Pedagogical Competence of Juvenile Affairs Inspectors in Preventing Antisocial Behavior among Migrant Adolescents
Sklyarenko I.S., Isyutina O.V. Pedagogical competence of juvenile affairs inspectors in preventing antisocial behavior among migrant adolescents. Penitentiary Science, 2026, vol. 20, no. 2 (74), pp. 223–229. doi 10.46741/2713-2811.2026.74.2.012.
the article is devoted to the urgent problem of determining the essence and content
of the special pedagogical competence of juvenile affairs inspectors for the effective prevention
of antisocial behavior of migrant adolescents. In the context of the transformation of migration
processes and the increasing role of pedagogical methods in law enforcement, this problem
acquires special scientific and practical significance. The development of these competencies of the
inspector directly contributes to the prevention of offenses, including in cooperation with the penal
system. Purpose: theoretical and methodological substantiation and development of a structural
and substantive model of the pedagogical competence of the juvenile affairs inspector focused
on solving problems of socio-cultural adaptation and prevention of deviations among migrant
adolescents. Methods: the leading research methods are theoretical analysis of philosophical,
psychological, pedagogical, sociological and legal literature; systematization and generalization of
scientific provisions; pedagogical modeling; analysis of regulatory documents and empirical data.
Results: a three-level model of pedagogical competence is developed based on the synthesis of
competence-based, personal-activity, axiological and multicultural approaches. The model includes
cognitive-gnostic (system of special knowledge), operational-technological (set of professional
skills) and reflexive-personal (values and personal qualities) components, detailed in relation to
the specifics of working with migrant adolescents. A structural imbalance in the modern practice of
inspector training is identified and analyzed, which consists in the declarative understanding of the
issue with a pronounced shortage of specific pedagogical tools and technologies for intercultural
interaction. Conclusions: the effectiveness of the inspector’s preventive activities in a multicultural
environment is determined by the level of formation of integrative pedagogical competence.
Its development is a key condition for the transition from traditional law enforcement to a sociopedagogical,
coordinating model of work, where the inspector acts as a central link in the system
of interdepartmental interaction. Coordination of actions between juvenile affairs inspectors and
employees of criminal executive inspections of the Federal Penitentiary Service of Russia is of
particular importance, which can manifest itself in the exchange of information, joint preventive
measures and a unified approach to working with certain categories of minors. The results obtained
substantiate the need to modernize the system of professional training and advanced training of
juvenile affairs inspectors in working with migrant adolescents.
Keywords: juvenile affairs inspector; pedagogical competence; migrant adolescents; prevention of antisocial behavior; intercultural interaction; axiological approach.
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