensitive approach; operation-activity criterion: ability to analyze, predict, develop and carry out social projects and technologies aimed at social-pedagogical accompaniment based on gender-sensitive approach; ability to carry out social-pedagogical accompaniment of juveniles, taking into account non-discriminatory approach) was justified. The result of diagnostics that was carried out for social services specialists shows mostly medium and low levels of readiness practically by all indexes, “blind spots” and contemporary challenges of such preparation were defined. It was proven that such preparation must be based on pervasive approach and the concept of constant professional growth, raising qualification and life-long education.

Received: 8 February 2021 / Accepted: 19 March 2021 / Published: 10 May 2021